IELTS Reading Practice: Mental Health Awareness in Schools

The IELTS Reading section is a crucial component of the IELTS exam, testing candidates’ ability to comprehend complex texts and answer various question types. Today, we’ll focus on a topic that has gained significant attention in recent years: mental health awareness in schools. This subject has appeared in several past IELTS exams and, given its growing importance, is likely to feature in future tests as well.

Mental health awareness in schools

Reading Passage

Mental Health Awareness in Schools: A Growing Priority

In recent years, there has been a significant shift in how educational institutions approach mental health. Once a taboo subject, mental health awareness is now becoming an integral part of school curricula worldwide. This change reflects a growing understanding of the importance of emotional well-being in academic success and overall student development.

The World Health Organization (WHO) reports that approximately 10-20% of children and adolescents worldwide experience mental health conditions. Despite this prevalence, the majority of these young people do not seek help or receive care. This gap in mental health support has prompted educators and policymakers to reassess the role of schools in promoting mental wellness.

Schools are increasingly recognized as ideal settings for mental health interventions. They provide a structured environment where children spend a significant portion of their time and can be reached before mental health problems escalate. Moreover, schools have the unique opportunity to reduce stigma associated with mental health issues by normalizing conversations about emotional well-being.

Many countries have begun implementing comprehensive mental health programs in schools. For instance, the UK government launched a pilot program in 2017 to provide mental health training in schools. This initiative aims to equip teachers and staff with the skills to identify and support students struggling with mental health issues.

In the United States, the concept of “social-emotional learning” (SEL) has gained traction. SEL programs focus on developing students’ ability to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. These skills are considered fundamental not only for academic success but also for lifelong mental health and well-being.

Australia has taken a proactive approach with its “KidsMatter” and “MindMatters” initiatives, which provide frameworks for mental health promotion, prevention, and early intervention in schools. These programs emphasize creating supportive school communities, teaching children skills for good mental health, working with parents and carers, and helping children with mental health difficulties.

Despite these advancements, challenges remain. Many schools struggle with limited resources and inadequate training for staff. There’s also the question of how to balance mental health education with academic pressures and standardized testing requirements.

Critics argue that school-based mental health programs might lead to over-diagnosis or medicalization of normal childhood experiences. However, proponents counter that early intervention can prevent more serious issues from developing later in life.

As mental health awareness in schools continues to evolve, it’s clear that a holistic approach is needed. This includes not only educating students about mental health but also creating supportive school environments, involving parents and communities, and ensuring access to professional mental health services when needed.

The integration of mental health awareness into school curricula represents a significant step towards creating a more compassionate and emotionally intelligent society. As this trend continues, it holds the promise of equipping future generations with the tools they need to navigate the complexities of mental health throughout their lives.

Questions

True/False/Not Given

For questions 1-5, read the following statements and decide if they are True, False, or Not Given based on the information in the passage.

1. The World Health Organization states that 10-20% of children and adolescents globally experience mental health conditions.
2. All countries have implemented comprehensive mental health programs in schools.
3. The UK government’s pilot program aims to provide mental health training for students.
4. Social-emotional learning programs in the United States focus solely on academic success.
5. Australia’s “KidsMatter” and “MindMatters” initiatives involve working with parents and carers.

Multiple Choice

Choose the correct letter, A, B, C, or D for questions 6-10.

6. According to the passage, schools are considered ideal for mental health interventions because:
   A) They have professional psychologists on staff
   B) They can reach children before problems escalate
   C) They are legally required to provide mental health services
   D) They have unlimited resources for mental health programs

7. The concept of “social-emotional learning” in the United States focuses on:
   A) Academic achievement only
   B) Developing various emotional and social skills
   C) Treating diagnosed mental health conditions
   D) Replacing traditional academic subjects

8. Which of the following is mentioned as a challenge for mental health awareness in schools?
   A) Lack of interest from students
   B) Opposition from parents
   C) Limited resources and inadequate training for staff
   D) Excessive government regulation

9. Critics of school-based mental health programs argue that:
   A) They are too expensive
   B) They might lead to over-diagnosis of mental health issues
   C) They are not effective in helping students
   D) They take too much time away from academic subjects

10. The passage suggests that a holistic approach to mental health awareness in schools should include:
    A) Only educating students about mental health
    B) Focusing exclusively on academic performance
    C) Isolating students with mental health issues
    D) Creating supportive environments and involving parents and communities

Matching Headings

Match the following headings (A-F) to the paragraphs (11-13) in the passage. There are more headings than paragraphs, so you will not use all of them.

A) Challenges in Implementing Mental Health Programs
B) The Role of Parents in School Mental Health Initiatives
C) Global Statistics on Youth Mental Health
D) Examples of Mental Health Programs in Different Countries
E) Criticisms of Mental Health Awareness in Schools
F) The Future of Mental Health Education

11. Paragraph 4 (starting with “Many countries have begun implementing…”)
12. Paragraph 7 (starting with “Despite these advancements…”)
13. Paragraph 8 (starting with “Critics argue that school-based mental health programs…”)

Answer Key

1. True
2. False
3. False
4. False
5. True
6. B
7. B
8. C
9. B
10. D
11. D
12. A
13. E

Explanations

1. True – The passage directly states this information from the WHO.
2. False – The passage mentions that “many countries” have implemented programs, not all countries.
3. False – The UK program aims to provide mental health training for teachers and staff, not students.
4. False – The passage states that SEL programs focus on various skills for both academic success and lifelong mental health.
5. True – The passage explicitly mentions that these initiatives involve working with parents and carers.
6. B – The passage states that schools can reach children “before mental health problems escalate.”
7. B – The passage lists various emotional and social skills that SEL programs focus on developing.
8. C – This is directly mentioned as one of the challenges schools face.
9. B – The passage states that critics argue these programs might lead to over-diagnosis.
10. D – The final paragraph mentions creating supportive environments and involving parents and communities as part of a holistic approach.
11. D – This paragraph provides examples of mental health programs in the UK, US, and Australia.
12. A – This paragraph discusses the challenges schools face in implementing mental health programs.
13. E – This paragraph presents criticisms of school-based mental health programs.

Common Mistakes to Avoid

1. Misinterpreting “Not Given” answers: Remember, “Not Given” means the information is neither confirmed nor contradicted in the passage.
2. Overlooking specific details: Pay close attention to precise wording, such as “all countries” vs. “many countries.”
3. Falling for distractors in multiple-choice questions: Read all options carefully and choose the one that best matches the information in the passage.
4. Rushing through the matching headings task: Take time to understand the main idea of each paragraph before matching it with a heading.

Vocabulary

• Taboo (noun): A subject, activity, or practice that is prohibited or restricted by social custom.
• Prevalence (noun): The fact or condition of being widespread or common.
• Stigma (noun): A mark of disgrace associated with a particular circumstance, quality, or person.
• Traction (noun): The extent to which an idea, product, etc. gains popularity or acceptance.
• Proactive (adjective): Creating or controlling a situation rather than just responding to it after it has happened.
• Holistic (adjective): Characterized by the belief that the parts of something are intimately interconnected and explicable only by reference to the whole.

Grammar Focus

Pay attention to the use of present perfect tense in the passage, such as:

“There has been a significant shift in how educational institutions approach mental health.”

This tense is used to describe actions or situations that started in the past and continue to the present or have present relevance. The structure is:

Subject + have/has + past participle

For example:

• Schools have begun implementing mental health programs.
• Mental health awareness has become an integral part of school curricula.

Tips for IELTS Reading Success

1. Practice active reading: Engage with the text by underlining key points and making mental notes.
2. Improve your time management: Allocate your time wisely among the different question types.
3. Expand your vocabulary: Regularly learn new words and their contextual usage.
4. Practice skimming and scanning: Develop the ability to quickly identify main ideas and specific details.
5. Read a variety of texts: Expose yourself to different topics and writing styles to prepare for the unpredictability of the IELTS Reading test.

Remember, consistent practice is key to improving your IELTS Reading score. Regularly engage with English texts on various topics, including academic and scientific subjects, to broaden your comprehension skills and vocabulary.

For more IELTS preparation resources, check out our articles on the importance of mental health awareness in schools and the impact of mental health services in schools. These will provide additional context and vocabulary related to this important topic.