Childhood
depression is a growing problem among children in grade school. A new study from childhood education and mental health experts has found that
children who do not receive adequate exposure to language early in life
and who have poor language skills by the 1st grade are
three times more likely to experience symptoms of depression by the 3rd grade.
I had a chance to interview the lead researcher, Dr. Herman, to learn more.
What is the link between language skills and depression?
Low
language skills increases the risk for depression in childhood
(three-fold, in our study). Theory and prior research suggests this
because language sets children up for success in social and academic
domains. Child who struggle in these areas receive negative feedback
from teachers and peers (social judgements) that they come to
internalize.
If a child has depression caused by poor language skills, what can parents do?
The
big idea of the study was to trace the roots of this link to the
toddler years. We found that low language/academic stimulation in
the home increased risk for depression at age 8. The reason for this is
because low stimulation leads to poor language skills at school entry
and in turn depression at age 8. This suggests that one way parents can
help prevent this problem is to provide high
levels of language stimulation early in life (language rich
environments, exposure to printed text, narrating child/parent
interactions).
If
a parent has a child who is already depressed and had language skill
problems they should seek services for their child. School is
a good place to start. If a child with language problems has not been
identified by the school as needing language support a parent should
connect with the student support team in the child’s school; ideally a
speech and language therapist as well. Early intervention
of language problems is highly successful. I would also ask for support
from the school psychologist or school counselor to evaluate other risk
areas associated with depression including academic and social problems
and develop a plan to remediate any identified
concerns.
How can parents help make sure their child's language skills are developing appropriately?
Repeating
the answer above, providing language rich environments and exposing
children to academic stimulation early and often prior
to school entry is important. If a parent has any concerns about
language development there are service providers in all communities who
they can reach out to for an evaluation at any stage of development.
How can teachers be aware of early signs of depression?
Teachers
often miss depressive symptoms in kids. Irritability is a leading
symptom of depression in youth so that is one signal to pay
attention. Social withdrawal, low levels of participation/enthusiasm,
flat emotional expression, somatic complaints are other common symptoms
in children in addition to those seen in adults (sadness, loss of
interest in pleasureable events, changes in eating/sleeping,
expressions of worthlessness/guilt, thoughts of self harm).
Often
these are children who are quiet and who go unnoticed. I would get in
the habit of noticing kids with underdeveloped social skills
(either because of inhibition or poor self-regulation) and kids who are
struggling academically and ask the next question which is how are
these negative social and academic experiences impacting the child’s
emerging sense of self. While not all children who
struggle in these areas are depressed, many are. Depression is also
linked to other common emotional and behavioral issues (e.g., children
who are anxious, who have attention or behavior control problems are
also at higher risk for depression)—so these problems
can also serve as a signal to wonder if the child with these concerns
is also depressed.
What can teachers do to make sure language skills develop in students?
Similarly,
language rich environments, fun word games, narration, acting, and
monitoring the development of language and quickly referring
students who they have concerns about.
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