Understanding Attention-Deficit Hyperactivity Disorder

Source: www.pexels.com

By Sam Piha

PURPOSE
The purpose of this blog is to advance understanding of Attention- Deficit Hyperactivity Disorder (ADHD). In the subsequent blog we will share some strategies on supporting kids with ADHD features.

What is ADHD?
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder marked by persistent patterns of inattention, hyperactivity, and impulsivity. It affects both children and adults, typically leading to executive dysfunction. Symptoms vary in intensity and can disrupt daily life at home, work, school or afterschool. [i] 

“About 1 in 9 U.S. children has received a diagnosis of attention deficit hyperactivity disorder (ADHD). According to the Centers for Disease Control and Prevention (CDC), ADHD is one of the most common neurobehavioral disorders in children. Parents, teachers, and healthcare professionals may suspect ADHD when they notice careless mistakes, fidgeting, or forgetfulness. However, many medical conditions can mirror ADHD symptoms, which can make getting a correct diagnosis difficult.” [ii] 

ADHD Features
The main features of ADHD are inattention, hyperactivity, and impulsivity. Some people have trouble in all three of those areas. Some primarily have problems with inattention. And others may primarily have problems with impulsivity and hyperactivity. ADHD symptoms exist on a spectrum or a continuum. But the longer answer is a little bit more complicated. There are two important factors to consider: the type of symptoms a person has and how intense the symptoms are.



ADHD manifests differently from person to person and is categorized into three types: 

• Predominantly Inattentive: Difficulty sustaining focus, poor organization, forgetfulness, and a tendency to lose items.
• Predominantly Hyperactive-Impulsive: Fidgeting, excessive talking, restlessness, and acting without thinking through consequences.
• Combined: A mix of symptoms from both categories, which is the most common presentation. [iii]

Students who exhibit ADHD’s hallmark features of inattention, hyperactivity, and impulsivity can be frustrating. Plus, their behaviors take time away from instruction and disrupt the whole class. These youth may:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Have problems with long-term projects where there is no direct supervision.
• Not pull their weight during group work and may even keep a group from accomplishing its task. 

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Source: Palm Point

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD features and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD features overcome learning challenges, stay focused without disrupting others, and succeed in the classroom.

Causes and Risk Factors: ADHD is not caused by poor parenting. Research points to a combination of genetics and neurological differences, particularly in brain areas regulating attention and impulse control. Key risk factors include: 

• Genetics: ADHD often runs in families.
• Environmental factors: Exposure to toxins like lead during childhood.
• Developmental factors: Premature birth, low birth weight, or maternal use of tobacco, alcohol, or other drugs during pregnancy. 

DIAGNOSIS
Most afterschool workers are not trained to be diagnosticians. Instead, we should focus on behavioral features and how we can best support young people with ADHD features. 

Diagnosing ADHD is very tricky. “People often think of ADHD as being just one thing. To some it might mean the stereotype of the hyperactive boy who can’t sit still in school. To others, it might mean the friend who never seems to pay attention. But ‘no two people with ADHD are exactly alike.’ Their symptoms can vary in type and severity. For instance, one person with hyperactivity might squirm in their seat. Another might get up and walk around the room, touching everything in sight. So, you might think of the first person as having ‘mild’ ADHD and the other as having ‘severe’ ADHD. This is why diagnosing ADHD can be tricky. ADHD isn’t an all-or-nothing thing. And sometimes, what looks like ADHD might not be a sign of an issue at all. All people have times when they’re forgetful, struggle to wait their turn, or are easily distracted. That doesn’t mean they have ADHD, though. 

Source: Families First Pediatrics

Racial And Gender Disparities 
It should be noted that significant racial and gender disparities persist in ADHD diagnosis, with Black, Hispanic, and Asian individuals, as well as girls and women, facing underdiagnosis, misdiagnosis, and delayed care compared to White males. 

• Racial Disparities
• Underdiagnosis in Minority Groups: Asian, Black, and Hispanic children are significantly less likely to receive an ADHD diagnosis than White children, regardless of symptom severity. ‘Asian, Black, and Hispanic children were significantly less likely to be diagnosed with ADHD compared with White children,’ as noted by PMC - NIH. 
• Misdiagnosis as Conduct Issues: Black youth are frequently misdiagnosed with behavioral or conduct disorders instead of ADHD, often due to harsher punitive interpretations of behavior in school and systemic bias. ‘non-Hispanic White individuals were ~ 26% more likely to receive ADHD diagnosis and ~ 61% less likely to be diagnosed with CD than non-Hispanic Black individuals,’ according to Nature. 
• Intersection of Race and Gender: Studies show that Black females are among the least likely demographic groups to receive a timely ADHD diagnosis. 

• Gender Disparities
• The Diagnostic Gap: Boys are diagnosed with ADHD at much higher rates in childhood than girls, though adult prevalence rates are nearly equal. “Girls and women experience an average delay of about 4 years in their diagnosis of and treatment for attention-deficit/hyperactivity disorder (ADHD), relative to boys and men,” according to Psychiatry Advisor. 
• Inattentive Presentation: Girls typically display less disruptive, inattentive symptoms rather than overt hyperactivity, causing adults to overlook their struggles. 
• Masking and Coping: Women and girls frequently internalize or mask their symptoms, leading to high rates of comorbid anxiety and depression that obscure the underlying ADHD. [iv]

Conditions That Mimic ADHD Features
There are some conditions that may resemble ADHD, which are cited below:

• Bipolar disorder
• Autism spectrum disorder
• Low blood sugar levels
• Diabetes
• Sensory processing disorder
• Hearing problems
• Sleep Thyroid disorders
• Seizure disorders
• Kids being kids: Some children with an ADHD diagnosis are actually misdiagnosed and don’t have ADHD or any other health condition. They’re simply being themselves, such as easily excitable or bored. [v]

END NOTES
[i] National Institute for Mental Health, Attention-Deficit/Hyperactivity Disorder: What You Need to Know
[ii] Healthline, Conditions That Mimic ADHD
[iii] The Understood Team, The 3 Types of ADHD
[iv] Google AI, What kinds of racial and gender disparities exist when diagnosing ADHD? 
[v] Healthline, Conditions That Mimic ADHD

If you'd like to learn more about this topic, we are sponsoring a few upcoming webinars that you should check out. Click the title below to learn more and register:

• Thur. 9/24/26: Supporting Youth with ADHD Features in Afterschool Programs

How to Help Teens Overcome Anxiety About Climate Change

Source: www.pexels.com

By Guest Blogger Tyralynn Frazier, Greater Good Science Center. This article originally appeared on Greater Good, the online magazine of the Greater Good Science Center at UC Berkeley. For more, visit greatergood.berkeley.edu.

Climate change is a mental health issue, not just an environmental one. Compassion practices may help adolescents turn anxiety into action.


The solutions to climate change are self-evident. Opportunities for change within our systems, countries, and institutions have been clearly defined, and yet political forces stifle systemic climate action as well as individual agency. This inability to change what is right in front of us—coupled with the catastrophic outcomes that are here and that are to come—is what drives “climate anxiety.”



Climate anxiety is especially becoming prevalent among adolescents, who are more likely to be aware of and concerned about climate change than previous generations. 

Adolescents’ climate anxiety is often described as a simmering or underlying cause of poor mental health. This is because climate anxiety may not be the primary cause of mental health issues, but rather a contributing factor that intensifies existing symptoms. 

For example, studies have described climate anxiety as a “slow-burn” stressor that can accumulate over time and increase the risk of mental health problems such as anxiety and depression. Similarly, one systematic review noted that climate anxiety may interact with other stressors and amplify their negative effects on mental health. 

Climate anxiety may also be described as a hidden or silent stressor, as it is often not recognized or acknowledged by health care providers or society at large. This can lead to a lack of appropriate support and resources for individuals experiencing climate anxiety, which can further exacerbate their distress. Fortunately, the research also suggests ways that we can help adolescents to navigate these negative feelings and turn toward hope and positive action.  

Source: www.pexels.com

How Climate Change Fuels Anxiety 

Overall, describing adolescents’ climate anxiety as a simmering cause of poor mental health highlights the importance of addressing climate change not only as an environmental issue but also as a mental health issue. It also emphasizes the need for comprehensive and integrated approaches to mental health that consider the complex interplay between environmental, social, and individual factors. 

In a study conducted two years ago, researchers investigated the prevalence of climate anxiety among adolescents around the world and its potential impact on mental health. The study found that climate anxiety was a common experience among the surveyed adolescents, with the majority reporting feeling very or extremely worried about the impact of climate change on their future. 

Further studies have found a significant association between climate anxiety and poor mental health, including symptoms of depression and anxiety. Adolescents with high levels of climate anxiety were more likely to report poor mental health compared to those with lower levels of climate anxiety. 

Jennifer L. Barkin is an epidemiologist at Mercer School of Medicine with expertise on the intersection of climate change and mental health. Her research focuses on understanding the impact of climate change on the health and well- being of vulnerable populations, particularly childbearing women, children, and adolescents. She and her colleagues have found that adolescents who experience high levels of climate anxiety may be at risk of developing anxiety and depressive disorders in adulthood, as well as other negative health outcomes such as substance abuse and chronic stress-related conditions. 

It is important to note that the long-term effects of climate anxiety may also have broader societal effects. Climate change is a complex and multifaceted issue that can feel overwhelming, and adolescents may feel powerless because there is no connection to making meaningful changes in the face of such a massive global problem. Additionally, the slow pace of action on climate change by governments and other institutions can contribute to a sense of hopelessness about the future. This, in turn, can further exacerbate feelings of anxiety and helplessness, creating a vicious cycle that perpetuates poor mental health outcomes. 

How to Help Teens With Climate Anxiety 

While the solutions to climate change might be economic, systemic, and structural, there are steps individuals can take to manage their own anxiety, which may help them to develop the future-oriented thinking they need to engage in actions and to fight for the policies that can mitigate the damage. 

We can start with compassion training, as it helps individuals to develop a more positive and supportive relationship with themselves and others. Most importantly, compassion training cultivates discernment and wisdom with tenderheartedness. According to the Greater Good Science Center, researchers define compassion “as the feeling that arises when you are confronted with another’s suffering and feel motivated to relieve that suffering.” That’s why compassion training works in the case of climate change: It directly addresses this sense of helplessness by orienting one’s attention toward what they can do and how they can make an impact. With a compassionate attitude, we can aim to alleviate both nature’s suffering and our own. 



Research has found that compassion-based interventions can be effective in reducing anxiety and depression symptoms, increasing positive emotions, and improving overall mental health outcomes. In the context of climate anxiety, compassion training may help individuals to feel less isolated and overwhelmed by creating a sense of shared concern and connectedness with others. 

There are several examples of compassion-based interventions that may support adolescents with climate anxiety. For example, one intervention involves group-based mindfulness and compassion training, which combines mindfulness practices with compassion-focused exercises to help adolescents develop a more supportive relationship with themselves and others. Another example is the “Eco-Compassion” intervention, which emphasizes the importance of compassion for the natural world and uses mindfulness practices to help adolescents to connect with nature and to develop a deeper sense of care for the environment. 

Within the Center for Contemplative Science and Compassion-Based Ethics, at Emory University, there are several domains of development that can have a direct and lasting effect on climate anxiety. None of these recommendations are specific to adolescents—and, indeed, parents and teachers should consider first adopting them for themselves, and then modeling them for their teens.  

Tenderheartedness: This refers to the ability to be kind and gentle with oneself and others. Practicing tenderheartedness can help individuals develop self-compassion and reduce self-criticism, which can be especially important when dealing with the overwhelming and potentially distressing emotions that can come with climate anxiety. By cultivating a sense of kindness and compassion toward oneself, individuals may be better equipped to handle difficult emotions and take positive action toward addressing climate change.  

Common humanity: This involves recognizing that suffering and struggle are universal experiences, and that we are all interconnected. Practicing common humanity can help individuals feel less isolated and alone in their experiences of climate anxiety and develop a sense of shared responsibility for addressing climate change. By recognizing our common humanity, individuals may be more motivated to act toward addressing climate change and may feel more supported in their efforts. 

Interdependence: This refers to the recognition that all beings are interconnected and interdependent. Practicing interdependence can help individuals develop a sense of connection and responsibility toward the natural world and recognize the ways in which our actions impact the planet and all living beings. By cultivating a sense of interdependence, individuals may be more motivated to take actions toward reducing their carbon footprint and protecting the environment. 

Compassionate engagement: This involves actively working toward reducing suffering in oneself and others. Practicing compassionate engagement can help individuals develop a sense of agency and efficacy in addressing climate change and develop a deeper commitment to making positive change. By engaging in compassionate action, individuals may feel more empowered and effective in their efforts to address climate change, which can in turn reduce feelings of helplessness and hopelessness. 

Wisdom: This involves developing an understanding of the causes and conditions that give rise to suffering, and the ability to respond skillfully to difficult situations. Practicing wisdom can help individuals gain perspective on the complex and interconnected issues that contribute to climate change and develop more effective strategies for addressing these issues. By developing wisdom, individuals may be better able to see the bigger picture of climate change and take a more balanced and informed approach to their actions.  

Through these practices and ideas, teens can learn to overcome feelings of helplessness and hopelessness, to take action against climate change. This can include interventions that promote community engagement and social support, as well as education and advocacy initiatives that help individuals feel informed and equipped to act on climate change. 

MORE ABOUT...

Tyralynn Frazier, Ph.D., MPH, is associate research scientist at Emory University’s Center for Contemplative Science and Compassion-Based Ethics. She leads research across multiple countries in collaboration with local partners, examining how social, emotional, and ethical (SEE) Learning and CBCT for Educators are implemented, adapted, and sustained across cultural contexts. 

Since 2001, the Greater Good Science Center (GGSC), based at the University of California, Berkeley, is one of the world’s leading institutions of research and higher education. The GGSC is unique in its commitment to both science and practice: Not only do they sponsor groundbreaking scientific research into social and emotional well-being, we help people apply this research to their personal and professional lives. GGSC studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society.

How ICE Raids Are Affecting Children—And What Schools Can Do

Liam Conejo Ramos, a five-year-old Ecuadorian boy,
was detained by Immigration and Customs Enforcement (ICE) agents
in Minneapolis while returning from school with his father.
Source: © Ali Daniels/AP

ICE raids are being conducted across the country. Even if raids are not being conducted in your city, because all of the news coming out of Minneapolis, it is difficult for young people to not witness these events. As of early 2025, federal guidelines regarding "sensitive locations" (like schools) have been revoked, making it even more crucial for districts to have, and strictly enforce, local protective policies. 

The impact on young people is profound. In this blog we draw on an article published by The Greater Good Science Center at UC Berkeley. This article is entitled, How ICE Raids Are Affecting Children—And What Schools Can Do and is authored by Nirvi Shah. You can read this entire article here. Below we offer several excerpts. Future blogs will expand on how afterschool programs are responding and how programs can prepare.  

“Immigration enforcement actions, including raids and the threat of deportation, severely impact children by inducing chronic stress, fear, and trauma, which leads to increased school absences and emotional distress.” – Google AI

Nirvi Shah writes, “What is immigration enforcement doing to kids and families? And what can youth programs do to protect their students’ mental health and physical safety? 

Immigration enforcement actions have intensified in 2025 and 2026, significantly increasing the daily number of children in Immigration and Customs Enforcement (ICE) detention. These operations, which now include raids at schools and daycares, are driving a mental health crisis characterized by "toxic stress" and pervasive fear among immigrant families. 

At the end of winter break at the Garlough Environmental Magnet School in West St. Paul, Minnesota, more than 50 students did not return to class. 

At the time, federal immigration agents were conducting military-style operations throughout the area, detaining both students and parents as they went to or from school, including a 5-year-old boy and a 10-year-old girl in another town. In January, U.S. Immigration and Customs Enforcement (ICE) agents killed two protesters and injured many others in Minnesota. 

Principal Libby Huettl, Garlough
Environmental Magnet School.
© ISD 197

Principal Libby Huettl knew she had to do something. She worked with her school’s cultural liaison to gather volunteers to pick students up at their apartments and walk them to school bus stops. Other staff members stationed themselves at the stops. Some volunteers drove students directly to school. The goal was to make students—and their parents—feel it was safe enough to make the trek, however long or short.

 By the end of January, she says their efforts were paying off: The number of kids not showing up to her elementary school was down to seven.

 “We are spending a lot of our energy on getting students back to school, however that needs to look,” Huettl says.

Principals around the country report similar patterns in students missing school, but the fear that is keeping students home is especially acute in the Minneapolis area—though protesters and local officials have successfully pressed the federal government to scale back their presence. As of this writing, the federal government announced that 700 agents, out of about 3,000, will leave the area. But, given the Trump administration’s priorities, the overall campaign is unlikely to end anytime soon.

“'This is a devastating time in the education space,' says Alejandra Vázquez Baur, the co-founder of the Newcomers Network, a coalition of educators, researchers, and advocates in 46 states. 'Immigration is becoming one of the leading issues impacting schools.'”

Experts and educators alike say that immigration raids are inflicting a terrible toll on children’s mental health and education. Some school systems have created new rules for addressing ICE visits to their campuses. Others are sharing information with families about their rights, and some parents signed power of attorney agreements that would give another adult the ability to take custody, even briefly, of their children should they be detained. Meanwhile, principals like Huettl are setting up plans in real time for dealing with immigration enforcement in their communities.

Here’s an overview of what ICE raids are doing to kids and how schools are responding to protect their students’ mental health and physical safety.

Immigrants in schools
The nonprofit KFF (formerly known as the Kaiser Family Foundation) estimates that 1 in 4, or 19 million, children in the U.S. have an immigrant parent. While immigrant students and families are clearly the most affected by federal actions, schools may not know the backgrounds of some of their students—and cannot turn away students based on their status. Some schools use English-language abilities as a proxy, however, for counting how many immigrant students they enroll.

But Vázquez Baur notes the effects of immigration enforcement are hardly limited to these children. “It is not just immigrant students who are staying home from schools,” says Vázquez Baur, who comes from an immigrant family. She ticks off examples: A whole group of students could find themselves stranded because their school bus driver was detained. One student’s babysitter, who helped with dropoff and pickup, is no longer around. Another may find that their best friend suddenly isn’t coming to school anymore. “Your child is going to leave with the idea that school isn’t for some kids,” she says. “This will touch every child in some way—and that was before the violent escalation.” 

Educational outcomes
The ways families are trying to cope create their own side effects, with high school principals telling researchers at the University of California, Los Angeles that when families shelter at home to avoid encountering ICE, their children don’t eat very well. Other kids have become caretakers for younger siblings overnight after a parent was detained.

And these students may not be able to do their schoolwork. Although schools in Minneapolis and the surrounding areas gave students the option of accessing classes online, the pandemic proved this was not a successful version of schooling for many kids. It can result in a slew of side effects, and the same problems during that era of virtual learning may exist now: limited or no access to high-speed internet and a lack of enough, or the right kind of, devices for kids to use for their lessons.

A spike in absences—what Huettl was working through—is one problem that can follow immigration agents’ presence and may involve students of any background. The Charlotte-Mecklenberg school district in North Carolina said more than 27,000 students were absent the first school day after U.S. Border Patrol agents arrived in the city in November. That amounted to nearly triple the number of students absent compared with a week before and was about a fifth of all kids in the 141,000-student district.

At school, the federal immigration onslaught has meant more bullying, high school principals told the UCLA researchers.

“’The biggest impact I can speak to is other students making inappropriate comments,’ another principal told researchers at the UCLA Institute for Democracy, Education, and Access, even telling friends: “‘You’re a border hopper, your parents are border hoppers, go back where you came from.’” - High School Principal

 

Mental health impact
Other research, including some that measured the effects of immigration enforcement during the first Trump administration, affirms what many educators already know: A ramp up in activity by federal immigration agents has a corrosive effect on children.

In a research brief last year from the Children’s Equity Project at Arizona State University, experts cited a study that found “children from immigrant backgrounds who witnessed their parent/s being arrested due to deportation tended to experience changes in sleeping, eating, and higher levels of fear and anxiety compared to children who had not witnessed this event.” 

They noted that some amount of stress is required for the healthy development of children, but extended periods of stress or extreme stress can lead to lasting physical and psychological damage. That’s because that kind of exposure can disrupt the way the hypothalamus and pituitary gland in the brain and the adrenal glands, which sit atop the kidneys, interact. Together, these organs help the body respond to stress. Too much stress, especially in children, the ASU experts wrote, can lead to long-term issues that impair memory, language development, and learning abilities and increase the risk of heart diseases in young adults.

The researchers compared what happened to Latino and non-Latino white students in places affected by the Secure Communities policy. Latino students, relative to white peers, reported persistent sadness or hopelessness; suicidal ideation; planning or attempted suicide; alcohol and cigarette use; fighting; and poor grades. 

The findings, the researchers said, show that the more students were exposed to the intensified enforcement, the sadder or more hopeless they felt.

What’s happening in children’s minds
When children, and adults, see something that could be a threat, and an unexpected one, “it’s going to activate a whole set of evolutionary responses,” says Dr. Kerry Ressler, a professor of psychiatry at Harvard Medical School and chief of the Division of Depression and Anxiety Disorders at McLean Hospital and director of its Neurobiology of Fear Laboratory.

“It’s everything we think of as a panic attack,” he says: increased breathing, an upset stomach, a dry mouth, wanting to run away. And people don’t have to experience that threat directly to trigger this physical reaction, Ressler says. “A lot of studies have shown that secondary viewing of somebody else being threatened still activates a lot of your own systems.”

Images of the clashes between Minnesota residents and ICE agents have been difficult to avoid on television and social media for weeks. Beyond that, residents of all ages have witnessed agents driving through neighborhoods, waiting outside churches and near school bus stops, and taking into custody a 5-year-old child wearing a Spider-Man backpack and bunny hat. 

“The onslaught of ICE activity in our community is inducing trauma and is taking a toll on our children, taking a toll on our families, our staff, our community members. This surge has changed nearly everything about our daily lives. The kids just want to come to school. They want to be in person learning. They thrive. They’re happy in school.” - Zena Stenvik, superintendent of the Columbia Heights Public School District, said during a press conference in January. 

According to researcher Dr. Kerry Ressler, “For children from lower-resourced environments, where food, money, or family support are scarce, or those who have experienced other trauma, witnessing or learning about immigration enforcement activity may trigger their own memories of being abused or tracked or not being safe or not being cared for.” Ultimately, that will cause further trauma, regardless of how that looks from child to child.

Below is a list from Google AI on the impacts of increased ICE raids on kids and families:

• Trauma and Mental Health: Raids cause severe, long-term anxiety, depression, and PTSD, with children often fearing they will be separated from their parents.
• Educational Disruption: Fear of raids leads to high absenteeism and, in some cases, students dropping out or transferring schools.
• Family Separation: The fear of, or actual, detention of caregivers destabilizes families, leaving children without adequate care. Aggressive enforcement has led to more frequent separations of children from their primary caregivers, causing severe psychological distress and disrupting essential attachment bonds.
• Surveillance Risks: Increased use of technology and data, such as license plate readers and social security records, deepens fear and distrust in public institutions. 
• Increased Detention: The average number of children in ICE custody daily has jumped more than sixfold since early 2025, with some days exceeding 400 children.
• Safety Concerns in Schools: The rescinding of sensitive locations policies has led to enforcement actions near schools, causing chronic absenteeism, drops in enrollment, and a general climate of hypervigilance.
• Mental Health Crisis: Experts report higher rates of PTSD, depression, anxiety, and suicidal ideation among affected youth. Some children even exhibit regression in eating and sleeping habits. 

MORE ABOUT...

Nirvi Shah

Nirvi Shah is a longtime education journalist and most recently served as executive editor of The Hechinger Report. Her work has been published in The Christian Science Monitor, The Guardian, The Nation, POLITICO, Slate and USA TODAY, among other outlets, and recognized by the Education Writers Association, the Society for Professional Journalists and other organizations. Reach her at nirvi.h.shah@gmail.com.

Since 2001, the Greater Good Science Center (GGSC), based at the University of California, Berkeley, is one of the world’s leading institutions of research and higher education. The GGSC is unique in its commitment to both science and practice: Not only do they sponsor groundbreaking scientific research into social and emotional well-being, they help people apply this research to their personal and professional lives. GGSC studies the psychology, sociology, and neuroscience of well-being and teaches skills that foster a thriving, resilient, and compassionate society. You can sign up for their newsletter here.

Ensuring That Program Staff Are Ready to Address Youth Mental Health Issues

Source: www.pexels.com

By Sam Piha

AFTERSCHOOL PROGRAMS CAN HELP

Youth afterschool programs are uniquely positioned to help because they reach young people in informal, trusting environments that often feel safer than school or home. “Research shows that high-quality afterschool programs contribute significantly to positive mental health outcomes, including improved interpersonal skills, self-control, and reduced externalizing behaviors. They offer a vital ‘spectrum of care’ that complements formal education and family support systems.” [i] 

According to the Afterschool Alliance, “Afterschool and summer programs play an essential role in supporting the healthy development of young people by serving as a safe space that fosters belonging, develops supportive relationships with peers and adult mentors, encourages healthy behaviors, and helps young people build and cultivate the skills necessary to navigate through the struggles and challenges they may come up against in life.” [ii] 

“After-school programs are also another place where kids have the opportunity to have ‘healthy interactions’ with each other and with adults. For example, some programs have brought in mental health professionals to work with students’ emotional needs.” [iii]  

Chat GPT writes, “Here’s a clear, research-based overview of how youth programs can help address the mental health crisis:

1. Create Supportive, Trust-Based Environments

• Build belonging and connection — consistent relationships with caring adults buffer against anxiety and depression.
• Train staff in trauma-informed practices so they recognize stress reactions and respond with empathy, not punishment.
• Normalize mental health talk by incorporating check-ins, ‘feelings boards,’ or ‘wellness circles’ into regular activities.

2. Promote Emotional Literacy

• Integrate social-emotional learning (SEL) — teach youth to identify emotions, manage stress, and resolve conflict.
• Use games, art, journaling, or storytelling to help youth process emotions safely.
• Provide short workshops on coping skills (e.g., breathing, mindfulness, self-talk).

3. Early Identification and Support

• Train staff to notice signs of distress (withdrawal, irritability, sleep or appetite changes).
• Establish clear referral pathways to local mental health providers or school counselors.
• Partner with mobile crisis teams or mental health nonprofits for on-site consultation days.

4. Strengthen Family and Community Connections

• Host family nights to share mental health resources and communication tools.
• Partner with schools, clinics, and local organizations to create a continuum of care.
• Encourage mentorship: consistent one-on-one relationships reduce loneliness and self-harm risk.

5. Foster Purpose, Mastery, and Joy

• Provide creative outlets (music, art, dance, theater, sports) — shown to reduce depressive symptoms and improve mood.
• Offer youth a chance to lead projects or volunteer; helping others boosts self-esteem and hope.
• Integrate movement and outdoor time — both improve mood regulation and stress resilience.

Source: Temescal Associates

6. Train and Support Staff (see more below)

• Youth workers often experience ‘secondary trauma.’ Build in staff wellness practices and peer support.
• Provide professional development on: De-escalation and crisis response, Culturally responsive care, Suicide prevention (e.g., QPR or safeTALK training)

7. Advocate and Educate

• Join local coalitions for youth mental health.
• Advocate for funding and policies that increase access to counseling and youth development opportunities.
• Include youth voice in shaping program priorities — feeling heard is itself protective.” [iv] 

“Afterschool programs support youth mental health by providing a safe and structured environment, offering access to caring adult mentors, and fostering vital social-emotional skills.”[v] 

Best practices for afterschool programs addressing the youth mental health crisis also include,

• Trauma-Informed Care: Adopting a trauma-informed approach ensures the environment is predictable, consistent, and empowering, helping youth feel safe and in control. (To learn more about trauma- informed care, check out our webinar, “Trauma Informed Practice in Afterschool in the Era of COVID-19” and past Learning in Afterschool & Summer (LIAS) Blogs on this topic.)
• Normalization of Mental Health: Talking openly about mental health, similar to physical health, helps to de-stigmatize issues and encourages youth to seek help.

QUALIFICATIONS FOR AFTERSCHOOL PROGRAM STAFF WORKING WITH YOUTH WHO MAY HAVE MENTAL HEALTH ISSUES? 

It is important that program leaders consider the qualifications that their staff need. According to Chat GPT, “Afterschool program staff who work with youth mental health typically have diverse qualifications, ranging from formal degrees to specialized training and certifications. The specific requirements depend on the staff member's role and the services offered. At a minimum, staff should possess strong social-emotional skills like compassion and patience. 

Foundational Qualifications and Skills
According to Google AI, some foundational qualifications needed by afterschool staff working with youth who may have mental health issues are,

• “Educational Background: While not all positions require a degree in a specific field, a background in child psychology, social work, human services, or education (often at the bachelor's level for entry-level positions and master's for supervisory or clinical roles) is highly valued.
• Experience: Prior experience working with adolescents or children in an urban or diverse environment is often preferred.
• Core Competencies: Essential soft skills include:
• Patience and Compassion: Working with youth facing challenges requires a calm and understanding demeanor.
• Strong Interpersonal and Communication Skills: The ability to build rapport and communicate effectively with youth, families, and a multidisciplinary team is crucial.
• Active Listening: The capacity to genuinely listen and pick up on verbal and non-verbal cues is essential.
• Cultural Competence: The ability to work effectively and respectfully with people from diverse backgrounds is a key requirement.
• Creativity and Problem-Solving: Using creative approaches to engage youth and find solutions to challenges.” [vi]  

SPECIALIZED STAFF TRAINING FOR MENTAL HEALTH SUPPORT

Even though afterschool staff may have personal attributes that will help them address youth mental health issues, it is important that they also receive specialized training. Below are trainings for afterschool staff on the topic of recognizing and responding to youth mental health issues taken from Google AI:

• “Youth Mental Health First Aid (YMHFA): This is a research-based training that teaches staff to recognize the signs and symptoms of mental distress or crisis, initiate help, and connect youth to professional care through a five-step action plan.
• Trauma-Informed Care: Training on understanding, recognizing, and responding to the effects of trauma to create a physically, emotionally, and culturally safe environment.
• Social-Emotional Learning (SEL) Curricula: Familiarity with evidence-based programs that help youth develop emotional awareness, self-regulation, problem-solving, and communication skills.
• Crisis Intervention and Prevention: Training on suicide prevention, bullying prevention, and de-escalation techniques.
• Referral Methods: Clear understanding of how to link children and families to experts in youth mental health services when a situation is beyond the scope of the afterschool program.” [vii]

Other specialized trainings recommended for afterschool staff are:

• Question, Persuade, Refer (QPR): Some programs use this training to provide staff with practical skills for suicide prevention.
• 'Notice. Talk. Act.® at School': Developed by the American Psychiatric Association, this training teaches staff how to recognize mental health issues, talk with students about their concerns, and refer them to appropriate resources. 

CARE FOR STAFF 

This blog is focused on the youth mental health crisis. However, we also need to be mindful of the accumulated stress on the part of staff. We know that stress leads to burn out and staff turnover and can also be detrimental to the young people we are responsible for. How do we go about caring for staff? It is its own topic and too large to fully explore here. 

Below is a brief outline regarding strategies to mitigate stress for staff. We’ve divided up the lists regarding organizational strategies and individual vs team-based strategies. According to Google AI, “Addressing staff stress in youth programs requires a two-pronged approach equipping employees with individual coping skills and implementing organizational changes to foster a supportive and sustainable work environment. 

Organizational Strategies: 

• Manage Workload and Expectations 
• Provide Strong Supervisory Support 
• Offer Competitive Compensation and Benefits 
• Foster a Supportive Work Culture • Prioritize Work-Life Balance and Flexibility
• Invest in Professional Development: are valued and helps combat disengagement.
• Offer Access to Professional Help

Individual and Team-Based Strategies: 

• Provide Stress Management Training 
• Encourage Self-Care 
• Implement Debrief Sessions 
• Set Clear Boundaries” [viii] 

To learn more about staff self-care, check out our briefing paper, Self-Care for Youth Workers. 

Source: Chat GPT

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. 

END NOTES:

[i]: Google AI, Why do afterschool programs benefit youth mental health? 

[ii]: Afterschool Alliance, Afterschool Supports Children’s Well-Being and Healthy Development

[iii]: Lauraine Langreo, How After-School Programs Can Support Students’ Academic and Social-Emotional Needs

[iv]: Chat GPT, How can youth programs help address the mental health crisis?

[v]: Google AI, How do afterschool programs support youth mental health?

[vi]: Google AI, What are the qualifications needed by afterschool staff working with youth with mental health issues?

[vii]: IBID.

[viii]: Google AI, What strategies are recommended to address staff stress in youth programs?

Best of 2025, July Through December

By Sam Piha

Temescal Associates and The How Kids Learn Foundation have created a large number of resources over the years. They are catalogued here. Below we have listed several of our favorites from 2025, July through December. To view Best of 2025, So Far, click here.

FAVORITE BLOGS:

• Identifying and Understanding Feelings
• The State of Mental Health for Young People
• Sports and Play Promotes Social Emotional Learning and Character

GUEST BLOGS:

• How Rituals And Routines Foster A Supportive Environment
• How California Schools Can Support Students, Families Fearing ICE Raids

 

INTERVIEWS:

• Voices From the Field: An Interview with Educator and Therapy Dog Handler, Leslie Gravino
• Therapy Dogs: An Interview with Pet Partners

 

BRIEFING PAPERS:

• Creating a Staff Development Plan
• Bringing Therapy Dogs into Youth Afterschool Programs
• How Afterschool Programs Can Address the Youth Mental Health Crisis

 

WEBINAR RECORDINGS:

• Working with Neurodiverse Children in Afterschool
• The Importance of Play in Afterschool
• Introducing Therapy Dogs into Afterschool Programs

Declining Youth Mental Health: What to Look For

Source: www.pexels.com

By Sam Piha 

GROUPS MOST AFFECTED

Some groups are more affected by mental health issues. They include: 

• “Girls: Adolescent girls report nearly twice the rate of persistent sadness as boys (57% vs 29%).
• LGBTQ+ youth: 69% reported persistent sadness and 45% considered suicide (CDC, 2023).
• Youth of color: Suicide rates among Black youth have risen more than any other racial group in the U.S. over the past 20 years.” [i]

Adolescents
“One in six people are aged 10–19 years. Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Protecting adolescents from adversity, promoting socio-emotional learning and psychological well-being, and ensuring access to mental health care are critical for their health and well-being during adolescence and adulthood.” [ii]

“Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems.” [iii]

The WHO describes adolescence as a, “crucial period for developing social and emotional habits important for mental well-include adopting healthy sleep patterns; exercising regularly; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Protective and supportive environments in the family, at school and in the wider community are important...

Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services. These include adolescents living in humanitarian and fragile settings; adolescents with chronic illness, autism spectrum disorder, an intellectual disability or other neurological condition; pregnant adolescents, adolescent parents, or those in early or forced marriages; orphans; and adolescents from minority ethnic or sexual backgrounds or other discriminated groups...

Multiple factors affect mental health. The more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors that can contribute to stress during adolescence include exposure to adversity, pressure to conform with peers and exploration of identity. Media influence and gender norms can exacerbate the disparity between an adolescent’s lived reality and their perceptions or aspirations for the future. Other important determinants include the quality of their home life and relationships with peers. Violence (especially sexual violence and bullying), harsh parenting and severe and socioeconomic problems are recognized risks to mental health.” [iv]

“Adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health and human rights violations.” [v]

To learn more about mental health determinants for adolescence see Mental Health of Adolescents by the World Health Organization.

PROMOTION AND PREVENTION

“Mental health promotion and prevention interventions aim to strengthen an individual's capacity to regulate emotions, enhance alternatives to risk-taking behaviors, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks. 

These programs require a multi-level approach with varied delivery platforms – for example, digital media, health or social care settings, schools or the community – and varied strategies to reach adolescents, particularly the most vulnerable.

Early detection and treatment
It is crucial to address the needs of adolescents with mental health conditions. Avoiding institutionalization and over-medicalization, prioritizing non-pharmacological approaches, and respecting the rights of children in line with the United Nations Convention on the Rights of the Child and other human rights instruments are key for adolescents’ mental health.” [vi]

Source: www.pexels.com

SIGNS OF YOUTH MENTAL HEALTH ISSUES

According to ChatGPT, these are some common signs of declining youth mental health:

• “Emotional and Behavioral Signs:
• Frequent sadness, crying, or irritability
• Sudden mood swings or emotional outbursts
• Withdrawal from friends, family, or activities once enjoyed
• Increased sensitivity to rejection or criticism
• Expressions of hopelessness (‘nothing matters,’ ‘I can’t do anything right’) 

• Social and School-Related Changes
• Declining grades or loss of interest in school
• Trouble concentrating, remembering, or making decisions
• Skipping class or avoiding group activities
• Increased conflict with peers or authority figures

• Physical or Routine Changes
• Noticeable changes in sleep (too little or too much)
• Appetite changes or sudden weight loss/gain
• Frequent headaches, stomachaches, or vague physical complaints
• Neglecting personal appearance or hygiene

• Serious Warning Signs
• Talking or writing about death or suicide
• Self-harming behaviors (cutting, burning, hitting self)
• Extreme anger, agitation, or risk-taking
• Use of alcohol or drugs to cope
• Sudden calmness after a period of distress (can indicate suicidal planning).” [vii] 

To learn more, check out 10 Mental Health Warning Signs with Teens. If you are concerned about a young person’s safety, do not wait — contact a counselor, trusted adult, or call or text 988 (Suicide and Crisis Lifeline). 

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page.

END NOTES:
[i]: Chat GPT, Which youth groups are most affected by mental health issues?
[ii]: IBID.
[iii]: World Health Organization, Mental Health of Adolescents
[iv]: IBID.
[v]: IBID. 
[vi]: IBID.
[vii]: Chat GPT, What are signs of declining youth mental health?

The State of Mental Health for Young People

Source: World Health Organization

By Sam Piha

Childhood and adolescence are critical stages of life for mental health. This is a time when rapid growth and development take place in the brain. Children and adolescents acquire cognitive and social-emotional skills that shape their future mental health and are important for assuming adult roles in society.

The quality of the environment where children and adolescents grow up shapes their well-being and development. Early negative experiences in homes, schools, or digital spaces, such as exposure to violence, the mental illness of a parent or other caregiver, bullying and poverty, increase the risk of mental illness.

According to the World Health Organization (WHO), “Mental health conditions, such as childhood epilepsy, developmental disabilities, depression, anxiety and behavioral disorders, are major causes of illness and disability among young people. Worldwide, 8% of children and 15% of adolescents experience a mental disorder, but the majority of them do not seek help or receive care. Suicide is the third leading cause of death in 15-29 year-olds. The consequences of not addressing mental health and psychosocial development for children and adolescents extend to adulthood and limit opportunities for leading fulfilling lives.” [i] 

Most indicators show that youth mental health has worsened over the past decade, especially since the COVID-19 pandemic. According to the CDC (2024) 42% of high-school students reported persistent sadness or hopelessness — up from 28% in 2011. Also, 22% seriously considered suicide, nearly double the rate from a decade earlier.

“Key facts:

• Globally, one in seven 10-19 year-olds experiences a mental disorder, accounting for 15% of the global burden of disease in this age group.
• Depression, anxiety and behavioral disorders are among the leading causes of illness and disability among adolescents.
• Suicide is the third leading cause of death among those aged 15–29 years old.
• The consequences of failing to address adolescent mental health conditions extend to adulthood, impairing both physical and mental health and limiting opportunities to lead fulfilling lives as adults.” [ii]



WHY YOUTH MENTAL HEALTH IS GETTING WORSE

There are multiple, overlapping factors that help explain why youth mental health is getting worse. Below are some of the factors, as listed by Chat GPT. 

• “Social media and digital pressure: constant comparison, cyberbullying, and reduced real-life connection.
• Pandemic disruption: isolation, academic loss, and family stressors intensified symptoms.
• Academic and economic pressure — fear of failure, high competition, and financial insecurity.
• Access barriers: long wait times, provider shortages, and stigma prevent treatment.
• Global instability: climate anxiety, violence, and polarization add chronic stress.” [iii]

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page. 

END NOTES:
[i] World Health Organization, Improving the mental and brain health of children and adolescents
[ii] World Health Organization, Mental Health of Adolescents
[iii] Chat GPT, What factors help explain why youth mental health is getting worse?

Therapy Dogs: An Interview with Pet Partners

Source: The Campanile

By Sam Piha

There is a growing concern regarding the mental health of young people as we are seeing an increase in anxiety and depression. Some say this is due to a number of factors, including the COVID pandemic, regional wars, climate change and the latest threat of deportation. One solution is the introduction of therapy dogs to afterschool programs. Below are responses to an interview we did with Mary Margaret Callahan, the Chief Mission Officer for Pet Partners, an organization that has registered and supported thousands of volunteer therapy animal teams who have made millions of meaningful visits around the world that help improve the physical, social, and emotional lives of both the people and animals involved.

Q: How would you define "therapy dog"? And how are they different from service dogs?

A: A therapy dog is an animal that can provide physical, psychological, and emotional benefits to those they interact with, typically in facility settings such as healthcare, assisted living and schools. These pets are evaluated on their ability to safely interact with a wide range of populations, and their handlers are trained in best practices to ensure effective interactions that support animal welfare. Therapy animal handlers may volunteer their time to visit with their animals in the community, or they may be practitioners who utilize the power of the human-animal bond in professional settings.

The best way to contrast therapy dogs and service dogs is to think about their relationship with others. Therapy dogs have a one-to-many relationship with people – a single therapy dog may interact with, support or benefit a number of people. For example, a therapy dog in a school setting may interact with dozens of children, faculty and staff over the course of a day. A service dog, on the other hand, has a one-to-one relationship with the individual they support. For example, a seeing eye dog helps a single individual with visual impairment.  And unlike service dogs, a therapy animal has no special rights of access, except in those facilities where they are welcomed. 

Q: How are therapy dogs in the classroom effective? How are they utilized?

A: Therapy dogs have a wide variety of benefits in the classroom. They have been very popular in read aloud programs for years where there is no judgement for mispronunciation or words stumbled over. Additionally, therapy animals provide emotional support by reducing stress and anxiety, such as during midterms and finals weeks on high school and college campuses. They also can broadly enhance mood and well-being with visits from a therapy dog being a highlight of the week for students and even help improve school attendance.

The presence of therapy animals can also promote social development, fostering positive interactions between students and promoting empathy and compassion.  Academically, the presence of therapy animals can be motivational and there are studies which suggest improved focus and attention by students in classrooms where therapy dogs are present.

Therapy animals can be incorporated into school settings both formally and informally, depending on the goals of the teacher or staff person. Informal activities like meet and greets may be ideal for stress relief sessions, whereas creating lesson plans that involve the therapy dog would be a formalized way to enhance learning outcomes.  

Q: While it is possible to contact organizations to visit with their dogs, we believe that many afterschool workers who have dogs that may qualify, may want to bring them to their program. Can you comment on this? 

A: If you have an affiliative dog with good basic obedience skills with whom you have a strong bond or relationship yourself, you may be a candidate to become a therapy animal team. It’s important to realize that handling your own dog in a work setting means you’re responsible for both the students in your program and the wellbeing of your dog, so it does take training and preparation for you as the handler too, not just your dog.

Q: What would be the requirements that future therapy dogs should have?

A: Future therapy dogs should:

• Be physically and socially mature, typically at least 1 year of age for dogs,
• Be in good physical health with no acute or chronic health conditions and be vaccinated against rabies,
• Have a strong bond with their handler and be responsive to their handler’s direction and support,
• Have basic obedience skills, and
• Most importantly - welcome, not merely tolerate, interactions with strangers.

It’s important to recognize we’re asking our pets to participate in this activity. A good therapy dog loves what they do. If you have to cajole, bribe, or force your animal to be a therapy dog, not only are you damaging the relationship you have with your pet, but you’re also putting yourself, your animal and your program at risk for an incident or injury.

Future handlers must be able to:

• Read your pet’s body language, recognizing approaching and avoidant behaviors,
• Anticipate your pet’s response in different situations and set them up for success at all times,
• Guide interactions, always advocating for the safety and well-being of your pet,
• Interact with your pet positively, supporting them as needed, and
• Cue or redirect your pet gently and effectively, without force or coercion.

Behind every great therapy dog is a handler who is vigilant about ensuring their animal’s welfare and enjoyment of therapy animal work. These handlers have a strong trust-based relationship with their animal. When your dog trusts that you always have their best interests at heart because you actively ‘listen’ to their body language and support them, they will be confident in interacting with others, even if something unusual or unexpected happens.

Q: Should dog handlers get insurance?

A: Absolutely. In today’s litigious society, you should be sure you are protected in the event of real or perceived errors or accidents. It’s worthwhile noting that even if nothing really did go wrong and you or your animal were not at fault, someone can still sue you and you’ll still need insurance to pay for your defense. Volunteer therapy animal programs should offer insurance coverage (always ask), but if you are incorporating your dog into your paid work, you’ll need separate insurance coverage. 

Q: In your experience, how should the afterschool program work in coordination with the school when introducing a therapy dog and communicating with parents?

A: Starting a therapy animal program involves a lot of pre-work. You’ll want to talk through risk assessment, assuring your school administration that the handler and therapy animal are well prepared and can safely interact with students. You’ll likely need to develop plans for parental permission as well as how to manage students with allergies or fears. You may also be interested in creating behavior contracts with students so they understand the expectations of how they’ll interact respectfully with and near a therapy dog. It’s also important to set expectations with administration, parents and students that the therapy dog has agency and some days visits may be cut short or cancelled because that’s what is in the best interest of the animal. Good preparation and creating buy- in with the administration and parents will go a long way to launching a successful therapy animal program.

MORE ABOUT...

Mary Margaret Callahan

Mary Margaret Callahan is the Chief Mission Officer for Pet Partners, where she is responsible for leading mission delivery, including the Therapy Animal Program and grassroots advocacy program. As an animal lover with a background spanning education and health care, Mary Margaret couldn’t be more delighted to find herself at the nexus of her interests and experience working to improve human health and well-being through the power of the human-animal bond.

The daughter of a veterinarian, Mary Margaret grew up surrounded by pets and has a deep appreciation for the strength of the human-animal bond. She joined Pet Partners in 2013 and has worked to establish the organization as both an influencer and a resource within the animal-assisted intervention (AAI) and human-animal bond (HAB) community. In 2018 she was named one of PetAge Magazine’s Women of Influence. Mary Margaret lives on a small farm outside Seattle with her husband, daughter, and menagerie of animals including dogs, cats, guinea pigs, chickens, goats, and miniature donkeys.

Since 1977, Pet Partners has registered and supported thousands of volunteer therapy animal teams who have made millions of meaningful visits around the world that help improve the physical, social, and emotional lives of both the people and animals involved. Their therapy animal for workplace program is available nationwide with the help of their dedicated therapy animal volunteers!

To learn more about therapy dogs and how to introduce them to your afterschool program, check out our briefing paper, Bringing Therapy Dogs into Youth Afterschool Programs. To read and download, click here.