Fourth Edition, September 2011

Talking about Mental Health Problems
Teachers are the contact point for students, for parents, and often, for other professionals involved in stu-
dents’ lives. Communicating with parents and other professionals can be diffi
cult and confusing. Some-
times, parents don’t agree with your understanding of their child’s problems. Professionals may use lan-
guage and terms that are unfamiliar to you as a teacher. Even students can raise questions and concerns 
that are diffi
cult to deal with.
The aim of this section is to make you feel more comfortable with talking to students, their parents, and
your in-school team about mental health problems.
Your Board will have policies and procedures that outline the process for talking with parents and pro-
fessionals. There are likely clear guidelines for some conversations, such as talking about suicide threats, 
pregnancy, or abuse. This guide is not meant to replace those guidelines, or change them. You should 
seek help from your principal or colleagues if you are unclear about your Board’s guidelines, policies, or 
procedures in these areas.

---

Making a Diff erence: An Educators’ Guide to Child and Youth Mental Health Problems
www.cymhin.ca
K 2
Talking about Mental Health Problems
Informing and Supporting Parents
The Teacher’s Unique Point of View
As a teacher, the amount of time you spend with your students helps you to distinguish typical age-
appropriate behaviour from atypical behaviour that is disruptive or impairing a child or adolescent’s 
development and learning. You encounter a range of behaviours that helps you compare a particular 
student to others their age. Parents may not have regular contact with other young people, and may not 
recognize that their child’s behaviour is diff erent.
Stress resulting from academic work, peer relations, and the general structure of school can trigger be-
haviours and problems that may not have been noticeable prior to beginning school or at home. Parents 
may not be aware of the diffi
culties their child is experiencing in school.
If you have an opportunity to fi rst discuss the things that the student is doing well, these positives can 
build trust with the parent that helps in further conversations.
Talking to parents about their child’s problems can be a diffi
cult and tense experience. Many teachers 
report that this is one of the most stressful parts of their job. You may fi nd that other teachers and/or your 
principal can help you practice these discussions.
You could say something like: