GLOBAL PERSPECTIVE PROJECT

Topic Health & Wellbeing

Challenge Understanding Each other
Study Aim Establish strategies by secondary schools to teach learners with mental health disabilities in
USA
Issue Learners with mental Disorders
Research Question What strategies can be used by secondary schools to learners with mental disorder in USA?
Sub Questions What are mental disorders?
Characteristics of students with mental disorders
Identify strategies for mental students
Type of disorders in learners
Effects of students with mental disorders
Answers Mental disorders are diseases that affect cognition, emotion, and behavioural control and
substantially interfere both with the ability of children to learn and with the ability of adults
to function in their families, at work, and in the broader society.
1. Hyman, Steven, et al. "Mental disorders." Disease control priorities related to
mental, neurological, developmental and substance abuse disorders (2006): 1-20.
2. Hyman, S., Chisholm, D., Kessler, R., Patel, V., & Whiteford, H. (2006). Mental
disorders. Disease control priorities related to mental, neurological, developmental
and substance abuse disorders, 1-20.
3. Hyman, Steven, Dan Chisholm, Ronald Kessler, Vikram Patel, and Harvey Whiteford.
"Mental disorders." Disease control priorities related to mental, neurological,
developmental and substance abuse disorders (2006): 1-20.
4. Hyman, S., Chisholm, D., Kessler, R., Patel, V. and Whiteford, H., 2006. Mental
disorders. Disease control priorities related to mental, neurological, developmental
and substance abuse disorders, pp.1-20.
5. Hyman S, Chisholm D, Kessler R, Patel V, Whiteford H. Mental disorders. Disease
control priorities related to mental, neurological, developmental and substance
abuse disorders. 2006:1-20.

Attention characteristics
Generally, students with intellectual disabilities find attending to tasks challenging. However,
attending skills may be improved through early intervention and instruction that use real-life
tasks and materials (e.g., coins) that are relevant to the student. Real-life tasks improve all
students’ motivation to attend but are especially helpful for students with intellectual
disabilities.
Academic characteristics
Students with intellectual disabilities tend to have below grade-level reading, writing, and
math skills. However, academic skills can be improved, and students with mild intellectual
disabilities benefit from academically inclusive settings.
Memory characteristics
Students with intellectual disabilities often perform poorly on working memory tasks
compared with their peers without intellectual disabilities (Henry & MacLean, 2002).
Working memory holds information for short periods and is used for reasoning and decision-
making.
Generalization characteristics
Students with intellectual disabilities experience challenges when attempting to repeat a
learned behavior or skill in a new situation. For example, a student may learn how to use a
calculator to solve simple mathematics equations effectively in the classroom but may
struggle to apply this skill in other settings, such as creating a budget and shopping for
groceries. This means that students will need instruction on how to apply skills in different
situations and settings.
Language characteristics
Students with intellectual disabilities may experience a delay in their language development.
For example, students with intellectual disabilities may experience delays in learning
vocabulary or engaging in conversation. Working memory deficits may contribute to
experiencing a delay in language development such that students may not remember the
order of events or may omit information they do not remember. Speech disorders are also
common among students with intellectual disabilities, including deficits in articulation and
fluency.
Adaptive behavior characteristics
Students with intellectual disabilities may experience challenges in developing adaptive
behaviors. Adaptive behaviors include conceptual, social, and practical skills (DSM-5-TR,
2022, p. 42). Students may experience deficits in acquiring new skills or struggle with
performing a learned skill in a new environment (e.g., expressing empathy with a new
friend). Educators and clinicians should focus on students’ strengths and abilities rather than
just their limitations. Students with intellectual disabilities can live and work in their
communities with appropriate support
1. Lolk, Annette. "Neurokognitive lidelser." Diagnostic and statistical manual of mental
disorders. American Psychiatric Association, 2013.
2. Lolk, A. (2013). Neurokognitive lidelser. In Diagnostic and statistical manual of
mental disorders. American Psychiatric Association.
3. Lolk, Annette. "Neurokognitive lidelser." In Diagnostic and statistical manual of
mental disorders. American Psychiatric Association, 2013.
4. Lolk, A., 2013. Neurokognitive lidelser. In Diagnostic and statistical manual of mental
disorders. American Psychiatric Association.
5. Lolk A. Neurokognitive lidelser. InDiagnostic and statistical manual of mental
disorders 2013. American Psychiatric Association.

Foster a Supportive, Consistent Classroom Environment: Create a positive and inclusive

classroom atmosphere where students feel safe, respected, and valued. Establish clear rules,
routines, and expectations while emphasizing empathy and understanding. How could this
be enhanced? One idea is to have a ‘town meeting’ of all the students to talk about the rules
and their expectations of you and their fellow students. Write these down, share them on a
poster, and have weekly check-in meetings. Empower your students to be engaged.
Differentiate Instruction: Develop individualized plans for students struggling with mental
health concerns. Collaborate with the school counselor, parents, and other professionals to
identify appropriate strategies and accommodations. This may include modified
assignments, additional breaks, or specific coping strategies. How can this be addressed?
Some students simply need to learn different ways of dealing with their challenges. In your
‘check-in’ meetings, let students share ideas on what to do when angry, bored, confused, etc.
Ensure Clear Communication: Maintain open lines of communication with students and their
parents or guardians. Keep them informed about classroom expectations, upcoming
assignments, and schedule changes. Regularly check in with students individually to assess
their well-being and provide opportunities for them to share their concerns. Adults are
typically good at saying, “this isn’t going to work for me.” Students also need the opportunity
and words or phrases they can use so that everyone around them knows when something
isn’t going well, or something else has to be worked out.
Promote Mindfulness and Self-Care: Incorporate mindfulness and self-care practices into the
daily routine. Teach relaxation techniques, deep breathing exercises, or brief mindfulness
sessions to help students manage stress and anxiety. Encourage self-reflection and provide
resources like mental health hotlines or counseling services. Consider practicing deep
breathing with the class before a test, a difficult assignment, or as part of a transition. Have
students practice recognizing when they are not feeling well and brainstorm strategies that
help them to feel more calm. Include posters and visuals in your classroom that let students
know it’s ok to talk about emotions and strategies for mindfulness and self-care.
Establish Support Systems: Collaborate closely with the school counselor, social worker, or
other mental health professionals to create a comprehensive support system. Share relevant
information about students’ needs and progress and seek their input and guidance on
effective strategies. They can provide valuable resources and interventions to support
students’ mental health. Some of these insights can be fairly simple. Keep in mind that they
are not trying to make you into a counselor. Equally important, their insights may provide a
wider array of tools to use with other students. Plus, your insights are critically important to
share with the counselors to help them understand the students.
1. Korinek, Lori. "Supporting students with mental health challenges in the
classroom." Preventing School Failure: Alternative Education for Children and
Youth 65.2 (2021): 97-107.
2. Korinek, L. (2021). Supporting students with mental health challenges in the
classroom. Preventing School Failure: Alternative Education for Children and
Youth, 65(2), 97-107.
3. Korinek, Lori. "Supporting students with mental health challenges in the
classroom." Preventing School Failure: Alternative Education for Children and
Youth 65, no. 2 (2021): 97-107.
4. Korinek, L., 2021. Supporting students with mental health challenges in the
classroom. Preventing School Failure: Alternative Education for Children and
Youth, 65(2), pp.97-107.
5. Korinek L. Supporting students with mental health challenges in the classroom.
Preventing School Failure: Alternative Education for Children and Youth. 2021 Feb
1;65(2):97-107.

1. Dyslexia
Underneath the learning disability umbrella, many disabilities are categorized as one of three
types: dyslexia, dysgraphia, and dyscalculia.1 Dyslexia is a language processing disorder that
impacts reading, writing, and comprehension. Dyslexics may exhibit difficulty decoding
words or with phonemic awareness, identifying individual sounds within words. Dyslexia
often goes diagnosed for many years and often results in trouble with reading, grammar,
reading comprehension, and other language skills.2
2. Dysgraphia
Those with dysgraphia have trouble converting their thoughts into writing or drawing. Poor
handwriting is a hallmark of dysgraphia but is far from the only symptom. Sufferers struggle
to translate their thoughts into writing, whether in spelling, grammar, vocabulary, critical
thinking, or memory.1 Individuals with dysgraphia may exhibit difficulty with letter spacing,
poor motor planning and spatial awareness, and trouble thinking and writing
simultaneously.3
3. Dyscalculia
Dyscalculia encompasses learning disabilities related to mathematical calculations.
Individuals with dyscalculia struggle with math concepts, numbers, and
reasoning.1 Sometimes referred to as having “math dyslexia,” individuals might have difficulty
reading clocks to tell time, counting money, identifying patterns, remembering math facts,
and solving mental math.4
4. Auditory processing disorder
In auditory processing disorder (APD), patients have difficulty processing sounds. Individuals
with APD may confuse the order of sounds or be unable to filter different sounds, like a
teacher’s voice versus background noise. In APD, the brain misinterprets the information
received and processed from the ear.5
5. Language processing disorder
A subset of auditory processing disorder, language processing disorder arises when an
individual has specific challenges in processing spoken language, impacting both receptive
and expressive language. According to the Learning Disabilities Association of America, in
language processing disorder, “there is difficulty attaching meaning to sound groups that
form words, sentences, and stories.”6
6. Nonverbal learning disabilities
While it may sound like nonverbal learning disabilities (NVLD) relate to an individual’s
inability to speak, it actually refers to difficulties in decoding nonverbal behaviors or social
cues. NVLD sufferers struggle with understanding body language, facial expressions and tone
of voice, or the nonverbal aspects of communication.7
7. Visual perceptual/visual motor deficit
Individuals with visual perceptual/visual motor deficit exhibit poor hand-eye coordination,
often lose their places when reading, and have difficulty with pencils, crayons, glue, scissors,
and other fine motor activities. They may also confuse similar looking letters, have trouble
navigating their surroundings, or demonstrate unusual eye activity when reading or
completing assignments.8
The Learning Disabilities Association of America and many other mental health practitioners
regard the seven aforementioned disorders as specific learning disabilities. They recognize
autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) as
related disorders that impact learning, though not specific learning disorders.3
1. Lack, Daniel. "Another joint statement regarding learning disabilities, dyslexia, and
vision—A rebuttal." Optometry-Journal of the American Optometric
Association 81.10 (2010): 533-543.
2. Lack, D. (2010). Another joint statement regarding learning disabilities, dyslexia, and
vision—A rebuttal. Optometry-Journal of the American Optometric
Association, 81(10), 533-543.
3. Lack, Daniel. "Another joint statement regarding learning disabilities, dyslexia, and
vision—A rebuttal." Optometry-Journal of the American Optometric Association 81,
no. 10 (2010): 533-543.
4. Lack, D., 2010. Another joint statement regarding learning disabilities, dyslexia, and
vision—A rebuttal. Optometry-Journal of the American Optometric
Association, 81(10), pp.533-543.
5. Lack D. Another joint statement regarding learning disabilities, dyslexia, and vision—
A rebuttal. Optometry-Journal of the American Optometric Association. 2010 Oct
1;81(10):533-43.

Mental health problems can affect a student's energy level, concentration, dependability,
mental ability, and optimism, hindering performance. Over the past few decades, mental
illness has been extensively increased among students. Most people think that mental illness
is something that happens to someone else like "that won't affect me; I am not like a
mentally retarded person" and that's the root of this problem. People are considering the
symptoms as normal. Anxiety, depression, eating disorders, psychotics, and mood swings are
the most common symptoms that cannot be ignored. The truth is that, among students,
anxiety, depression, and eating disorders are extremely common. According to mental health
research conducted by the National Alliance on Mental Illness (NAMI), one in four students
has a diagnosable mental illness. A lot of pressure from parents, Stress from exams,-the
pressure of getting good grades in university. These aspects destroy the inner peace of
students. Going away on an exchange may for sure add to that it is an additional challenge
that can sometimes make you feel more stressed and on edge. According to research,
students that are diagnosed with either anxiety or depression" among children aged 9-23 life
 increased from 5.4% in 2003 to 8% in 2007 and to 8.4% in 2011-2012 and 11.6 % in 2013-
2020. The scale relates to the four types of mental disorders among students, such as tired or
headaches, mood swings, or insomnia. Previous results showed that more the 38% of
students are diagnosed with mental disorders. The results showed that mental illness affects
mental illness affected health status and destroyed the inner peace of students.
1. Nadeem, Arif, Faiza Umer, and Muhammad Jawad Anwar. "Emotion regulation as
predictor of academic performance in university students." Journal of Professional &
Applied Psychology 4.1 (2023): 20-33.
2. Nadeem, A., Umer, F., & Anwar, M. J. (2023). Emotion regulation as predictor of
academic performance in university students. Journal of Professional & Applied
Psychology, 4(1), 20-33.
3. Nadeem, Arif, Faiza Umer, and Muhammad Jawad Anwar. "Emotion regulation as
predictor of academic performance in university students." Journal of Professional &
Applied Psychology 4, no. 1 (2023): 20-33.
4. Nadeem, A., Umer, F. and Anwar, M.J., 2023. Emotion regulation as predictor of
academic performance in university students. Journal of Professional & Applied
Psychology, 4(1), pp.20-33.
5. Nadeem A, Umer F, Anwar MJ. Emotion regulation as predictor of academic
performance in university students. Journal of Professional & Applied Psychology.
2023 Mar 4;4(1):20-33.

Highlight Key Words Mental disability

Secondary schools
Strategies
Methods Search web
Textbooks
Magazine
newspaper
Define Key words Mental disorder: Mental disorders are diseases that affect cognition, emotion, and
behavioural control and substantially interfere both with the ability of children to learn and
with the ability of adults to function in their families, at work, and in the broader society.

Secondary schools: Secondary schools are, production of artworks, handicrafts, singing,

playing of musical instruments, role playing, various forms of sports, and physical activities.

Strategies: Strategy is a rule for making decisions under conditions of partial ignorance
whereas policy is a contingent dec

Refrences Hyman, Steven, et al. "Mental disorders." Disease control priorities related to mental,
neurological, developmental and substance abuse disorders (2006): 1-20.

Kapur, Radhika. "Meaning and significance of secondary education." International Journal of

Law, Management and Social Science 3.1 (2019): 85-95.

McGoey, Linsey. "The logic of strategic ignorance." The British journal of sociology 63.3
(2012): 533-576.

Banaschewski, T., Brandeis, D., Heinrich, H., Albrecht, B., Brunner, E., & Rothenberger,
A. (2003). Association of ADHD and conduct disorder–brain electrical evidence for the
existence of a distinct subtype. Journal of Child Psychology and Psychiatry, 44, 356–376.
(2019)
 Bao, Q.-S., Lu, C.-Y., Song, H., Wang, M., Ling, W., Chen, W.-Q., … & Rao, S. (2009). Behavioural
development of school-aged children who live around a multi-metal sulphide mine in
Guangdong province, China: a cross-sectional study. BMC Public Health, 9, 1–8. (2014)

Global Other Countries: Japan

Uganda
National USA
Causes Although it is often possible to identify triggers for particular episodes of mental illness,
identifying the underlying etiology is often more difcult. In many cases, mental illness
emerges as a consequence of biological and environmental interactions. For example,
the predisposition for disorders such as schizophrenia, bipolar disorder, and depression are
genetically heritable and may be activated by particular environments (Pickler, 2005).
Environmental factors that lead to chemical imbalances in the body or damage to the central
nervous system may also create biological vulnerabilities. When these vulnerabilities are
coupled with environmental conditions high in chaos and low in security and safety (such
as exposure to violence, including witnessing or being the victim of abuse; stress
related to chronic poverty, discrimination, or other serious hardship; and the loss of
important people through death, divorce, or broken relationships), mental disorders may
result (Perry, 2002)
1. Whitlock, Janis, and Karen Schantz. "Mental illness and mental health in
adolescence." Research Facts and Findings 6 (2008).
2. Whitlock, J., & Schantz, K. (2008). Mental illness and mental health in
adolescence. Research Facts and Findings, 6.
3. Whitlock, Janis, and Karen Schantz. "Mental illness and mental health in
adolescence." Research Facts and Findings 6 (2008).
4. Whitlock, J. and Schantz, K., 2008. Mental illness and mental health in
adolescence. Research Facts and Findings, 6.
5. Whitlock J, Schantz K. Mental illness and mental health in adolescence. Research
Facts and Findings. 2008 Dec;6.

Consequences The consequences of these disorders include both the impact during childhood and the
persistence of mental ill health into adult life. In childhood, the impact is broad,
encompassing the individual suffering of children, as well as the negative effects upon their
families and peers. This impact may include aggression toward other children and distraction
of peers from learning. Children with mental and developmental disorders are at higher risk
of mental and physical health problems in adulthood, as well as increased likelihood of
unemployment, contact with law enforcement agencies, and need for disability support.
1. Scott, James G., et al. "Childhood mental and developmental disorders." Mental,
Neurological, and Substance Use Disorders: Disease Control Priorities, Third Edition
(Volume 4) (2016).
2. Scott, J. G., Mihalopoulos, C., Erskine, H. E., Roberts, J., & Rahman, A. (2016).
Childhood mental and developmental disorders. Mental, Neurological, and
Substance Use Disorders: Disease Control Priorities, Third Edition (Volume 4).
3. Scott, James G., Cathrine Mihalopoulos, Holly E. Erskine, Jacqueline Roberts, and Atif
Rahman. "Childhood mental and developmental disorders." Mental, Neurological,
and Substance Use Disorders: Disease Control Priorities, Third Edition (Volume
4) (2016).
4. Scott, J.G., Mihalopoulos, C., Erskine, H.E., Roberts, J. and Rahman, A., 2016.
Childhood mental and developmental disorders. Mental, Neurological, and
Substance Use Disorders: Disease Control Priorities, Third Edition (Volume 4).
5. Scott JG, Mihalopoulos C, Erskine HE, Roberts J, Rahman A. Childhood mental and
developmental disorders. Mental, Neurological, and Substance Use Disorders:
Disease Control Priorities, Third Edition (Volume 4). 2016 Mar 14.
Course of Action Parenting interventions are the best treatments for younger children with disruptive
behavioral disorders, such as oppositional defiant disorder and conduct disorder. However,
the use of pharmacotherapy can assist in the treatment of adolescents with conduct
disorder. Recent evidence has suggested that the use of pharmacologic agents—in particular,
the second-generation antipsychotics—is increasing (Pringsheim and Gorman, 2012) in
children and adolescents with disruptive behavioral disorders. The review found that
although the use of such agents is increasing, the evidence base is not necessarily strong.
Reasonably strong evidence supports the use, particularly in the short-term, of
secondgeneration antipsychotics, especially risperidone, in young people with borderline IQs
(Duhig and others, 2013), but the evidence in young people with a normal IQ is not strong.
Other agents have also been evaluated in such children, including stimulants and lithium.
Lithium was found to have a short-term impact similar to that of risperidone. The overall
recommendation from the reviews cited is that psychopharmacological therapy in young
people with conduct disorder needs to be carefully monitored and only introduced within
the setting of specialist care (Ipser and Stein, 2007).
1. Scott, James G., et al. "Childhood mental and developmental disorders." Mental,
Neurological, and Substance Use Disorders: Disease Control Priorities, Third Edition
(Volume 4) (2016).
2. APA
3. Scott, J. G., Mihalopoulos, C., Erskine, H. E., Roberts, J., & Rahman, A. (2016).
Childhood mental and developmental disorders. Mental, Neurological, and
Substance Use Disorders: Disease Control Priorities, Third Edition (Volume 4).
4. Chicago
5. Scott, James G., Cathrine Mihalopoulos, Holly E. Erskine, Jacqueline Roberts, and Atif
Rahman. "Childhood mental and developmental disorders." Mental, Neurological,
and Substance Use Disorders: Disease Control Priorities, Third Edition (Volume
4) (2016).
6. Harvard
7. Scott, J.G., Mihalopoulos, C., Erskine, H.E., Roberts, J. and Rahman, A., 2016.
Childhood mental and developmental disorders. Mental, Neurological, and
Substance Use Disorders: Disease Control Priorities, Third Edition (Volume 4).
8. Vancouver
9. Scott JG, Mihalopoulos C, Erskine HE, Roberts J, Rahman A. Childhood mental and
developmental disorders. Mental, Neurological, and Substance Use Disorders:
Disease Control Priorities, Third Edition (Volume 4). 2016 Mar 14.
10.
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