Teaching students with depression

Current research identifies a number of ways that a teacher can provide support to help their students manage their depression.  Some useful strategies that focus on the creation of a safe learning environment are discussed below.  It is important to note that these strategies can be equally effective in all types of classrooms, not just those containing students with depression.

Creating an inviting learning environment

Creating an inviting environment where students feel safe to take healthy risks is important, as students with depression may avoid school if they feel threatened or insecure (Reynolds, 1990; Crundwell & Killu, 2010).

Creating an inviting classroom to make students feel supported may involve:

• Demonstrating unconditional acceptance of students, though not necessarily condoning their behaviours (Crundwell & Killu, 2010).
• Being a good listener (Reynolds, 1990).
• Avoiding singling out the student with depression from the rest of the class (Wolfe, Herron & Goddard, 2000).
• Keeping a positive tone; humour is great but sarcasm is hurtful (Lamarine, 1995).
• Keeping suggestions for improvement constructive, specific, and brief.
• Being specific in providing feedback about when, where, how and why, either behaviour or academic work needs to improve (Wolfe, Herron & Goddard, 2000).
• Developing routines or rituals that are conducive to learning (Trammel, Schloss & Alper, 1994).

Creating an inviting classroom environment can help encourage students with depression to attend school.

Instructional strategies

Teachers can also adapt their instructional strategies to help create a safe and inviting learning environment. The following suggestions provide a guide to how teachers can organise their lessons and learning programs to accommodate students with depression.

• Maintain a pleasant, interested tone and be prepared to listen; do not press students for details on family problems or therapy (Lamarine, 1995).
• Find out what motivates students, such as working with pets or younger students and how they learn best.
• Be aware of any special needs or learning problems (Wolfe, Herron & Goddard, 2000).
• Initiate conversation when students arrive, leave, or during breaks.
• Stop by students’ desks during seat work or sit in on small groups.
• Use advance organizers when presenting assignments. Have handouts or put outlines on the board of the day’s activities. This helps reduce students’ anxiety about what is expected of them and increases attention (Trammel, Schloss & Alper, 1994).
• Make accommodations for assignments and exams, such as:
  • Allow the student to go to a quiet space.
  • Expand the time allocation.
  • Allow more time for the students to respond when asking questions or making requests. Students who are depressed may need more time to formulate their answers and overcome anxiety before responding (Crundwell & Killu, 2010).
  • Check regularly to ensure class assignments are done (Trammel, Schloss & Alper, 1994).
  • Use a variety of assessment methods so students can demonstrate knowledge using their stronger skills.

It is critical for teachers to know each of their students individually, in order to provide personal support.

Building a support network

Students need to be encouraged to build a network of support from parents, teachers, and friends.  At school, students may choose a teacher or counsellor to be an advocate to assist them in communicating with their other teachers.  This could be someone such as a learning support services coordinator or trusted teacher (Crundwell & Killu, 2010).

Teachers can assist the student with depression to build and maintain a support network by encouraging them to do the following:

• Maintain contact with a few friends by talking to them regularly and participating in activities that have been part of their regular routine.
• Use assertive communication rather than fighting, shouting, or withdrawing when irritated.
• Walk with a friend, an older buddy or a teacher during recess or breaks. This minimizes the feeling of being left out when the student sees other students having fun or seeming to have many friends.
• Spend time with one or two people with whom the student is able to relax and laugh – laughter is a great stress reliever.

(Beyondblue, 2013)

Making students laugh can reduce stress levels and help students cope with their depression.

A brief overview of additional teacher strategies to help students manage depression is set out below.

Strategies to Help Students with Depression

Give frequent feedback on academic, social, and behavioural performance. Teach the student how to set goals and self-monitor. Teach problem-solving skills. Coach the student in ways to organise, plan, and execute tasks demanded daily or weekly in school. Develop modifications and accommodations to respond to the student’s fluctuations in mood, ability to concentrate, or side effects of medication. Assign one individual to serve as a primary contact and coordinate interventions. Give the student opportunities to engage in social interactions. Frequently monitor whether the student has suicidal thoughts. Develop a home–school communication system to share information on the student’s academic, social, and emotional behaviour and any developments concerning medication or side effects.

Source: Crundwell, R. M. A. & Killu, K. (2010). Responding to a student’s depression. Educational Leadership, 68(2), 46-51. <http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Responding-to-a-Student’s-Depression.aspx>