Exploring the educational experience and the possible long term effects of primary school children who have family members with mental health difficulties

Abstract

Mental health difficulties have been deemed one of the main causes of overall disease burdens, approximately affecting 1 in every 4 adults worldwide. Despite affecting a large percentage of the populace, mental illness is still stigmatized – acting as a significant barrier to those needing mental health treatments. This ‘’hidden population’’ – as referred to by O'Brien, Brady, Anand and Gillies – among others, includes those children who are born to parents with mental health difficulties. This study sheds light on the child’s educational experience and possible long term effects of children of the mentally ill as explored by academic and narrative literature. The research study identifies three key themes which are evident within the research carried out on children of the mentally unstable; the socioemotional development, the cognitive development and the implications of education. Throughout this research, the association between parental mental illness and the child’s development is stressed as adult children of the mentally ill often refer to their relationship with their diagnosed parent when recalling their experience through published narratives. Findings indicate that a link between parental mental health difficulties and the child’s developmental disturbances is present and that there is a way through which this damage may be minimized. In undertaking this research, a potential number of recommendations have been identified for teachers and educational professionals which have been deemed helpful for these children through academic and narrative literary works. This study emphasizes the need to further awareness regarding the issue and to adopt a sense of sensitivity towards these children and their families.