According to the NEA, at least 10 million students ages 13–18 were suffering from depression, anxiety, attention deficit/hyperactivity disorder (ADHD), or bipolar disorder before the crisis of the pandemic. Now, with the social isolation and increased stress caused by the novel coronavirus, schools and districts are facing even more extensive student mental health needs. To help educators understand and respond to this deepening crisis, Gaggle has published a new white paper titled “Addressing the Crisis in Student Mental Health: How Districts Can Identify and Support Struggling Students.”
The white paper reveals some of the research citing the rise of anxiety and depression among teens as well as causes of the “mental health tsunami” among teens and young adults.
“There is real urgency for early treatment of mental health disorders,” said Gaggle CEO and founder, Jeff Patterson. “Suicide is now the second-leading cause of death among 10- to 19-year-olds in the United States. The Center for Suicide Prevention and Research reports that one in six teens has seriously considered suicide in the past year.”
To help teachers and administrators develop more comprehensive services to support students’ physical and mental health, the white paper shares solutions such as additional student services, more professional help, schoolwide interventions, social and emotional learning, and communitywide conversations. Additionally, the paper discusses how districts use Gaggle’s safety management solution as part of their physical and emotional safety initiatives. It shares four case studies highlighting different ways of accomplishing this goal. The white paper also mentions the new Gaggle Therapy service, which matches students who need mental health support with counselors licensed in their state for weekly teletherapy sessions.
“The crisis in student mental health, particularly in middle and high schools, is causing school districts to expand the ways they identify struggling students and provide services that support their physical and emotional health,” said Patterson. “The Center for Health and Healthcare in Schools reports that students who receive interventions usually do quite well and show greater resilience and emotional functioning. In this day and age, it’s not just about academic achievement anymore.”
To download the paper for free, visit