Research has revealed that one out of every five children is suicidal. A lot of children in different parts of the world have symptoms of depression that are often not detected or constantly neglected, which gradually culminates to suicide ideation. Children in primary and high schools have higher statistics in this regard, and laborious school activities have been recorded as a significant cause of this.
There are a myriad of factors that expose school children to academic stressors and corresponding depressive disorder. These include the incompatible hours of learning, multiple subjects and home work, overscheduling of academic activities, teachers and admininstives urging, parental pressure, poor sleep habits, abuse and bullying from classmates, school mates and teachers.
Of course, schooling is very rewarding but also stressful, and these stressors directly or indirectly deteriorate to symptoms of depression and suicidal tendencies in children. The difference between a child who goes through the stress of studying and an adult who goes through the stress of working and shouldering responsibilities is the reward. Adults work and earn, which is an anti-depressant on its own. Children study and study and study with little or nothing to entice them or boost their morale.
In Nigeria, for instance, a child of two years is already facing the stress of waking up early and going through the rigours of school from morning till evening. This continues through the pre school, to the primary, high school, up to the university level. Expectations get tougher as the class gets higher and the subjects they offer keep increasing.
Each time I make this analysis as an adult, I am worried. This should also be a worry to every parent, teacher, principal, and school administrator. How many parents listen to their children when they cry of academic exhaustion? How many ensure that their child’s sleep pattern is healthy? How many ask these children the challenges they face in school? How many are conscious of the psychological disposition of their children towards school? How many check their children homework and question the excesses? What about abuse, threats, corporal punishment, and bullying in school?
It is common knowledge that we have neglected developing a dedicated pathway for universal and requisite learning because of so much concentration in english, mathematics, science, arts, and other methodical subjects. Basic life skills, moral lessons, love, and care for each other have been downgraded. How many children really know how to take care of themselves, how to protect themselves, how to help others, how to look out for people, or how to prevent mental health crises?
It is time for school curriculums to introduce or restore avenues of learning interest for pupils. There should be more funding on music, arts, sports, and other extracurricular activities that boosts the interest of learners. Academic load should be de-emphasized, and children should find comfort, beauty, relaxation, play, and fun in learning. Odd time morning wake up, perfect grades, and perfect attendance should be discouraged. With this, children will be able to enjoy and sustain learning.
It is time to make serious structural adjustments in school and learning settings so that children will find education as interesting as life, not as an imposed extraneous activity that harms their well-being and health. If this is achieved, the statistics of suicidal children and mental health cases will drastically reduce.
Let’s remember that no child is immune from mental health issues and that these issues may not have visible signs. It may look normal from the surface and gets worse when parents and teachers are less attentive or willing to detect, remedy, and follow up these children.
Amara Ann Unachukwu
