Support beyond high school for those with mental illness  

Walter was no stranger to the high school guidance office. He first came to counselors’ attention during 10th grade when teachers noticed his grades were declining, and he appeared to be losing motivation to complete schoolwork that previously had been easy for him. He often seemed lethargic, quieter, and withdrawn from his circle of friends. In a discussion with his school counselor, Walter said he didn’t understand how his schoolwork was connected to his goal of becoming a biologist. High school work was harder than he expected, and he didn’t know how to manage all the assignment deadlines. He mentioned a variety of somatic complaints — headaches, stomachaches, and difficulty sleeping — that made it hard for him to concentrate. The counselor began meeting with Walter weekly for motivation and career planning discussions that could help him better understand the connection between his classes and his goals to become a biologist, which would require a college degree. She also met with Walter’s parents to review his sleep routine. In addition, Walter’s teachers helped him get better organized to complete assignments and meet deadlines, and increased communication with his parents. By the end of 10th grade, Walter’s grades had improved slightly, but he still reported feeling sad and lethargic much of the time. 

In 11th grade, Walter withdrew further, rarely speaking to peers, dropping out of extracurricular activities in the science club, and appearing distracted in class. His absences increased, he began losing weight, and he visited the school nurse frequently. Over winter break, Walter was hospitalized and diagnosed with major depressive disorder and generalized anxiety. Upon returning to school, he was declared eligible for special education services. In collaboration with his family and psychiatrist, the school psychologist implemented a therapeutic counseling plan to provide individualized emotional supports. Walter’s attendance and grades improved, and he began to re-engage with activities and with peers. Continuing to receive mental health supports his senior year, Walter also worked with the school counselor to prepare his college applications and learn more about mental health supports that would be available to him in a postsecondary setting. He is now attending a local community college and living at home while pursuing a science degree and adjusting to the different structure and academic demands with support from the college’s Office of Disability Support Services.