Knowledge Bank

Mental illness is a serious issue facing numerous children in the U.S. Without early intervention, childhood mental illness can lead to lifelong negative outcomes which are painful for the child, their family, and their community. Research shows that both exposure to stigmatizing messages and a lack of information about mental health prevent individuals from seeking needed treatment and that such messages might be present in the school setting where children spend the majority of their time. The following study explores the presence of mental health-related messages in sixth through eighth grade English Language Arts (ELA) classes that can have an impact on help-seeking behaviors among students. This mixed-methods exploratory study aims to determine whether sixth through eighth grade ELA classes could be utilized to improve mental health literacy and outcomes in young people. The first part of the study includes a qualitative content analysis of ELA curriculum materials, with a focus on mental health-related themes and messages. The second part of the study involves collecting quantitative data via a survey of sixth through eighth grade ELA teachers to assess their experiences, knowledge, and attitudes about mental health. ELA curriculum materials were expected to include stigmatizing messages about mental health, but a content analysis of four books and one short story suggests that some materials can also provide students with positive messages. Several of the 62 survey participants report that students have been prompted to seek help for mental health concerns based on topics presented in curriculum materials, and participants had overall favorable attitudes toward individuals with mental illness. These results offer the hope that children are receiving positive messages regarding mental health issues from their ELA classes that can prompt help-seeking behaviors in the event that there is a need for treatment.