Perceptions of Teenage Psychological Disorder

Abstract

The twenty-first century brought unprecedented rates of teenage psychological disorder (PD), with conditions such as depression, anxiety, and schizophrenia reaching all-time highs. Young adolescents, despite having been recognized as a psychologically vulnerable demographic, are constantly excluded in their own mental health evaluations, and teachers in the American education system play a pivotal role in addressing this gap. Thus, in this paper, I specifically explore how high school students and teachers perceive teenage PD by examining their opinions on literary portrayals of mentally ill adolescents. This article thoroughly investigates this inquiry by utilizing quantitative, open-ended survey research followed by a thematic and comparative analysis. A total of 43 students and 24 teachers participated in the study, and I identified five recurring themes throughout their responses: the validity of teenagers’ struggles, PD’s relation to teenagers’ school life, PD’s relation to teenagers’ social life, trust in professional treatment, and the potential of recovery. My findings demonstrated that although both groups showed a mutual concern for the mental welfare of teenagers, there were stark differences between students’ and teachers’ perceptions of teenage PD. These results present a fundamental ideological dichotomy that must be bridged in order to help adolescents benefit from their schools, and an implementation of comprehensive mental health and social and emotional well-being (SEWB) training for all teachers may be the first step to achieving this goal.