This post originally appeared on the blog Social Emotional Workshop.

I don’t think mental illnesses should be used to describe our daily stresses. Someone’s serious challenge shouldn’t also describe how I feel about spilling coffee on my shirt. I’ve spent the last couple months reflecting on this, and I’m asking us all to do the same. I think it is important for the children we work with to know how to think about and respect the challenge of mental illness.

Why I Care

We can all agree that living with a mental illness is a serious challenge, whether you personally struggle or you empathize. Successfully living with a mental illness requires support and treatment. According the to National Alliance on Mental Illness, 1 in 5 adolescents will develop a serious mental illness. 80% of adolescents will not receive treatment. There is an 8-10 year delay on when symptoms arise and treatment begins. We have a lot of work to do.

Despite these treatment gaps, culturally we are increasingly employing self-care, mindfulness, and mental health days. People are more open about their own mental health issues. Our health insurance companies can’t charge more for you to go see a psychologist. I think those are good steps forward.

While our mental health care is a larger problem to solve, there is another problem we can tackle that is hiding in plain view.

It has become common for people to use mental illnesses to describe our typical tough moments and bad days.

It's important for children to know how to think about and respect the challenge of mental illness. In this post, Lauren foucses on the impact of language.

Getting beyond how strange it is to use a serious disorder to describe your tough morning, these can seem minor. I understand how easy it is to use these terms. They are all over our news and entertainment. Heck, I am writing this post and still have to be vigilant about my language.

Let’s take a quick minute to reflect on what it might feel like if you struggle with Obsessive Compulsive Disorder (OCD) and a neat neighbor casually refers to her preference for organization as OCD. Her intention isn’t to be hurtful or insensitive, but her impact is negative nonetheless.

Using mental illness terms casually dilutes their meaning and communicates that these issues aren’t serious.

Now what if you are an eight-year-old who just started taking medication for ADHD? Or a thirteen-year-old who is depressed and suicidal? How does our language, regardless of our intention, affect them? I’d venture to say the impact can be more significant, all without us even being aware.

Why Educators Should Care

In your classroom right now, there are students struggling with their mental health. There are students with families members with mental illnesses. There are students without any experience with mental illness who are taking direction from you on how to talk and think about it.

As educators, we take great pride in creating classroom communities that help our students develop social emotional skills and become strong, caring people. The language we use is an important part of this.

What is our language telling students about how we think about mental illness? How do you want your students to think about mental health and mental illness? How do you want them to feel when they struggle with their own mental health?

Make this concrete and write down your answer to those questions. Spend a week thinking about what you do in your classroom (and outside of it) that supports or hinders those goals.

Make a Change

I’ve been thinking about this topic a lot over the last few months. Reflecting on my own language and considering the impact it might have on someone struggling with mental illness. Here are some things that I am doing to eliminate the casual use of mental illness in my vocabulary.

Name Them: Make a list of the psychological terms that have creeped into your casual language.

Accountability: I’m working to eliminate these technical terms from my casual language. I’ve told my family and friends and encouraged them to call me out when I slip up. My sister loves that. 🙂

Accurate Language: I’m trying to more accurately describe my stresses. No more depressed, but rather really sad. No more ADHD, but rather I was unfocused yesterday.

Educate: Explain to someone else why our language about mental illness is important. No need to get on a soap box, but we make changes when we educate others using kindness and understanding.

Advocate: Teach a student how to advocate for themselves and their struggles.


This post is certainly not meant to be a wagging finger, but rather a hope that my questions stick in your head and help you make a small positive change for those around you, especially the students in front of you.

If you want to continue the conversation, email me. I’d love to hear your thoughts.

How we talk about mental illness and mental health affects our students beliefs and actions. We need to stop casually using psychological disorders to describe our bad mornings.

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Social Emotional Workshop: Teacher-Author on TpTDeveloping social, emotional, and behavior skills in every student has been my career passion. I was a school psychologist and special education director for 10 years. Those roles let me develop tiered supports, work individually with students, and create meaningful change for my school. Now, I love working with teachers and counselors to integrate social-emotional learning into their everyday practice. It’s amazing to watch the impact of these key skills on students and schools. Check out my blog for practical tips and connect with me on Instagram Let’s work to make sure social-emotional learning is part of our everyday. 
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