Ethical Behavior, Diversity, Civil Discourse, and Mental illnesses in Schools_ A Literature Review

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Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 1 Ethical Behavior, Diversity, Civil Discourse, and Mental illnesses in Schools: A Literature Review Capella University Foundations of Doctoral Studies in Education Inclusive Education in Schools: Ethical Issues and Civil Discourse August, 2023

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 2 Mental Illnesses in Schools: Ethical Behavior, Diversity and Civil Discourse Since COVID-19, there has been increased societal awareness of mental health and mental illnesses students are facing and the impacts on their academic, social-emotional, and behavior. With the education system putting systems in place to support students with mental illnesses educators may face a multitude of challenges. Students with mental illnesses or mental health designations are a vulnerable population. When supporting students with mental illnesses, there must be an understanding of the societal stigmas that are associated. This paper focuses on issues concerning students with mental illnesses and mental health and the impact on their education. This paper will also explore the ethical concerns pertaining to students with mental illnesses. Further, this paper will discuss practices educators can integrate, in conjunction with civil discourse to support students with mental illnesses in schools. Challenges of Mental Illnesses and Behavior Ecological theory holds the basic idea that humans are both biological and social in nature and they are interdependent on their environment for essential sustenance (Erikson, 2018). With that foundational understanding, it becomes evident that children come to school with both biological and social-emotional needs and they are reliant on the school to meet those needs. Therefore, schools must have systems in place to support the whole child, not just the academic part. Most teachers feel unequipped to effectively recognize students who are potentially suffering with mental illnesses or how to support students who are already identified. Further, there is significant data illustrating the impact of children’s mental health on school related problems, such as social skills and class engagement and participation.

Running head: ETHICAL BEHAVIOR, DIVERSITY, CIVIL DISCOURSE, AND MENTAL ILLNESSES IN SCHOOLS 3 Diversity Challenges Diversity refers to the ways in which individuals are both alike and different. This encompasses race, ethnicity, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status (National Education Association, n.d.). There is often a stigma associated with mental illnesses which can lead to a feeling of discrimination. Consequently, this can become a barrier for students and families and result in a lack of seeking help in fear of being discriminated against due to their mental abilities. Students with mental disabilities often face a lack of privacy and disclosure resulting in feeling isolated leading to difficulty creating successful peer relationships. There are often school-based mental health services that have been put in place to support students with mental illnesses. However, the school systems’ mental health services can continue to perpetuate this stigmatization by singling out students to provide services and screenings (Werner-Seidler, et al., 2017). It is not uncommon for students to become a part of the “pull out” method when receiving services. Students are often removed from their core class to receive specialized services which can feed into the feeling of isolation while also leaving room for discrimination from surrounding pupils for receiving specialized or differentiated services and attention. Oftentimes, students’ with a mental illness designation by either an IEP or 504 plan are to receive embedded accommodations within the classroom setting. These accommodations can cause students to further feel isolated from their peers making it difficult to form peer relationships. Additionally, educators may lack the understanding or awareness to be able to provide the proper support and accommodations for these students.

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