Here’s a question from a teacher:
“I’m a teacher, and I have a returning student who seems different. I’m already worried about this child’s mental health and have talked to the parents before, but they don’t seem to like what I’m saying. What advice do you have?”
That’s a really good question. First, I want to commend the teacher for being aware of this child and showing concern. Clearly, you’re picking up on something important.
If there’s a school counselor available, I’d try to involve them so the child has someone to talk to. As a teacher, you have a lot of responsibility with a large classroom, but your awareness shows you’re very attuned to your students.
Over the next few weeks, you might spend a little extra time talking with the child, giving them feedback, and hopefully creating space for them to open up. If they do, a referral to the school counselor could follow. Sometimes a simple question like, “Are you okay?” can be the opening they need.
It’s also important to identify specifically what you’re noticing and discuss it with the counselor to get their perspective. The parents may not be seeing what you’re seeing, which could mean the issue is school-related or something that happened over the summer.
Approach this carefully and gather information while recognizing your role. If your concern is serious, involve the counselor or administration, and find out what resources are available.
When interacting with the student, avoid assumptions but give extra positive feedback and encouragement. You might gently point out that you’ve noticed a change and ask if they’re doing okay. Over time, aim to connect them with support.
If you learn more, the parents may need to be involved, though some parents avoid acknowledging problems. That’s a reality—it doesn’t mean you can always directly influence the situation.
Be soft, careful, and keep communication open with administration and counseling staff. That’s where I’d start in this case.
