Student Wellbeing
Understanding Adolescent Wellbeing: Insights from Recent Research
Some members of the WestMAC wellbeing team attended a recent professional development session at the Child Adolescent Mental Health Conference where Kristie Northfield from Charles Stuart University shared her valuable research on referral services for adolescent wellbeing support. One key takeaway from the study was the recognition that mental health referral decisions for young people are often influenced by proxy judgements made by parents and teachers. Northfield’s work delved into who can reliably make these judgements by exploring how and when young people authentically express their emotional struggles.
The importance of effective communication between parents and their children when it comes to discussing emotional wellbeing was highlighted and the research suggested several “Rules of Engagement” to foster productive interactions.
These “Rules of Engagement” included:
- Creating an environment where young people feel heard,
- Listening without judgement or emotion,
- Respecting privacy, and
- Avoiding immediate solutions.
Of the adolescents surveyed it was significantly reported that young people are less likely to open up to their trusted adults if they are concerned about being judged, upsetting their caregiver, or receiving unsolicited advice.
Furthermore, the study stressed an important distinction in how young people express their emotions depending on the setting.
At home, adolescents are often cautious with their non-verbal cues, whereas in the classroom, they tend to behave more naturally, offering teachers an opportunity to notice signs of low wellbeing. Non-verbal indicators of distress, such as tiredness, distraction, a lack of smiling, and withdrawal, were identified as critical signs for educators to observe.
However, the research also pointed out that with students who are naturally reserved or low energy it may be more difficult to identify non-verbal cues of their experiences of emotional distress. For these students, the difference between a good day and a bad day can be subtle, which means they are at greater risk of being overlooked in a classroom environment. This insight highlights the importance of being proactive and attentive in recognizing emotional distress in all students, not just those who exhibit more obvious signs.
In summary, fostering open communication and being observant of subtle behavioural changes are essential in supporting the wellbeing of young people. As educators and parents, we play a crucial role in creating safe spaces for adolescents to share their feelings and ensuring that no student falls through the cracks.
If you have any questions or would like to discuss the above information in further detail, please feel free to reach out to the College Counselling team.
College Counsellors
Allison Flanagan
aflanagan@wmac.com.au
Tia Reardon
treardon@wmac.com.au