Children's and mental health agencies have a message for schools: if you make small changes to improve social relations in your schools, you will help more young people experiencing mental health problems. The Commission for Children and Young People, with the Mental Health Commission of NSW, have released 'Support in Tough Times : Encouraging Young People to Seek Help for Their Friends' (the Report). Given the strong, and undoubtedly appropriate, focus on children's mental health issues, this report presents refreshing and practical guidance for schools on what they can do to help their students.

Background

Educators and care professionals might feel that they are inundated with the message that mental health is a major challenge facing young people in Australia, but the message is no less pressing. According to the Report, 'mental health disorders are the leading cause of disability among young Australians aged 15–24 years'. Anxiety and depression were among the most commonly experienced mental health problems.

Suicide is the leading cause of death for Australians aged between 15-40. As some commentators point out, the threat from sensationalised events such as terrorism pales in comparison - 113 terrorism related deaths from 1978-2014 compared to 22,824 deaths due to suicide in 2003-2012 alone. That's less than half of one percent.

These statistics help to put the issue of mental health in perspective. Reports, such as this report on young people's mental health, give us valuable insights to help identify and support young people who may be suffering.

The key findings

The research demonstrates that mental health skills and knowledge, social relations in schools and the likelihood of young people seeking help from adults or friends are linked. Importantly, it also shows that school based practices can influence a student's intention to seek help.

The importance of a young person's friends was underscored by the research. 94% of young people who had known another young person with a mental health issue had performed at least one 'helpful action' to support them. Such helpful actions included:

• being a 'shoulder to lean on';
• supporting them through the situation; and
• trying to get them to see a counsellor.

The school environment plays an important role in encouraging young people to seek help for a friend. Factors that influence who a student will seek help from include:

• feeling comfortable to approach adults at school;
• feeling there are trusted adults at school;
• feeling that staff members respect student confidentiality;
• knowing who to get help from; and
• feeling that teachers care about the mental health of students.

For teachers and other educational professionals, there are many things to take away from this Report. For school administrators, some key practical tips emerge.

First, maintain confidentiality

One of the most important 'small changes' includes adhering to transparent school policies to protect student confidentiality. The issue is not merely having a policy of confidentiality, it is making sure that that policy is communicated to students, and that they can feel confident that confidentiality will be maintained.

This point is driven home by the Australian Law Reform Commission, which reports that the confidentiality of discussions between students and school counsellors is by no means absolute, and that students are aware of, and concerned by this. A lack of confidentiality can deter students from seeking help.

Although schools can never guarantee confidentiality (mandatory legal reporting obligations override considerations of confidentiality), this does not mean that there cannot be an effective confidentiality policy for counselling. Clearly outlining and communicating the situations in which a student can feel confident in trusting school counsellors with sensitive information may assist in encouraging students to divulge their issues.

Second, show that you care

'Students feeling that teachers cared about their mental health' increased the likelihood of them seeking help, according to the Report. The reasons for this include that they felt that if they could trust an adult, they would be more willing to breach a friend's trust in order to seek help for him or her, and of finding a suitable adult to turn to.

It is important to show that teachers sincerely care in order to build trust in school staff. Showing support for particular organisations, such as HeadSpace and Beyond Blue, are just one way of doing this.

Third, teach skills

'The research confirms that many young people both want to, and do, support their friends going through a tough time', but they may not have the skills or knowledge to do so. Feedback from the research indicates that young people want to help their friends, but feel that they don't know how to. The report emphasises the significant role that schools can play in allowing young people to develop these skills.

Important considerations, such as the ethics of breaking a friend's trust to get them help, are issues that students may need a forum to discuss.

Finally, there is much more you can do

The Report encourages schools to 'think about approaches where all adults at school are seen by young people as a potential source of support', and it acknowledges that strategies need to be developed for the unique needs of each particular school. Policy is explicitly acknowledged by the Report as an issue that is central to addressing mental health.  Developing strategies to improve the qualifications and training of school staff and to show support for a staff member's professional judgement are also important initiatives schools can take.

Above all the Report emphasises that the open, sensible and rational discussion of mental health issues with all members of the school community is an important way of educating young people about acknowledging the importance of mental health, and of seeking help.

Services such as Lifeline can be contacted confidentially on 13 11 14, and the Kids Helpline can be contacted on 1800 55 1800.