Journalist Emily Campbell explores a recent study by Monash University researchers into Parental Mental Illness and discusses strategies found to assist when working with children who have mentally ill parents.
Parental Mental Illness (PMI) and the repercussions for the children involved has gained increased attention over the past 20 years, with research aiming to uncover how children cope with having a mentally ill parent and how it affects them socially, emotionally, cognitively and behaviourally.
Young children who are preparing for their transition to school are at a critical stage in their social, cognitive and emotional development (Bayer et al. 2011, as cited in Laletas et al. 2020) with rapid growth and change occurring, and neural pathways for learning forming in their brains.
Unfortunately, children in this age bracket who are exposed to the risk factors associated with PMI are especially vulnerable and in danger of suffering from short-term and long-term adverse effects to their own mental health.
Given the huge changes occurring in children’s brains during the ages of 4-6 years, many early childhood development and neuroscience researchers agree early intervention is vital for supporting children enduring PMI and educational settings are an optimal environment for this (Laletas et al. 2020).
In recent years, there has been extensive research exploring the emotional, behavioural, and developmental impacts of PMI on parents and children, although very little has focused specifically on how teachers are affected, particularly those working in early childhood education.
This lack of understanding as to how kindergarten teachers are affected by PMI is surprising, given the consensus among many PMI experts that early childhood education teachers and staff are particularly well-placed to identify and respond to the needs of vulnerable children living with PMI (Beardslee et al. 2010; Eismann et al. 2019; Kay-Lambkin et al. 2007; Rishel 2012 as cited in Laletas et al. 2020).
Revelatory research
A study published recently (Laletas et al. 2020) identified this gap in knowledge and so investigated the topic, seeking to examine how early childhood education teachers perceive their role teaching young children living with PMI and how it impacts their work and wellbeing.
All respondents had self-reported prior experience teaching children with PMI, with teachers either being told by a parent of their condition or informed by another family member, often in situations where a mentally ill parent was hospitalised.
Teachers involved in the study participated in semi-structured interviews, which allowed for flexibility of discussion about their experiences.
Helpful strategies for preschool teachers
Three key enabling strategies were uncovered by the research.
All respondents demonstrated a thorough understanding that preschool children are shaped by their unique family circumstances and contexts, and that these factors influenced the child’s world view.
They agreed family is critical in influencing a child’s overall development and teachers working with these families required an understanding of individual family needs.
Collaboration and engagement with family members features centrally in early childhood education practice frameworks, like the national Early Years Learning Framework in Australia.
