Adolescence is a challenging time for most young people, but for those with or at-risk of developing emotional or mental health conditions, it can be particularly harrowing. Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem. Early identification and treatment can make a substantial difference in the lives of these troubled young people. Aware and knowledgeable teachers can play a critical role in this helping process. This article focuses on ways that classroom teachers can recognize warning signs for these problems and provide developmentally appropriate support to students who are struggling.

Mindfulness-based curricular interventions can support adolescents who are at risk of school failure as they negotiate the transition from high school into young adulthood. Researchers hypothesized that a 6-week mindfulness-based intervention would lower participants’ perceived stress while increasing their reported levels of self-esteem. Participants (N = 23) ranged in age from 17 to 20 years while the majority were male students of color. Pre- and postintervention survey mean responses revealed statistically significant differences on the Single-Item Self-Esteem Scale and 3 items on the Perceived Stress Scale (with small to moderate effect sizes). Postintervention focus group (n = 8) data indicated that the most valued daily practice was the body scan technique. Open coding of the focus group data also revealed several key themes in the form of overarching codes as participants discussed intervention benefits. These included (a) self-regulation, (b) attention-awareness, and (c) positive thinking.

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