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Mental Illnesses In Schools

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The educational opportunities and rights of students with mental illnesses are insufficient and lacking. The academia community is not supportive or urgent in fostering programs that would benefit this population of students. Rather, they are the contradictory and continue to cut funding and resources that are crucial for the academic and social achievements by those with mental illnesses. The students themselves struggle to utilize the few resources available, and are forced to withdraw from higher education due to lack of care and accommodation. High school and college years are when many people with mental illnesses first begin experiencing their disorder. Unfortunately, schools see this as no reason to have programs and psychological professionals …show more content…
Education is seen by society and academia as an essential aspect of living a fulfilling life through meaningful and impactful work (Ennals, Fossey, Harvey, & Killackey, 2014). This mentality impacts how students and school officials form the environment to improve chances of academic success. Success is not limited to the individual, but also dependent on the community around them; especially fellow classmates. People develop their idea of “other” early; so, allowing students with mental illnesses to learn in the same facilities and classroom setting promotes a better view of this population. It not only lowers stigma and prejudice, but allows for diverse social interaction to occur (Ennals, Fossey, Harvey, & Killackey, 2014). This improves the communication between the two population and encourages the continuation into future schooling and work …show more content…
Being employed brings income, work relationships, accepted cultural and societal status, structured time use, a sense of purpose, feelings of productivity, affirmation of ability, and opportunities for development (Ennals, Fossey, Harvey, & Killackey, 2014). Truly, employment can be traced back to education where many of these values begin to develop. The cultural and societal values placed on employment are synonymous with values placed on balancing roles and responsibilities in the formative years. Structured time use and feelings of productivity are highly appreciated and replicated in an academic environment. The feelings present in a work environment are fostered in education; therefore, academic environments provide a unique practice ground for students with mental illness, and those without, to find themselves and their unique skill

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