I first realised that something wasn’t ‘quite right’ in terms of my emotional health when I was in my early teens.
Sure, like all teens my hormones were all over the place and combined with the fact that I was a frightfully sensitive young woman, it just meant that I was a sucker for punishment. Certainly, the hypersensitivity that I experienced was nothing new, but by the time I was around 14 years old I felt as though I had slipped down a rabbit hole.
As much as I had some wonderful friends, I didn’t feel as though I could confide in them about what I was experiencing. I suppose to some extent I believed that either everyone was going through the same thing or nobody was. But either way, I wasn’t prepared to find out, I felt far too insecure. My parents also had busy working lives and apart from over the dinner table we rarely sat down as a family ‘to talk,’ or if we did, it felt disjointed and false. So I certainly wasn’t going to bring up personal issues with them.
Back at school the only guidance we had about issues related to mental health linked to exam stress. An important area but I didn’t fully understand or couldn’t even yet articulate to a large extent my own thoughts about how I was feeling and why, but I knew that what I was experiencing wasn’t solely down to exam stress.
I felt that there was and still is a level of stigma associated with simply taking the first step in asking for help. During my teens and even up until relatively recently as an adult, I felt that if I did speak out about what I was experiencing I was effectively branding myself as ‘different’, something that would surely cause me much embarrassment and even more anxiety.
So I read with interest recently that the government is planning on trialling ‘happiness lessons’ to eight-year-old children as part of the government’s wider support for mental health services. The lessons will utilise mindfulness techniques with the aim of helping students to “self-regulate their own behaviour.” It is a step in a good direction and especially trialling the scheme with younger students especially as it will hopefully instil them with tools that they can come back to when necessary. However, at the same time I am cautious, can you really ‘teach happiness?’
Right today everyone, we are going to be learning about happiness. Here are the lesson objectives…
- Know what happiness is
- Apply this to your own life
- Evaluate your own levels of happiness
And that is what concerns me, in all subject areas, a student’s progress is measured by a predicted level/grade of some sort. This then allows a school to compare this data to other students and schools. I would hope, that if the trial is successful, it doesn’t result in a data crunching and comparison exercise where the original purpose of the research is lost. In one school where I previously worked, even in PSHE (Personal, Social and Health Education), a curriculum that focuses on life skills such as careers advice, sex and drug education, and health and wellbeing, students were given termly assessments to check their progress.
I would also hope, that any scheme, this one and others with a similar ambition, focus on the breadth of emotions that we can experience. Yes, teaching happiness is all well and good, but even that has a range of emotions attached to it from ecstatic joy to a more sedate level of contentment. Although I have come to live with bouts of depression and varying degrees of anxiety, it has taken me years to accept and come to terms with these aspects of myself. But, if schemes like this can help young people recognise the emotions that they experience from an early age and it helps them articulate them then I am all for it.