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Academic pressure and lack of connection in the school environment are among the causes of mental health instability in students.

The main risk factors for mental health of adolescents in Vietnam include many factors, including lack of connection at school, academic pressure, bullying and social stressors... The competitive nature of the secondary and high school curriculum puts students under heavy pressure, with a large amount of knowledge to learn and little participation in active courses to improve mental health and comprehensive development, such as life skills, arts and sports. Some students said they felt scared, anxious, depressed and sad, most of which were related to academic performance and thoughts about the future.

Lack of connection in the learning environment

According to UNICEF, about 26% of Vietnamese students are at moderate to high risk of mental health problems. A UNICEF study found that 12% of children and adolescents (more than 3 million) have mental health problems and need support services. Similar to global trends, boys in Vietnam have higher rates of conduct disorders, while girls have more emotional problems such as anxiety and depression.

The risk of suicide among adolescents related to depression and mental health problems is a major concern. UNICEF research shows that 21.4% of adolescent girls and 7.9% of adolescent boys have reported “having thoughts about suicide”, while another study reported that “5.8% of adolescents have attempted suicide”. However, few adolescents with mental health problems receive treatment or support, partly due to a lack of understanding of mental health problems and limited resources and services.

The main risk factors for mental health among adolescents in Vietnam include a variety of factors, including lack of connection at school, academic pressure, bullying and social stressors. The competitive nature of the secondary and high school curriculum in Vietnam puts students under heavy pressure, with a large amount of knowledge to learn and little participation in active courses to promote mental health and comprehensive development, such as life skills, arts and sports. Some students reported feelings of fear, anxiety, depression and sadness, most of which were related to academic performance and thoughts about the future.

Mental health problems are also linked to factors in the school environment, such as perceptions of safety and a student’s commitment to school. Psychologists have found that adolescents who are engaged in school are less likely to have psychological symptoms, while those who are less engaged in school – often girls – are more likely to have mental health problems. What is worrying is that some children do not feel comfortable approaching teachers for academic or psychological support. As a result, many children are bullied, but not all teachers recognize it.

Teachers need to recognize signs of student distress.

In fact, one of the factors that negatively affects students’ mental health is the lack of knowledge about mental health of the students themselves as well as their families and teachers. Currently, many schools still lack specialized school counseling rooms and properly trained counselors. Opportunities to support and identify mental health problems of students are also missed partly due to lack of knowledge.

Teachers, principals and school boards recognise the importance of teacher-student relationships in identifying mental health issues and supporting students, but implementation is hampered by factors such as large class sizes, teacher training programmes that do not place emphasis on the issue and a lack of priority in the curriculum.

To promote mental health and protect vulnerable children, schools should promote positive teacher-student relationships, reduce academic stress, strengthen student connections to school, and build positive relationships between students. Parents should also receive support to help them connect with their children. Training and counselling programs should share knowledge about child health, nutrition, and development, encourage family learning, and provide skills training for parents.

There is a need to raise awareness in society to promote positive mental health, encouraging children and adolescents to reach out to friends, parents and professionals when experiencing mental health difficulties. Parents, teachers and adults should also be aware of how to identify warning signs that a child or adolescent may be struggling with mental health issues.

It is necessary to develop human resources with in-depth expertise in mental health in students, and to integrate training content on mental health and psychology of minor students into general teacher training programs at universities. The Ministry of Education and Training also needs to have courses for teachers, which delve into the symptoms of mental health, detect early signs, as well as detect subtle signs of mental problems or psychological trauma. Teachers need to be able to detect early symptoms of mental health to inform families and find solutions.

Adolescence is a critical period marking the transition from childhood to adulthood. Mental health and overall development are important during this period, as young people face developmental, academic and social challenges that are key to their success, health and overall development.

For adolescents, schools are one of the most important psychosocial environments, providing both risks and opportunities to promote and support mental health. Establishing school-based mental health services is critical to supporting adolescents’ mental health and addressing school-related risk factors.

HOANG HUONG

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