Theres an issue with stigma in AP classes towards those who are depressed. This is an issue because we then shut these advanced students out from the help they may need whether it be academic support or emotional support. In order to correct this issue, research needs to be done to see how stigmatized depression actually is in these Advanced Placement classes so that the appropriate plan can be set in place to correct the stgimatization. 

This research would help educators and schools work to provide better help to AP students who are struggling with potential mental illnesses on top of their advanced schoolwork loads. It will allow these students to reach out to support systems and recieve help. This would also be beneficial to those who may not have depression due to the fact that being involved in these advanced courses may cause more stress. It would allow those students to reach out to help deal with stress as well. 

Survey created through survey monkey. 

I submitted my survey to the IRB for approval and was never given a response, even after the paper was due. 

My hypothesis is that there is higher stigmatization of depression in Advanced Placement classes because of the assumptions that those in "smarter" classes need less help and can manage a more intense workload.

AP Class: Any Advanced Placement class which is controlled by the College Board (AP Psychology, AP Chemistry, ect.)

General Education: Core 24 Curriculum (12th grade English, Biology, etc.)

Stigma:  “an attribute that is deeply discrediting”  that takes someone “from a whole and usual person to a tainted, discounted one” (Goffman 1963).

Depression: a psychological disorder that is characterized by symptoms including feelings of hopelessness/lonliness that last for an extended period of time, lack of motivation, and even sucicidal/negative thoughts.

For my results, I was able to do a theoretical approach because of the limitations brought about by COVID-19 and governor mandates. My theoretical approach consisted of discussing theoretical results which both supported and opposed my hypothesis. If my hypothesis had been supported the data from my survey would have shown an increase in false responses on questions asking about Advanced Placement students and more true responses on questions asking about general education students meaning a greater stigma towards depression exists in Advanced Placement classes. If my hypothesis had been opposed the results would have been flipped for AP students and general education students showing a higher stigma towards depression in those classes.

Although my findings are simply theoretical approaches to my research the implications remain. More youth are experiencing mental health problems due to the increased stress of not only Advanced Placement classes but also life. If there are stigmatizations of these disorders in the environment where many students spend most of their time then these disorders will only worsen. Overall, my conclusions are that there could very well be stigmatization towards depression in Advanced Placement classes as well as the opposite. My hypothesis could be entirely wrong and the stigma could exist in general education classrooms. More programs need to be in place in school, and especially in AP classrooms, to provide students with the extra emotional and social support they may need.

Cross, T. L., Coleman, L. J., & Terhaar-Yonkers, M. (2014). The Social Cognition of Gifted Adolescents in Schools: Managing the Stigma of Giftedness. Journal for the Education of the Gifted, 37(1), 30–39. doi: 10.1177/0162353214521492

Goffman, E. (1973). Stigma Notes on the Management of Spoiled Identity. Penguin Books

Suldo, S.M., Shaunessy, E. and Hardesty, R. (2008), Relationships among stress, coping, and mental health in high‐achieving high school students. Psychol. Schs., 45, 273-290. doi:10.1002/pits.20300

Susan Jackson, P., & Peterson, J. (2003). Depressive Disorder in Highly Gifted Adolescents. Journal of Secondary Gifted Education, 14(3), 175. https://doi.org/10.4219/jsge-2003-429