Mental wellness in schools is no longer a fringe conversation — it’s foundational.
As educators, school staff, and caregivers, we are often the first line of defense in identifying early warning signs of emotional and behavioral distress in students.
In a recent episode of the Stepping Stones for Mental Wellness podcast, I had the pleasure of speaking with Molly Mayes, LPC, Assistant State Director for South Carolina’s Mental Health Division at Stepping Stones Group. Molly offered expert insights into how we can recognize mental health challenges early, respond with care, and foster supportive school environments.
Why Early Identification Matters
“School is often where the first signs of emotional or behavioral struggles show up,” Molly explained. Because students spend so much of their time in school, educators are in a unique position to notice subtle (and not-so-subtle) shifts that might not be visible at home.
When these signs are caught early, students can receive timely interventions — preventing academic decline, social withdrawal, and long-term emotional harm. Perhaps most importantly, it helps normalize mental health support as part of overall student wellness.
Educators as Mental Health Observers
Teachers see students in a range of environments — classrooms, hallways, lunchrooms, and playgrounds. Molly emphasized that this makes teachers invaluable when it comes to spotting red flags.
“Teachers often notice things first — a student becomes more irritable, disengaged, or starts to underperform,” she said. These behavioral shifts, especially when consistent, are signals that shouldn’t be ignored.
Common Red Flags: What to Watch For
Some signs are more visible than others. Molly categorized the most common early warning signs as:
- Withdrawal: A typically social student who begins to isolate or disengage.
- Academic changes: A sudden drop in performance or effort.
- Physical complaints: Frequent headaches or stomachaches without a medical explanation.
- Behavioral changes: Irritability, aggression, or acting out.
- Perfectionism: Overachievement driven by anxiety, often overlooked because it’s rewarded.
- Exhaustion: Constant tiredness that impacts learning or participation.
She highlighted the importance of noticing patterns — not just one-off incidents. “If it lasts more than a few days and starts to impact their learning or relationships, we need to take a closer look.”
Approaching with Care, Not Judgment
When a student displays these red flags, it’s vital that educators respond with curiosity and compassion, not assumptions.
“Ask simple questions like, ‘Hey, I noticed you seem off — is everything okay?’” Molly suggested. Even if students don’t open up right away, it builds trust and lets them know someone cares.
She also stressed the importance of respecting privacy and involving the right school professionals — such as counselors, social workers, or designated mental health staff.
Understanding the “Why” Behind Behavior
One of the most insightful takeaways from Molly was the idea that behavior is communication. What may appear as defiance or disruption might actually be masking trauma, anxiety, or emotional distress.
Instead of writing off a student as “difficult,” Molly urges educators to ask, “What’s the why behind this behavior?”
Creating a Culture of Observation and Support
Building a school culture where it’s safe to notice, speak up, and collaborate is key. Molly emphasized that educators don’t need to have all the answers — they just need to be present, observant, and willing to report concerns appropriately.
Supportive school cultures:
- Encourage open dialogue among staff
- Model empathy and discretion
- Prioritize student well-being in both policy and practice
For Parents: Validate, Don’t Minimize
Parents also play a vital role. Molly offered a heartfelt reminder that even if an issue seems minor to an adult — like a playground fight — it can feel enormous to a child.
“Validate their feelings, even if you know they’ll be okay,” she said. Avoid dismissive phrases like “You’re fine,” and instead say, “It sounds like that really upset you. I’m here if you want to talk.”
Advice for New Educators
Molly’s message for new teachers was empowering: “Trust your observations. They matter more than you think.”
You don’t need a degree in counseling to recognize that something’s off. Being consistent, compassionate, and curious is the first step in supporting students through mental health challenges.
Final Thoughts
Our conversation was a reminder that mental health awareness in schools isn’t about turning teachers into therapists — it’s about giving them the tools to notice, support, and connect students with help early.
As we continue our Foundations of Mental Health in Schools series, we invite you to reflect on how small steps — a conversation, a check-in, a quiet observation — can lead to big outcomes in the life of a child.
Until next time, take a few steps toward mental wellness today.
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By Tiffanie Ives Coleman
Director of Client Services, Stepping Stones Mental Health Division
