The Promise of Connection: How Educators Can Support Vulnerable Students in Southwest Virginia

The 2024 Youth Mental Health in Southwest Virginia Report sheds light on the mental health landscape of the young people in our region. While the report highlights many of the challenges our students encounter, it is the role positive relationships play on mental health that shines through this report.

In collaboration with the region’s six Community Service Boards and eight school divisions from Lee County to Mongomery County, EO developed a survey that drew on questions from the CDC’s Youth Risk Behavior Survey and resilience-based metrics. The 3,570 responses from 7th, 9th and 11th grade students show both the uphill climb students must face while also giving them tools to make that climb more manageable.

The Challenges

According to the report, about one in four students say they struggle with their well-being, and those who have experienced Adverse Childhood Experiences (ACEs) are at a significantly greater risk of engaging in self-harm, substance use, and suicidal behaviors. Experiencing homelessness, being a victim of either in-person or electronic bullying, or living with a parent or guardian with substance use problems also led to lower mental health ratings.

These experiences lead to maladaptive coping strategies. For students who reported poor mental health, 56% reported using any substance (compared to 24% of students reporting good mental health) and 22% reported using illicit substances (compared to 9% reporting good mental health).

The Promise of Connection

Neuroscience researcher and author, Dr. Bruce Perry, says “the more healthy relationships a child has, the more likely he will be to recover from trauma and thrive”. The Youth Mental Health in SWVA report captures how connected students feel to their community. Overall, 76% of students reported feeling close to others in their school. Similarly, 70% of students felt a connection to their community outside of school. Students who reported volunteering in some capacity (e.g., with a club or their church) for at least 1 hour a week were also more likely to feel connected to their community.

This connection is important because good mental health was related to students who reported feeling close and connected to people at school and the community, feeling that their parents/guardians love them, and having a trusted adult to turn to when needed were related to better mental health. In fact, students with adverse experiences who felt connected to their school or broader community were 2.5 times less likely to consider suicide and half as likely to report using illicit substances than those who did not feel the same connections.

Equipping Educators

Educators equipped to recognize signs of trauma are better able to understand that behaviors like aggression, withdrawal, or difficulty focusing may be coping mechanisms rather than deliberate acts of defiance. They can respond with empathy and understanding which will help students to regulate to a place where they are ready to learn. Trauma-informed teaching strategies include:

• Creating Safe Spaces: Research shows that when students feel safe, they are more likely to learn. Safety and consistency in the classroom can provide stability from which all students may benefit, especially those who may lack that structure at home. Establishing predictable routines and clear expectations helps foster a sense of security.

• Expectations with Support: Having high expectations of our students is only as effective as the support we give them to meet those expectations. When teachers support students to meet what is expected of them, students take ownership over their education which can allow for deeper and sustainable learning.

• Building Relationships: Positive, trusting relationships between students and teachers are key. The Youth Mental Health in SWVA report emphasizes that having at least one caring adult in their lives can act as a buffer for students who have experienced trauma, reducing their risk for mental health challenges.

Looking Ahead

The 2024 Youth Mental Health in Southwest Virginia Report makes it clear that addressing mental health in schools is not just matter of funding and resource allocation, but also a matter of relationships. Feeling connected to one’s community is one of the best ways to mitigate the negative impact of toxic stress and trauma. By incorporating trauma-informed practices, building strong relationships, and working with community organizations like EO, schools can create environments where all students feel safe, supported, and ready to learn.

For further information, EO offers a range of programs designed to support both educators and students, ensuring that every child, regardless of their background, has access to the resources and care they need.

Review the full 2024 Youth Mental Health in Southwest Virginia Report to learn more about these vital initiatives.