InterEd Spring 2024 - Issue134 by ACS Athens

Journal of the

ASSOCIATION for the ADVANCEMENT of INTERNATIONAL EDUCATION

InterEd

KEY READS

Feature Research – Aybars

Asci | Learning environments exist within social, cultural, and environmental contexts; therefore, the specifics of these contexts play an active role in the development of human beings. As an architect, Aybars Asci has been investigating how physical environments can facilitate the development of empathy, particularly in learning environments. p5

Feature Conversation – Ashley

Parker and Reuben Faloughi | Cultural humility is the iterative practice of ongoing self-reflection and openness to learning about the cultural identities, beliefs, and experiences of oneself and others. Parker and Faloughi believe that international school leaders with more human-centric leadership will position their schools to navigate VUCA more effectively. p24

Feature Research –Tiese Bright, Liz Duffy, and Joel Jr Llaban | In today’s diverse and complex educational landscape, fostering effective partnerships between DEIJB leads and heads of institutions is paramount. These partnerships drive meaningful change, promote equity, inclusion, and justice, and nurture a sense of belonging within school communities and organizations. Bright, Duffy and Llaban delve into some essential principles, polarities, and practices for building successful collaborations in DEIJB work, drawing insights from real-world experiences and research-based strategies. p52

FEATURE RESEARCH

A SYSTEMIC APPROACH TO THE MENTAL HEALTH CRISIS IN INTERNATIONAL SCHOOLS BUILDING PSYCHOLOGICAL MUSCLE

By: Peggy Pelonis, Ed.D and Christiana Perakis, M.Sc.

In an era defined by Artificial Intelligence (AI), global interconnectedness, and rapidly evolving circumstances, education and educational institutions are called upon to change and evolve. Faced with numerous challenges and opportunities, top-down educational paradigms where teachers hold the proverbial key to knowledge are becoming less effective in preparing students for the challenges of a dynamic job market and proliferation of technologies. Schools across the globe have also been grappling with an increase in mental health issues in students. While anxiety and depression have seen a considerable spike in the last few years, according to the World Health Organization (2023), particularly after the Pandemic, it may be safe to assume that international schools, where the student body is typically comprised of varied nationalities, are especially vulnerable due to a transient population and continuous need to adapt to new environments. Moving to various countries every two to three years due to family work requirements can add to existing stressors. At the same time, the stigma still associated with mental health or learning differences in many cultures becomes a barrier to receiving proper services. This complex task of navigating cultural differences while cultivating an environment that is inclusive and respectful of each student’s unique background can be quite daunting. Acknowledging such challenges is particularly useful as schools strategically plan interventions and preventive methods. One thing is for certain: it is no longer enough for school counselors to tackle such wicked challenges alone. Mental health and inclusion needs require a systemic approach that begins with allocating resources and faculty/staff professional development, which includes tools to address such challenges and foster parent-school partnerships and partnerships with experts in the community.

Human beings have a fundamental need to belong and to feel safe. From a place of belonging, we love, create relationships, take risks, learn, and develop. When we do not feel belonging, we can shrivel up, become angry, fit in with the wrong crowd, or even engage in self-harm. This is especially so for young people as they develop and find their niche among their peers and later in society. Additionally, change is inevitable and never-ending. To change is to live. However, the recent technological advances and the advent of AI technologies bring changes swiftly and continuously, calling human beings to unceasingly adapt and placing enormous stress on our psychological immune system. A human’s ability to cope with change and adversity largely depends, among other things, on how well psychological muscle is developed from a place of belonging. With change taking place at rates faster than ever and on multiple levels, the psychological immune system weakens as we experience a continuous state of stress and even “chaos,” where coping and navigating life becomes more challenging. No wonder that anxiety and depression have become common among the youth, particularly after the pandemic.

Mental health and inclusion needs require a systemic approach that begins with allocating resources and faculty/staff professional development, which includes tools to address such challenges and foster parent-school partnerships and partnerships with experts in the community.

Students today are called on to develop skills beyond the traditional curriculum, including digital and AI literacy, media literacy, critical thinking, problem-solving, and collaborative behaviors with different cultures, mindsets, and belief systems. Often referred to as “soft skills,” these are anything but soft, as they are critical for surviving in a competitive world and essential in maintaining a balanced and healthy life. These skills include effective communication, emotional intelligence, resilience, and time management. These enable individuals to collaborate successfully, navigate complex social dynamics, and manage their lives effectively. Furthermore, being aware of global issues and positioning themselves as problem solvers who, via their project commitments, engage in local action for global impact provides students with a purpose that ultimately builds psychological muscle.

FEATURE RESEARCH A

As young people are called on today to shift quickly, adapt instantly, and think critically in a rapidly evolving landscape, the psychological immune system inevitably suffers due to the added stress, and in addition to the mental health dilemma, many children who learn differently are left behind. Human beings are creatures of habit who like predictability and familiarity. With such rapid and multilayered change, our fears become amplified as feelings of belonging become elusive and real or perceived threats lurk nearby. The natural response of ‘fight or flight’ kicks in, but who do we fight, and where shall we run to? Helplessness and hopelessness are all too common feelings, creating the perfect conditions for giving up in the face of more change and more demands. Eventually, these expectations limit our ability to cope and navigate our environment.

The inability or diminished ability to navigate the world around us taps into our deepest fears and can lead to despair and hopelessness. From such a place, being functional, productive human beings becomes challenging, affecting our relationships, life outlook, productivity, and health system. Interventions are costly in time, money, and energy. It is no wonder that in our times and across the globe, we are witnessing an alarming rise in mental health issues among young people. The statistics are stark and sobering, with the World Health Organization ( WHO, 2023) reporting that depression and anxiety disorders are among the leading causes of disability in adolescents worldwide. This isn’t just a health crisis; it’s a clarion call for action. The reasons behind this surge are multiple and complex. With its relentless pressure and stress, our contemporary society demands more from individuals than ever. The challenges of education, work, and navigating the social, environmental, and economic landscapes of the modern world place an immense burden on the shoulders of the young. Coupled with the significant impact of technology, AI, and social media, our youth face isolation, harmful comparisons, and, in too many cases, cyberbullying. These factors, alongside the stigma still associated with seeking mental health support and financial barriers to accessing services, create a perfect storm that threatens the well-being of our future generations. Moreover, the need to honor diversity extends beyond just acknowledging it; it involves a commitment to adapting support systems to be culturally sensitive and inclusive. International schools are called on to continuously evolve their approaches to address such pressing issues.

A human’s ability to cope with change and adversity largely depends, among other things, on how well psychological muscle is developed from a place of belonging.

Mental health challenges can exacerbate learning differences, and learning challenges can exacerbate mental health conditions. This vicious cycle is cause for concern as chronic anxiety and depression contribute to poor concentration, emotional dysregulation, impulsivity, isolation, hopelessness, and more, ultimately interfering with learning and academic success. According to the WHO, an estimated 4% of the global population experience anxiety disorder, making it the most common of all mental disorders (27 September 2023). Prior to the pandemic, according to the OECD, 1 in 6 people in the European Union suffered from mental health conditions. Today, 1 in 2 people feel anxious and depressed (June 2023). Mental Health issues are on the rise among children and teens and can be attributed to numerous factors. It is important to explore a combination of factors, including social, cultural, and environmental, to understand the implications best. It is also important to consider the broader societal implications, including the economy. Addressing these challenges is most important for individual well-being but it is also important for societal wellbeing.

Young people’s vulnerable psychological immune systems often suffer in conjunction with their physical immune systems. Unable to withstand the psychological pain that is silent and often undetected, they withdraw from relationships, responsibilities, and life itself. Watching children suffer is a most painful predicament for parents and educators. Caught up

in a state of continuous anxiety and worry, parents work to support their loved ones yet are plagued with battles to help their children heal. People who don’t understand education or health systems that are not enough or are powerless to support them find solace in their loneliness and despair. Likewise, educators, once concerned with imparting knowledge, are now asked to be vigilant and develop skills to detect vulnerable children and intervene when needed, adding to their already stressful work of ensuring that everyone is learning and meeting the curriculum requirements.

The consequences of untreated mental health issues are profound. They become barriers to education as students struggle with concentration, absenteeism, and the completion of tasks. These challenges extend beyond the classroom, affecting employability and productivity in the workforce and significantly increasing the economic burden on families, healthcare systems, and society. Perhaps most distressingly, untreated mental health conditions can increase the risk of involvement in delinquent activities, adding further to the societal and economic predicament.

Today, there seems to be a never-ending battle with hope. And it is hope that we must keep alive because when there is hope, we fight, we create, move forward, come together, evolve, and belong. However, the answer is not in any individual, no matter how knowledgeable or skilled. The answer lies within the system and must be systemic. It must take place in schools, in homes, in playgrounds, in health facilities, in recreational facilities, and in the community. It is not the job of anyone but rather of ‘all together’.

No matter what programs of specialists are hired to work with children or teenagers, the shift in mindsets comes from a critical mass, which means training. Teachers, administrators, psychologists, counselors, parents. Investing in teacher training and programs aimed at early intervention and prevention and in providing equal opportunity for learning to all is necessary, and the school environment is the perfect place to foster such learning. Only from such a systemic place can we hope to create a space of belonging for everyone, to provide opportunities for young people to trust, to take risks, to work against all odds at times, and to thrive. This is one way that we can instill hope in our young people so that they find the courage to be contributing members of society through healthy living and healthy relationships, first with themselves.

American Community Schools (ACS) Athens is in Athens Greece, a place considered the cradle of Western civilization, where the wisdom of the past often guides today’s practice. Figures like Plato and Aristotle first espoused the virtues of a healthy mind in a healthy body, establishing the foundations upon which we stand today in our continuous pursuit of health and well-being. Today, counselors, mental health professionals, and faculty carry forward the noble work of nurturing the intellect and emotional and psychological resilience of those under their care. And while families carry

“Moreover, the need to honor diversity extends beyond just acknowledging it; it involves a commitment to adapting support systems to be culturally sensitive and inclusive. International schools are called on to continuously evolve their approaches to address such pressing issues.

FEATURE RESEARCH

the primary responsibility of raising well-adjusted children, schools provide opportunities for developing their minds. Yet, none of these mental health practitioners, families, or schools can face today’s mental health concerns alone. As there are multifaceted factors contributing to the rise of mental health issues among children and teens, there must be multilayered approaches to alleviating such issues, leading to, as previously mentioned, a systemic approach to tackling the mental health and learning crisis. Education for parents is also essential as they must be partners working towards a common goal. While the expertise of mental health professionals is necessary as additional support resources.

Thus, amidst the challenges lies our opportunity for profound impact. There are several approaches to promoting mental health and well-being in schools. Educating about mental health issues via a variety of programs can help students manage their health and promote early intervention. Counseling services by qualified professionals can assist in promoting awareness and addressing such challenges. Creating an environment where positive mental health is promoted can include teaching about empathy, promoting understanding by educating groups of students, and creating a sense of community. Stress management programs can provide students with the skills to navigate challenges. Schools, especially international ones, are uniquely positioned as microcosms of the world- thus creating communities where everyone belongs, where equity in learning is not just an idea but a reality. Where self-worth is a given and where differences are celebrated, it is here, in these vibrant, diverse environments, that we must champion early intervention programs, raise awareness, eliminate stigma, and identify and address mental health issues head-on. Integrating mental health education into our curricula will certainly arm our students with the tools they need to navigate their emotional landscapes, fostering resilience and well-being. However, tackling mental health and creating inclusive environments requires a systemic approach. It cannot lie on the shoulders of school counselors alone. The entire community must create those spaces of belonging and well-being.

Moreover, helping students identify a purpose toward which to strive while at the same time helping them understand that with the privilege of a good education also comes responsibility can help students develop psychological muscle. Guiding students to become problem solvers, pivoting when things don’t go as they planned, but rather looking for a better solution, helping them become involved in community service and contributing to local issues positively while understanding that their contributions can have a global impact leads them to become conscious global citizens, with strong internal locus of control and with a resilient mind and a fortified body. Morphing individuals with mindsets of conscious citizenship ensures that knowledge and skill are used to make ethical, compassionate decisions in all aspects: career, innovation, and service. It is a framework to be taught along with the school curriculum to develop Conscious Global Citizens who are aware of social conditions and actively engage in finding solutions to improve their lives and the lives of others or those living on the planet.

We all know how important these elements are, and schools are the perfect microcosmic communities to bring them together. As young people go out into the world, the stronger their psychological muscles, the better prepared they will be to face and navigate the ever-changing landscape called life. Yes, change is inevitable and probably the one constant in our lives, but never has change taken place at such rapid speed; this pace can be exhilarating yet daunting, challenging us all to adapt and stay relevant, further highlighting the significance of supporting mental health and effectively addressing issues that arise. Additionally, making mental health services accessible and affordable can prevent long-term negative impact, and creating work environments that are supportive by prioritizing mental health can have a positive impact on productivity and on the workforce overall. Finally, investment in community programs to support families can be very helpful.

Schools, internationalespecially ones, are uniquely positioned as microcosms of the world- thus creating communities where everyone belongs, where equity in learning is not just an idea but a reality.

FEATURE RESEARCH

As we draw on the inspiration from the ancient wisdom that surrounds us, reminding us of the timeless importance of nurturing both mind and body, we must commit ourselves to addressing this crisis because doing so means that we are building the foundation for a society that values and supports the mental health and wellbeing of every individual. Only united in such a purpose and by adopting a systemic approach can we create a world where mental health is not just a concern for the few but a priority for all.

Peggy Pelonis, Ed.D | President – ACS Athens | pelonisp@acs.gr Christiana Perakis, M.Sc | Office of Development - ACS Athens | perakisc@acs.gr