Author: Santosh
Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
Adolescence is a critical period marked by
significant changes, which can pose unique challenges for students. As a
teacher, understanding these challenges and creating a supportive and inclusive
learning environment is essential to promoting students' well-being and success
(Eccles & Roeser, 2011). This essay examines four studies that shed light
on the factors that impact adolescent development and mental health. The
studies highlight the importance of timely access to medical interventions for
transgender youth, the relationship between pubertal timing and mental health
outcomes, the variations in the timing of normal puberty and sexual precocity
around the world, and the role of parental involvement in adolescent substance
abuse prevention. By utilizing the findings presented in these studies,
teachers can gain a deeper understanding of adolescent development and provide
effective support and intervention to promote their students' success.
The study by de Vries et al.
The study by de Vries et al. (2011) emphasizes
how crucial it is for transgender adolescents to have prompt access to medical
therapies. I recognized as a teacher that the study has significant
ramifications for how we approach educating and supporting transgender students
in the classroom. Students of all ages, including those who identify as
transgender, need to learn in a safe and welcoming atmosphere, and this
responsibility falls on teachers.
The takeaway message from this article is that
puberty suppression can be an effective intervention for adolescents with a
gender identity disorder. A review by Costa et al. (2015) found that
"puberty suppression in transgender adolescents is a well-established and
safe intervention that leads to better mental health outcomes and improved quality
of life" (p. 75). Now that I am fully aware of the potential challenges
that transgender and gender-nonconforming students may face, I want to create a
supportive and inclusive learning environment that recognizes and celebrates
diversity in all forms. Our school's practices have never been the same as
those described in the study. We never considered creating a safe space for
transgender and gender nonconforming students; instead, we used to just console
them when other students teased them. To resolve the difficulties, neither of
us has included parents or healthcare professionals. It is known that
restricting or delaying access to puberty suppression can worsen gender
dysphoria and have a detrimental effect on one's mental well-being and standard
of living.
It is realized that creating a supportive
environment for transgender and gender nonconforming students is necessary to
promote education and understanding of gender identity and expression (Human
Rights Campaign Foundation, 2018). To achieve this, I can incorporate inclusive
language and materials into the curriculum and make an effort to create a
classroom culture that is accepting and supportive of all students.
Additionally, I can take a lead role in the school to advocate for policies and
practices that support transgender and gender nonconforming students, such as
allowing students to use the bathroom and locker room that aligns with their
gender identity and providing access to gender-affirming healthcare services.
Next, I should be aware of the potential mental health challenges that
transgender and gender nonconforming students may face and provide resources
and support as needed. This may include connecting students with mental health
professionals who are knowledgeable about gender identity and expression and
providing a safe and supportive space for students to express their thoughts
and feelings. Finally, I should reflect on my own biases and assumptions to
better understand the experiences of transgender students and provide more
effective support.
The study by Graber et al.
The study by Graber et al. (2004) examined the
relationship between pubertal timing and mental health outcomes in a sample of
young adults. The results showed that both early and late pubertal timing was
associated with an increased risk for depression, anxiety, and other mental
health problems in young adulthood.
The takeaway message from this article is that
early and late pubertal timing is associated with an increased risk for
psychopathology in young adulthood. As a teacher, I have realized that I should
be aware of the potential impact of pubertal timing on adolescent mental health
and create a supportive and inclusive learning environment that recognizes and
responds to the unique needs of students at different stages of puberty. Our
practices in our school were never the same as those presented in the study.
Neither we promoted awareness nor were we aware of the physical and emotional
changes that occur during puberty. They were considered the same as other
students in the classroom, and they were never provided with resources and
support.
I understood that I needed to support students
with different pubertal timing by providing timely education and awareness of
the physical and emotional changes that occur during puberty because, according
to a study by Mendle et al. (2012), differences in pubertal timing can have
significant impacts on adolescent mental health outcomes. By doing so, I can
enable them to understand and normalize their experiences and to feel more comfortable
discussing their concerns with teachers and peers. Moreover, I should provide
resources and support those who may be experiencing difficulties related to
pubertal timing, such as social anxiety, depression, or body image concerns. In
doing so, I should help them connect with mental health professionals or other
support services, while also providing a safe and supportive space for students
to discuss their feelings and experiences. Finally, I realized that I should be
aware of the potential impact of social and cultural factors on pubertal timing
and adolescent mental health. For example, students from low-income or
marginalized communities may be at increased risk for early or delayed puberty,
which can in turn impact their mental health outcomes. By promoting awareness
and understanding of these issues, I can help create a more inclusive and
equitable learning environment for all students.
The study by Parent et al.
The study by Parent et al. (2003) states that
there are significant variations in the timing of normal puberty and sexual
precocity around the world, and these variations may have implications for
education and healthcare. The study reviewed data on the onset of puberty in
different populations and found that there are significant differences in the
age at which puberty begins as well as in the age at which sexual maturation is
considered precocious. These differences are influenced by genetic,
environmental, and socioeconomic factors.
As a teacher, the takeaway message from this
article is that puberty can occur at different ages and rates for different
individuals and may be influenced by environmental factors such as nutrition,
stress, and exposure to endocrine disruptors. I realized that I should use such
information to create an inclusive and supportive learning environment for all
students, regardless of their stage of development. We never looked at their
ages or any environmental factors to support them in school. I realized that,
as a teacher, we must understand their ages and environmental factors to
provide timely intervention and support. When working with adolescents, I
understood that I should be aware of the potential differences in pubertal
timing and development and approach each student's experience with sensitivity
and respect. I should strive to create a safe and supportive classroom
environment that recognizes and celebrates diversity in all forms, including
differences in pubertal development. Additionally, teachers can use this
information to be aware of potential challenges that students may face as a
result of early or delayed puberty. For example, early-maturing students may
face social and emotional challenges due to being perceived as different from
their peers, while late-maturing students may feel anxious or self-conscious
about their physical development. Finally, I should utilize this information to
provide comprehensive sex education that is sensitive to the diverse
experiences of their students. This may include providing information on the
potential variability in pubertal timing and development, as well as addressing
potential cultural or social factors that may influence an adolescent's
experience of puberty. By providing comprehensive and inclusive sex education,
I will be able to help them promote healthy sexual development and better
sexual health outcomes for adolescents (Resnick et al., 2017).
The study by Sisk and Zehr
The study by Sisk and Zehr (2005) shows that
pubertal hormones play a critical role in organizing the adolescent brain and
behaviour, which has important implications for education and parenting. The
study reviewed research on the effects of pubertal hormones on brain
development and behaviour and found that these hormones can influence the
development of neural circuits and cognitive functions that are important for
social and emotional processing, motivation, and decision-making.
The takeaway message from this article is that
pubertal hormones play a crucial role in organizing the adolescent brain and
behaviour because pubertal hormones have significant effects on adolescent
brain development and behaviour (Paus et al., 2008). Therefore, as a teacher, I
understood the importance of understanding hormonal changes and how they impact
students' cognitive and emotional development and creating a supportive
learning environment that recognizes and responds to these changes. We never
noticed before that we needed knowledge of hormonal changes in such students
and never involved health personnel in such a case. I realized that this course
has changed my whole game in terms of helping such students. Now, I understand
that one educational implication I should follow based on the research is to
promote healthy behaviours and habits by encouraging regular exercise, good
nutrition, and adequate sleep, as these factors can have a positive impact on
brain development and cognitive functioning. Additionally, I should recognize
that adolescents may experience fluctuations in mood and behaviour as a result
of hormonal changes and support them in class accordingly. As a teacher, I
should always remain patient, understand the issues of those who may be
struggling with these changes, and provide a safe and supportive space for them
to discuss their concerns and feelings. Finally, I need to be aware of the potential
impact of social and cultural factors on adolescent brain development and
behaviour. For example, students from low-income or marginalized communities
may be at increased risk for stress and trauma, which can impact their hormonal
balance and brain development. By promoting awareness and understanding of
these issues, I will be helping them to create a more inclusive and supportive
learning environment for all students (National Institute of Mental Health,
n.d.).
To conclude, adolescence can be challenging,
especially for transgender and gender nonconforming students. Teachers can
create a supportive learning environment by understanding the potential
challenges and providing resources and support. Pubertal timing can also affect
mental health outcomes, and teachers should be aware of the impact and provide
timely education and support. Furthermore, differences in puberty and sexual
precocity around the world should be recognized with sensitivity and
understanding. By promoting inclusivity and diversity, teachers can enhance the
well-being and success of all students.
References
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R., Carmichael, P., & Colizzi, M. (2015). To treat or not to treat: Puberty
suppression in childhood-onset gender dysphoria. Nature Reviews Urology, 12(2),
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de
Vries, A.L., Steensma, T.D., Doreleijers, T.A., & Cohen-Kettenis, P.T.
(2011). Puberty suppression in adolescents
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