{"id":28107,"date":"2025-02-03T09:10:38","date_gmt":"2025-02-03T14:10:38","guid":{"rendered":"https:\/\/fondationjeunesentete.org\/?p=28107"},"modified":"2025-02-10T09:28:44","modified_gmt":"2025-02-10T14:28:44","slug":"positive-mental-health-a-key-factor-in-academic-perseverance","status":"publish","type":"post","link":"https:\/\/fondationjeunesentete.org\/en\/2025\/02\/03\/positive-mental-health-a-key-factor-in-academic-perseverance\/","title":{"rendered":"Positive mental health: A key factor in academic perseverance"},"content":{"rendered":"

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Positive mental health: A key factor in academic perseverance<\/h1>

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Positive mental health: A key factor in academic perseverance<\/h1>

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WITH SUZANNE VALLI\u00c8RES, MARIE-H\u00c9L\u00c8NE V\u00c9RONNEAU AND GABRIELLE B.<\/span><\/span><\/h6>\n

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Fondation Jeunes en T\u00eate is pleased to support Hooked on School Days<\/strong>. For the past 20 years, the annual week-long campaign has played an important role in educating and helping young people to persevere at school and realize their full potential.<\/p>\n

The campaign is an opportunity for us to remind everyone of the inextricable links between mental health and teens\u2019 educational success<\/strong> and the critical role the entire school team plays in helping them stay in school. <\/strong><\/p>\n

In this article, a psychologist and researcher break down the issues, and a high-school teacher provides some practical advice on how to strengthen young people\u2019s determination so they don\u2019t drop out of school.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column]

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THE IMPACT OF PSYCHOLOGICAL DISTRESS ON PERSEVERANCE<\/h4>\n

Suzanne Valli\u00e8res,<\/strong> psychologist and speaker, says \u201cperseverance requires motivation, and without motivation there\u2019s no perseverance. What makes young people lose or gain motivation can come down to the human contact they have with their teacher and how invested the parent is in their child\u2019s educational success.\u201d<\/em><\/p>\n

A teen\u2019s academic progress is an indicator of their educational success, but this success also depends on a number of psychological and social factors that shouldn\u2019t be overlooked. <\/strong>The consequences of high levels of distress and anxiety, as well as body image issues, are just some of the factors that can hinder young people\u2019s development at school.<\/p>\n

\u201cAnxiety disorders in young people can take many forms,\u201d <\/em>explains Marie-H\u00e9l\u00e8ne V\u00e9ronneau,<\/strong> PhD, a professor at the Universit\u00e9 du Qu\u00e9bec \u00e0 Montr\u00e9al (UQ\u00c0M) and an expert in mental health and educational success. \u201cFor example, a student who develops a school phobia experiences intense fear of the school environment and will seek to avoid it at all costs to escape their distress. In the same way, a social phobia may manifest itself as a fear of doing one or more actions in public (e.g., speaking, writing, eating in public), and this may also lead an individual to avoid school. Generally, a student who\u2019s anxious about performing certain school tasks, for example, an exam, cannot perform to their full potential, as emotional distress or intrusive thoughts such as \u2018I’m going to fail\u2019 take up too much space.\u201d<\/em><\/p>\n

Psychologist Suzanne Valli\u00e8res adds that \u201clearning can only happen when you\u2019re emotionally present.\u201d\u00a0<\/em><\/strong>Without necessarily experiencing major mental health issues, a young person going through a hard time can be affected, and their academic performance too.<\/p>\n

This could be a tumultuous romance, conflict with a friend or a challenging family relationship. Keep in mind that, during adolescence, emotional needs take precedence over learning.<\/strong><\/p>\n

A highly anxious young person may anticipate future arguments with friends or feel isolated. \u201cThey may be unavailable to learn as a result. Eventually, a young person who doesn\u2019t have many positive social ties or who feels psychologically unwell at school may see their grades or school attendance go down. There\u2019s even a risk they drop out,\u201d <\/strong><\/em>continues the psychologist.<\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n[vc_empty_space]

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THE TEACHER\u2019S ROLE IN MOTIVATING TEENS<\/h4>\n

According to the Revue de psycho\u00e9ducation,1<\/sup> young people suffering from depression are 10 times more likely to drop out of school.\u00a0 <\/strong><\/p>\n

Mental health expert and UQ\u00c0M professor Marie-H\u00e9l\u00e8ne V\u00e9ronneau explains that \u201cwhen a person experiences depressive symptoms, it\u2019s not uncommon for them to abandon an activity they were once interested in. If a student was motivated in the past to come to school because of their passion for science or to take part in an extracurricular sports activity, a depressive disorder could cause them to disengage and attend school less frequently.\u201d<\/em><\/p>\n

Suzanne Valli\u00e8res adds that \u201cyoung people who drop out of school often experience a great deal of psychological distress and discouragement. They don\u2019t believe they can make it. Often these teens are also worried and afraid to talk about their difficulties.\u201d\u00a0<\/em><\/p>\n

Marie-H\u00e9l\u00e8ne V\u00e9ronneau goes on to remind teachers, \u201cteens who\u2019re having a hard time at school are often less motivated because they feel incompetent. By experiencing success, whether by getting good grades or demonstrating a talent for drama or sports, or strong social skills and positive leadership, students can regain a sense of competence, and as a result, a sense of belonging at school.\u201d<\/em><\/p>\n

If a young person feels ashamed, tries to hide their difficulties and refuses to seek help, this can end in social isolation.<\/strong> \u201cThis isolation prevents the student from meeting another basic need <\/em>\u2013<\/em> that of belonging to a community (in this case, the school community). It\u2019s important to break the isolation and show the student that they\u2019re still valued by their peers and teachers, despite their difficulties,\u201d <\/em>states Marie-H\u00e9l\u00e8ne V\u00e9ronneau.<\/p>\n

According to a L\u00e9ger2<\/sup> survey conducted as part of the Hooked on School Days campaign, 57% of young people cite a parent as a positive influence for their staying in school, 37% a teacher and 33% their circle of friends. The role of the school team and the family unit is critical; we can\u2019t underestimate the impact of intervening and talking about perseverance.\u00a0 <\/strong><\/p>\n

As a high-school French teacher, Gabrielle B.<\/strong> tries to do her part for teens: \u201cI like to encourage my students and make them feel comfortable sharing signs of distress through small daily interactions such as a look, a smile, a compliment. It\u2019s important to me that they feel that I\u2019m interested in what they\u2019re going through and that I\u2019m there for them if ever.\u201d<\/em><\/p>\n

It\u2019s vital to recognize the early signs of distress<\/strong> in a young person so we can help them at the out-start, equip them with solutions that work for their specific situation and ultimately prevent them from losing interest in their education.<\/p>\n

\ud83d\udc49 Consult our barometer<\/u><\/strong><\/a> to help you better assess a young person whose behaviour or remarks worry you.<\/p>\n

Gabrielle B. adds \u201cwhen students confide in me something heavy, I ask them if it\u2019d be okay if I discuss it with the SET (special education technician), or if they\u2019d accompany me to a calming space with school specialists. I try to quickly redirect them to available resources while reassuring them that I\u2019m there for them. Having someone else listen to them who\u2019s more qualified than I am can only help!\u201d<\/em><\/p>\n

Our role as a safety net for teens is to take an interest in what\u2019s worrying them and start a conversation to better understand what\u2019s going on in their heads. Feeling listened to and understood makes it easier for them to confide in us, so the negative emotions or anxious thoughts don\u2019t build up and become a serious problem. <\/strong><\/p>\n

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4\u00a0STRATEGIES TO IMPLEMENT IN THE CLASSROOM TO SUPPORT STUDENTS<\/h4>\n

Many young people struggle with academic perseverance and educational success every day. To have a positive impact on your students, here are a few helpful behaviours you can adopt: \u00a0\u00a0<\/span><\/p>\n

1 – Be open and attentive, and speak with kindness.<\/h5>\n

Pay attention to what you say and how you say it.<\/p>\n

Here are a few examples of remarks to avoid when talking to young people, and some suggestions to use instead:<\/p>\n

\u274c \u201cYou never focus.\u201d \/ \u201cYou\u2019re never organized.\u201d \/ \u201cYou never stick with anything.\u201d \/ \u201cYou never proofread your writing.\u201d<\/p>\n

\u2714 \u201cI\u2019ve noticed you\u2019ve been less focused on your studies lately.\u201d \/ \u201cIt seems like you\u2019re finding this a bit hard.\u201d \/ \u201cWhat could we do to help you get on track?\u201d<\/p>\n

Teens can go into a negative downward spiral all on their own; they need to feel safe, to have their distress validated, and finally, to be supported with concrete solutions to the challenges and obstacles they\u2019re facing.<\/strong><\/p>\n

\u201cIt\u2019s important to encourage a student\u2019s strengths.<\/em><\/strong> If a young person has a hard time at math but writes really well, you can congratulate them to instill a sense of competence. You might then encourage them to publish in the school newspaper to make the most of their talent. Students who don\u2019t feel competent at school are less likely to make an effort or participate. Without additional help and support to overcome these psychological difficulties, they\u2019re at risk of dropping out,\u201d<\/em> explains Marie-H\u00e9l\u00e8ne V\u00e9ronneau.<\/p>\n

Try to remind young people about the many connected spheres that make up their lives, pointing out that self-fulfillment and educational success go hand in hand. Luckily, there\u2019s multiple sources of motivation outside the classroom that can help them stick with their studies.<\/p>\n

You can help your students identify their personal strengths with this exercise:<\/strong><\/p>\n \ud83d\udc49 Download the lesson plan ``Understanding your strengths``<\/span><\/a>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[\/vc_column_inner][vc_column_inner width=”1\/6″][\/vc_column_inner][\/vc_row_inner] <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n

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2 – <\/span><\/span>Start a conversation about mental health.<\/h5>\n

It\u2019s sometimes difficult to broach the subject of psychological distress with students who feel that you won\u2019t understand what they\u2019re going through.<\/p>\n

High-school teacher Gabrielle B. explains how she builds trust with young people: \u201cI ask my students what they did over the weekend and how things are going. It\u2019s these small points of contact I think that make young people feel comfortable sharing the bigger, more personal things.\u201d<\/em><\/p>\n

\ud83d\udcdd\u00a0How to help teenagers experiencing psychological distress<\/a><\/p>\n

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3 – Encourage good sleeping habits.<\/h5>\n

Social anxiety, performance anxiety, eco-anxiety and the fear of being judged by others in social media are all issues that Suzanne Valli\u00e8res observes daily with young people who come to her clinic. These stressors can cause deep fatigue.<\/p>\n

The psychologist and speaker points out that \u201cfatigue directly impacts a young person\u2019s motivation and perseverance. In fact, their fatigue can be so great that it leads to more distress or anxiety. It\u2019s important to remember that a good sleep routine is essential to maintaining balance.\u201d<\/em><\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>

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4 – Find the right approach.<\/h5>\n

As parents and teachers, we can, for example, engage and involve our young people<\/strong> by asking them for their ideas to help make their studies more stimulating.<\/p>\n

Suzanne Valli\u00e8res explains: \u201cLet\u2019s not forget that we\u2019re teaching young people who are constantly stimulated by the endless images appearing in their social media feeds, which weakens their ability to concentrate. A great approach is to simply ask them what they\u2019d like and what would motivate them so they have the right learning conditions and feel good about it.\u201d\u00a0 <\/em><\/p>\n

Marie-H\u00e9l\u00e8ne V\u00e9ronneau agrees that it\u2019s important to \u201cinvolve the student as much as possible in the decision-making<\/em><\/strong> around what measures will help them, instead of just imposing solutions on them. A sense of autonomy, i.e., having the impression that their ideas and opinions are heard and taken into account in decisions that concern them, helps satisfy their need for independence, which is just as important as the need for competence and social belonging.\u201d<\/em><\/p>\n

Gabrielle B., who currently teaches Grade 7 and 8 French, explains: \u201cI have a student who was unable to speak in front of others. For an oral assignment, I put her together with two of her friends for a private \u2018discussion.\u2019 I wanted to evaluate her understanding of a novel they\u2019d read. She was outstanding and got an A+. I\u2019m hoping she\u2019ll realize that she\u2019s actually very articulate, and that the more she practises, the easier it\u2019ll get. I try to do my small part to help each student overcome their challenges so that they feel confident about their value and potential.\u201d<\/em><\/p>\n

Let\u2019s adapt to young people\u2019s realities and offer them what they need to stay the course and realize their dreams. Together, we must make every daily gesture count in order to encourage, listen to, support and accompany our young people so they discover their potential and persevere!<\/strong><\/p>\n

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\u201cTeens\u2019 mental health plays a critical role in their ability to stay in school. It\u2019s our collective responsibility to focus on bold prevention strategies that empower young people to be all that they can be. Given the complex challenges of our times, awareness and education about the factors that promote positive mental health must be our priority.\u201d <\/em>\u2013<\/em> Antoine<\/strong> Beaudoin-Gentes, Program Director, FJeT<\/strong><\/p>\n<\/blockquote>\n

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Discover our tools for schools<\/h2> <\/div>\n <\/div>\n <\/div>\n <\/div>\n
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Academic Performance Anxiety in Teens mini-guide<\/a><\/h5>\t <\/p>\n
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Learn how to help your students better manage their anxiety with our comprehensive mini-guide!<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Mentalizing for teachers<\/a><\/h5>\t <\/p>\n
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Through concrete examples of classroom situations, discover how to apply mentalization, a super-effective tool for cultivating healthy relationships with others and with yourself.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Responding to a student in psychological distress<\/a><\/h5>\t <\/p>\n
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Learn how to respond when faced with psychological distress with our comprehensive mini-guide!<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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School Toolkit: resources for school staff<\/a><\/h5>\t

Simple turnkey tools for developing young people’s mental health: lesson plans, mini-guides, videos, info sheets… Introduce them into the classroom as you wish: in small steps or in a comprehensive way.<\/p>\n Discover the school toolkit<\/a>\n <\/div>\n <\/div>\n<\/div>\n <\/div>\n

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Tools to share with your youngsters' families<\/h2> <\/div>\n <\/div>\n <\/div>\n <\/div>\n
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Helping your teen better manage their anxiety<\/a><\/h5>\t <\/p>\n
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A complete mini-guide complet to help you support your anxious teen with practical tips and exercises.<\/p>\n<\/div>\n

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Building a better relationship with your teen through mentalization<\/a><\/h5>\t

Through concrete examples of situations at home, discover how to apply mentalization, a super-effective tool for cultivating healthy relationships with others and with yourself.<\/p>\n Watch video<\/a>\n <\/div>\n <\/div>\n<\/div>\n

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Teen anxiety - parents' testimonials<\/a><\/h5>\t <\/p>\n
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Here are a few testimonials in which parents talk about their teen’s anxiety and how they react to it.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Family toolkit<\/a><\/h5>\t <\/p>\n
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Simple information and practical advice to help parents better understand adolescence and psychological distress, without prejudices or taboos.<\/p>\n<\/div>\n

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\n Discover the family toolkit<\/a>\n <\/div>\n <\/div>\n<\/div>\n <\/div>\n

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1<\/b><\/sup>Quiroga, C., Janosz M. et D. Marcotte. \u00ab Les sentiments d\u00e9pressifs \u00e0 l\u2019adolescence : un facteur de risque diff\u00e9rentiel du d\u00e9crochage scolaire chez les filles et les gar\u00e7ons de milieu d\u00e9favoris\u00e9 \u00bb. Revue de psycho\u00e9ducation, Volume 35, No 2, 2006.\u00a0<\/span><\/p>\n

2<\/b><\/sup>Le R\u00e9seau qu\u00e9b\u00e9cois pour la r\u00e9ussite \u00e9ducative. 2022. Sondage L\u00e9ger pour le RQRE dans le cadre des Journ\u00e9es de la pers\u00e9v\u00e9rance scolaire. https:\/\/bit.ly\/3HaPosY<\/a>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/span><\/p>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>[vc_empty_space height=”160px”][\/vc_column][vc_column width=”1\/6″][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

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