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exercising, seeing friends, reading, and sleeping? Are there healthy limits I can set on my child’s use of technology, such as limiting screen time to specific times of the day or week, or limiting certain kinds of uses? Content Am I aware of what devices and content my child has access to? Is my child getting something meaningful and constructive out of content they are looking at, creating, or sharing? How do I know? Are there healthier ways my child could engage online? (Examples: Finding meal recipes, researching options for a family outing, video chatting with a relative, etc.) Is being online riskier for my child than for some other children? For example, does my child have a mental health condition that might make them react more strongly to certain kinds of stressful or emotional content? Impact How does my child feel about the time they spend online? Is my child engaging because they want to, or because they feel like they have to? How can I create space for open conversations with my child about their experiences online? How do I feel about my own use of technology? Can I be a better role model for my child? Resources for Families Children’s Mental Health and COVID-19 Parental Resources Kit (CDC): Resources for supporting children’s social, emotional, and mental health HealthyChildren.org (American Academy of Pediatrics): Parenting tips and other resources What’s On Your Mind? (UNICEF): Guide for talking to children about mental health Family Resource Center (Child Mind Institute): Family resources on child mental health, including Media Guidelines for Kids of All Ages NetSmartz (National Center for Missing and Exploited Children): Online platform to teach children online safety in age-appropriate ways Parents’ Ultimate Guides (Common Sense Media): Information about the safety of current media and technology trends and apps for your children HealthCare.gov or InsureKidsNow.gov: Information on enrolling in health insurance coverage MentalHealth.gov: What to look for, how to talk about mental health, and how to get help Aging and Disability Networks (ACL): Connect with advocacy and caregiver resources Protecting Youth Mental Health: The U.S. Surgeon General’s Advisory 19 The experiences children and young people have at school have a major impact on their mental health. At school, children can learn new knowledge and skills, develop close relationships with peers and supportive adults, and find a sense of purpose, fulfillment, and belonging. They can also find help to manage mental health challenges. On the other hand, children can also have highly negative experiences at school, such as being bullied, facing academic stress, or missing out on educational opportunities (for example, due to under-resourced schools). Mental health challenges can reveal themselves in a variety of ways at school, such as in a student having trouble concentrating in class, being withdrawn, acting out, or struggling to make friends. In light of these factors, below are recommendations for how schools, educators, and staff can support the mental health of all students: Create positive, safe, and affirming school environments. This could include developing and enforcing anti-bullying policies, training students and staff on how to prevent harm (e.g., implementing bystander interventions for staff and students), being proactive about talking to students and families about mental health, and using inclusive language and behaviors.140, 141 Where feasible, school districts should also consider structural changes, such as a later start to the school day, that support students’ wellbeing.142, 143 Expand social and emotional learning programs and other evidence-based approaches that promote healthy development. Examples of social, emotional, and behavioral learning programs include Sources of Strength, The Good Behavior Game, Life Skills Training, Check-In/Check-Out, and PATHS.144, 145, 146, 147 Examples of other approaches include positive behavioral interventions and supports and digital media literacy education. Learn how to recognize signs of changes in mental and physical health among students, including trauma and behavior changes. Take appropriate action when needed.148 Educators are often the first to notice if a student is struggling or behaving differently than usual (for example, withdrawing from normal activities or acting out). And educators are well-positioned to connect students to school counselors, nurses, or administrators who can further support students, including by providing or connecting students with services.149 Provide a continuum of supports to meet student mental health needs, including evidencebased prevention practices and trauma-informed mental health care. Tiered supports should include coordination mechanisms to get students the right care at the right time.150 For example, the Project AWARE (Advancing Wellness and Resilience in Education) program provides funds for state, local, and tribal governments to build school-provider partnerships and coordinate resources to support prevention, screening, early intervention, and mental health treatment for youth in schoolbased settings.151 School districts could also improve the sharing of knowledge and best practices. What Educators, School Staff, and School Districts Can Do WE CAN TAKE ACTION
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