Mental Health and Learning Differences: The Dual Diagnosis Challenge

Youth mental health is in a state of crisis. In North Carolina, the trends are especially concerning. Factors such as the COVID-19 pandemic and the role of social media have made the situation worse contributing to rising rates of depression, anxiety, and suicidal ideation. 

According to data from the Centers for Disease Control and Prevention, the suicide rate amongst young people aged 12-14 in North Carolina has increased by 15 percent over the past five years, higher than the national average of 10 percent. In North Carolina suicide is now the leading cause of death for 10-14-year-olds. 

The mental health crisis affects young people from every background. But some demographics are particularly vulnerable. According to the National Alliance on Mental Illness, approximately 25 percent of students with learning differences also experience symptoms of a mental health disorder. Learning differences already present significant hurdles in a student’s academic and social life. When compounded by mental health issues the struggle can become debilitating. This is an issue worth paying attention to. 

The effort to address the needs of students with dual diagnoses requires unique and tailored support systems. One example is the Ingenuity Year gap year program developed by Forman School, a research-based private boarding school for students with learning differences. 

Ingenuity Year’s Leadership and College Readiness summer programming based in Asheville, North Carolina, allows students to engage in various activities to enhance their executive functioning and college readiness skills. This includes executive function coaching, individual and group projects, service leadership, confidence and independence building, interpersonal reflection, and self-designed reintegration planning. 

The impact of COVID-19 on mental health outcomes brought greater attention to the need for this kind of programming which strengthens the confidence and resilience of high school graduates and could be a model for other ways to reach students with learning differences. It is crucial to note that while programs like Ingenuity Year provide valuable support for students with learning differences, they are non-therapeutic and are not equipped to address the needs of students with severe mental health challenges or social pragmatic issues. 

As we navigate the complexities of mental health challenges that an individual might face, thoughtful action is imperative. We must prioritize the development and implementation of comprehensive support systems tailored to the unique needs of students with dual diagnoses, as well as allow them to be the driver of their own learning. This entails increasing accessibility to resources, fostering a supportive school environment, reducing the stigma surrounding mental health and learning differences, and intertwining executive functioning and self-designed learning opportunities into today’s classrooms through professional development opportunities with educators.

The struggle students with dual diagnoses experience stresses the importance of increasing efforts to address mental health and learning differences in today’s youth. Since suicide has become a leading cause of death for young people, the severity of this crisis is obvious. But it shows up in various ways. And we need multiple solutions. Through advocacy efforts, awareness, and additional funding for impactful action, students will learn to thrive socially, emotionally, and academically, regardless of circumstance.