Globe & Mail had a 2 page article on “escalating demand” for mental health services on campuses, Feb 15, 2019. ‘Students and schools wrestle with a mental health crisis” There were just 10 comments. My two comments follow:
University students mental health crisis PART I
Reading this 2-page special feature on the escalating demand for mental health services on our campuses makes me sad.
At the same time I’m outraged.
I attended a significant education conference last weekend — Working Out What Works. Organized by a UK group called researchED we heard speakers highlighting education practices that are supported by evidence. We heard that many in the field — teachers and researchers — are embarrassed that teaching cannot be called a true profession. A semi-profession — maybe. It had yet to “grow up”.
We heard that “fads and frills” and new unproven teachings were widespread. Something called “21st Century Learning” was preparing students for uncertain futures. And this was the trend globally.
Many practising teachers from BC and Alberta said they felt affirmed upon hearing of the best research on teaching of reading and mathematics. Cognitive research was shared and it was revealed that some present teaching styles could actually be harmful, leading to confusion. Knowledge was being diminished.
I’m wondering if this mental health crisis on campus is a result of ill-educated school grads?
University students’ mental health crisis PART II
When a psychiatrist also says there is a crisis we should listen. Don’t we care that students suffer mental health issues on campus? BUT, the doctor says it’s doubtful that counselling would help much. In my previous post I speculated that perhaps students were ill educated. As a grandparent I’ve seen a lot of poor school practices over the years, and some parents actually state that it’s all “crazy-making!”
Let’s consider that further. Isn’t it obvious that students would be short-changed if the best teaching was being withheld from them? It just so happens that cognitive research in the last 20 years is indeed proving that some methods are more effective while others are discredited. Yet, the education field is notorious for refusing evidence informed practices in favor of some latest big idea!
This paper, Putting Students on the Path to Learning, if understood by our education leaders would soon challenge these trendy methods — constructivist, discovery, problem-based, experiential and inquiry-based teaching. Confusion, misconceptions abound!
It’s time to investigate this one possible factor in addressing this crisis.