Effects on Students
Self Efficacy
Different types of negative stereotyping can have a large impact on a student's sense of self efficacy or his/her perception of ability to perform successfully on a task. The stereotype can place the student into a category that labels him/her as "incapable" of succeeding or completing certain tasks. For example, a female student who is told she is unable to perform well in math because she is a female will start to believe she is incapable of mathematical success and in turn, begin to perform poorly in her math class. This is because she is starting to believe the presumption that females can not be successful in mathematics classes.
Social Identity
Adolescence is a critical time when students develop their own social identity. The process is complex and includes both their family and friend relationships. Stereotyping, in a negative, form can alter the course of this process drastically for a student. If a student is placed in a stereotype group, he/she may find it hard to get out of and in turn, accept that stereotype as his/her own social identity. For example, a student that is continuously called a jock by his/her classmates and teachers may eventually identify with the group of "jocks" in his/her school.
Emotional Well-being
If a student is placed in a negative stereotype group, it may effect his/her emotional well being. One of the most common side effects of stereotyping is the feeling of isolation or the feeling of being trapped. Some students feel like they are alone because of the group they are associated with while some feel as if they are stuck in their stereotype with no way of getting out. This can lead to feelings of , , lack of sleep, loss of appetite, loss of self efficacy, self consciousness, and even thoughts of suicide. While this may sound drastic, being negatively and falsely stereotyped into a group that doesn't accurately represent a student can cause serious feelings of betrayal and dismissal.
What to look for.....
Click here for WebMD's list of depression symptoms.
It may not always be obvious that your student is starting to suffer the consequences and side effects of negative stereotyping. He/she may not initially show signs of sadness or depression. Instead, he/she may appear as if he/she are larger than life, living the dream, and even on top of the world. He/she may emulate extreme amounts of positivity but it is often just surface level happiness. Keep an eye on him/her in the quiet moments. Who is he/she hanging out with? Is he/she suddenly dressing a different way? Is he/she hanging out with new people that he/she wouldn't normally? Is he/she leaving behind old friends and relationships without any explanation why? Check in with your students and give them a safe space to report to. And most importantly, be cognoscente that you are not stereotyping your students.
Click the button above if you believe any of your students may be experiencing feelings of depression or thoughts of suicide. It will take you to a link that provides 24 hours suicide prevention and support.
WANT TO KNOW MORE??
This article discusses how prejudice towards oneself or from others can lead to major mental health issues such as anxiety or depression. The phenomenon of "deprejudice" defined in the article can reach us on the societal, interpersonal, and interpersonal level.
Check out this article that explores some common social stereotypes that may have negative effects on an individual's mental health. The article suggests that stereotyping can even lead to violent behaviors of self-harm or thoughts of suicide.
What are you supposed to do?
5 Steps to Take When Dealing With a Student Suffering from a Mental Health Issue
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Be observant! --No one knows your students more than you do so trust your instincts. Be observant of your students for changes that are out of the ordinary, especially those that may seem harmful towards the student.
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Speak Up! --It is so important to never be afraid to speak with your students. If you think one of your students is going through something such as bullying or stereotyping and it is causing them harm to their physical and/or mental health, find an appropriate time to conference with that student. Offer yourself as a confident they can use to get some things off their minds. Click here for some tips about talking and interacting with students who suffer from depression or anxiety.
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Take Action! --If it is necessary, you may need to involve the student's parent(s) or legal guardian(s). If the depression or mental health issue gets out of hand, the student can become increasingly susceptible to experience thoughts of suicide or self-harm. It may be a good idea to ask the students permission before approaching the parental figure since many teens experiencing anxiety or depression rarely tell the adults in their lives. Once talking with the parents, discuss common goals on how to help the student get the help needed.
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Involve Others! --No this doesn't mean discuss your student's mental health issue in the staff room at lunch. Involve administration such as the principal or the school counselor. They may be able to point you in the right direction and guide you on how to deal with a student suffering from a mental health issue. Make these resources available and known to your student as well. Let them know that they have a team of people in the school who want to help them learn, succeed, and thrive.
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Follow Up! --Once you think the problem is solved, once the student starts to show improvement, or once the student has told you for the final time that they are fine and they don't need your help, FOLLOW UP! Many students will claim they are feeling better and making improvement because they have decided to end their lives. This phenomenon correlates with extreme happiness as the student feels though they have finally found the way out. This is not always the case, but in any situation, follow up regularly with your student to show your continued support.