Dane County Youth Assessment Data

The purpose of this document is to provide educators with tools to discuss the Dane County
Youth Assessment’s findings with their middle and high school students. It can be used in health
classes in particular, but it may be utilized by educators across subjects and disciplines with
adaptation. This document includes information about the DCYA survey, some of the key
findings, and questions to prompt discussion and learning among youth. It also includes
supplementary information as appropriate. As this document includes data from the DCYA
Overview Report, it should be updated with the most recent data every three years.

Formatting and use of the document:

o Prompts for teachers to ask students are in bold.
o Additional information for teachers is in normal font. Use this information at your own
discretion to answer student’s questions, provide context in discussion, and supplement
student learning.

An Introduction to the Data

The Dane County Youth Assessment is a survey that is given to middle and high school students
in schools across Dane County. It is administered every three years and seeks to understand the
health of youth in our community. To do this, it asks about things like food access, home and
family life, mental/emotional health, sexual behaviors, substance use, and school/work activities.

Why do we collect this data? What is the advantage of collecting the same data every three
years?
 We collect this data because we care about the health of youth in our community
 Collecting data every three years allows us to track health trends over time
o We can compare what any age group (MS, HS, 7th grade students, 12th grade
students, etc.) experienced in the past and compare it to today
 Ex. In 2015, fewer students were smoking cigarettes than in 2012.
o Could be used to track changes among a cohort as well, but this is less common
 Ex. The youth that were in 6th grade in 2012 were the same youth in 9th
grade in 2015 and in 12th grade in 2018. How have their behaviors
changed over time?

Who do you think uses this data? What would they use it for?
 Educators
 Researchers
 Policymakers
 Social Workers and Public Health Workers
 Funders
 Use it to identify disparities (differences) in health based on race, class, gender, etc.
 Use it to follow health trends over time (ex. Tobacco use has been on the decline)
 Use it to create programs or laws that address the identified problems
 Use it to understand the strengths and needs of youth in Dane County
 Emotional and Mental Health

Section 1: Mental Health Overview, Challenges and Disparities

Today, we’re going to be talking about mental health and mental health challenges. Mental
health is an important part of each of our lives, and it is a large part of our overall wellbeing.
Experiencing mental health challenges is very common, and we might have experienced those
challenges ourselves or know people who have had that experience. To make sure we all have
the tools to be emotionally healthy, it’s important that we discuss mental health as a class and
learn about what youth in Dane County are experiencing.

Before we begin, I just want to make sure we all know what we are talking about when I
say “mental health challenges.” Has anyone heard that term before and does anyone know
what it means?

Common Answers and Responses:

 Mental illness
o Some people like to use the term “mental illness” because it might help them
explain that the problem they are experiencing is real. Saying “mental illness”
might make it easier to explain what they’re experiencing, and that there are steps
they can take to try to feel better. On the other hand, some people don’t like to
use the term “mental illness” because it might imply that they are sick or that
they need to see a doctor/psychiatrist. How a person decides to talk about their
mental health is a personal choice.

 Something “not normal”

o Most of us either have experienced mental health challenges or know someone
who has. That doesn’t make us abnormal, or bad, or wrong--in fact, having
mental health challenges is very common.

 A “problem” someone has

o Some people experience mental health challenges that pose really big problems
in their life and affect their grades, relationships with friends and family, work,
etc. Some people experience mental health challenges that really don’t affect
them much at all. This might be because their mental health challenges aren’t
very severe or aren’t very frequent (the symptoms only come occasionally), or
they’ve learned how to cope with those challenges.
 Anxiety, depression, etc.
o Anxiety and depression are definitely examples of very common mental health
challenges. They aren’t the only mental health challenges people may face, and
we’ll learn more about some others later today.
 An issue with the brain or a responding to a bad life event
o Some mental health challenges start in the brain, some start in the environment,
and many are a combination of both.
 o Some mental health challenges are likely a result of structural or chemical
changes in the brain. These can be genetically influenced, but they can also occur
as you age. Even if no one in your family experiences mental health challenges,
you may experience them. Similarly, just because one of your family members
has a mental health challenge, does not mean you will develop one as well.
o For some people, a life event may trigger a mental health challenge.
 Moving away from home, death of a loved one, having a baby, being
robbed, being in a war, etc.
 Experiencing things like sexism, racism, homophobia, transphobia,
classism, etc. can make your environment less safe. This might increase
your risk for experiencing mental health challenges. We’ll be talking later
this week about disparities, and learn a bit more about how oppression
and mental health challenges are connected.
 Remember, not everyone who experiences these things develops mental
health challenges.

Many people experience mental health challenges every day, and they are very common. They
might impact some people pretty severely, and others not much at all. People may have a
diagnosis given to them by a medical professional, or they might not.

One reason mental health challenges are rarely talked about is that they are often stigmatized.

What does it mean for something to be stigmatized?

 People disapprove of it, it is seen as something negative "associated with a particular
circumstance, quality, or person”

Can you think of any examples of times when you saw mental health challenges stigmatized
in the media?
 Horror movies or TV shows that involve a violent person with schizophrenia or another
mental health challenge
 People who commit gun violence being portrayed as having a mental illness
o Some people who commit violence do experience mental health challenges, but
others do not. The media often makes assumptions about people who commit
violence having a mental illness or calls them “crazy,” “psycho,” etc.

What myths about people with mental health challenges might people believe if these are
the representations they see on TV, in movies, etc.?
 Myth: People with mental health challenges are violent or dangerous
o Fact: In reality, people with mental health challenges are more likely to be the
victims of violence.
 Myth: People with mental health challenges are unpredictable or “different”
o Fact: Most people with mental health challenges live ordinary lives and you
wouldn’t know that they experienced mental health challenges unless they told
you.
 Myth: People with mental health challenges rarely get better.
 o Fact: Many people do get better if given the right support. We can reduce
symptom severity and frequency through things like therapy, medication, and
strengthening relationships/support networks.

How does stigma impact people who experience mental health challenges? (How might they
feel? Would they be more or less likely to seek out help?)
 They might feel afraid, ashamed, alone/isolated, etc.
 They might be less likely to tell others about what they are feeling/experiencing
 They might be less likely to seek out help or support

Section 2: Learning About Specific Mental Health Challenges

**Note: You may want students to complete a group research project wherein they gather
information about some of the most common types of mental health challenges. The presentation
could include incidence/prevalence rates among the general population, age of onset, common
symptoms, information about disparities, resources for people experiencing this type of mental
health challenge, and ways to support a friend/family member. If giving a presentation to the
class, encourage them to use supportive and affirming language and use visuals that are non-
stigmatizing. In this section, we’ll cover depression and anxiety in particular.

What do we know about depression?

Clinical depression is characterized by “feeling so sad or hopeless almost every day for at least 2
weeks in a row that you stopped doing some usual activities” sometime within the last 12
months.

In Dane County…
 16.7% of HS youth experience depression
o 22.4% of females, 11.1% of males
o Females were more likely than males to report depressive symptoms, and high
school females are the most affected (30.3%).
o The rate of depression among youth is on the rise among both middle school and
high school students.

Depression can be life-threatening, and can lead to self-harm or suicide. Self-harm means
intentionally hurting oneself and can include things like cutting or burning. In Dane County…
 21.9% of high school students reported engaging in self-harm
 14.4% of 7th-8th grade students reported engaging in self-harm
 Rates for high school students almost doubled between 2012 and 2015

 18.7% of all middle and high school students reported having suicidal thoughts in the last
30 days

 Females in middle and high school report having suicidal thoughts more than males

 5.8% of youth said they have attempted suicide in the last 12 months
What do we know about anxiety?

Anxiety is characterized by how often a student has felt “nervous, anxious or on edge”; “not able
to stop or control worrying”; and “felt problems were piling up so high that they could not
handle them.” In Dane County…
 1 in 5 youth reports having long-term anxiety
 Females experience anxiety at a rate of 28.6%, over double the rate that males do (12.0%)
 Females are more likely than males to often or always have symptoms of stress
 Nearly 30% of African-American high school students say they feel anxious always or
often. For African-American girls, this number jumps to 45%.

Why are some groups (women, LGBTQ+ folks, people of color, people living in poverty)
more likely to experience mental health challenges?

Not an inherent quality/characteristic to an entire group.

Even though anyone can experience mental health challenges, we know that things like sexism,
racism, homophobia/transphobia, and other forms of oppression can make it more likely that
someone will experience fear, stress, or trauma. These things can increase their risk for
experiencing mental health challenges. Remember, not everyone who experiences these things
develops mental health challenges.

We should do our best to eliminate stigma, work to create safer environments for all people, and
support our peers.

Section 3: Resources and How to Support Our Peers

How can we be emotionally healthy? What are our options if we start to experience mental
health challenges?
 Talk with others about what you are feeling. Whether you talk to a parent, friend, coach,
counselor, teacher, or call a confidential helpline, know that there are people who want to
talk to you about how you are feeling.
 If you don’t get what you need from someone, try again until you do. If someone isn’t
understanding you or what you are experiencing, they might not be the best person to
help you. It’s okay if it takes you a few tries to find the right therapist, doctor, or
counselor--your health is worth the effort.

How can we support others who are experiencing mental health challenges?
 Use supportive and affirming language
o “Thank you for telling me” is a good place to start because it might have been
scary for them to tell you, and it likely took a lot of courage.
 o Phrases like “I believe you” or “I hear you” are powerful reminders that you
might not understand what they are going through, but you are here and ready to
listen.
o Avoid phrases like “I understand what you’re going through” or “I have the same
thing.” Even if you both experience anxiety for example, chances are that your
experiences are still different. They don’t need you to understand exactly what it
feels like for them, they just want your support.

 Respect their privacy and their life

o It can take a lot of courage for someone to tell you about their mental health
challenges. Let them guide the conversation and have control.
o When to tell someone:
 If a friend tells you something private, it’s important to respect their
privacy. That means that instead of talking with friends about it, you may
want to talk to a trusted adult.
 If you think it is a life-or-death situation, always tell an adult. Regardless
of how much information you have, you should always connect them to a
person who can better help them.

 Trust your intuition

o If you are concerned for a friend, talk with them about it. Make sure they know
that you care for them, and that they are important to you.
o Don’t take it solely upon yourself to make sure they stay safe; preventing suicide
or other harm will require help from adults. Tell an adult that you trust about your
concerns. Even if your friend doesn’t want the help now, it’s important that you
tell someone so that they have the chance to recover.

 Take care of yourself

o It’s challenging to support a friend who is having a difficult time, so it’s important
that you are taking care of yourself, too. Talk to a trusted adult about your
feelings, respect your own boundaries, and don’t take on the job of a professional
(doctor, therapist, etc.).
o Don’t feel guilty for feeling healthy, taking time for yourself, etc. You can’t
support your friend if you feel emotionally drained, and it’s always important that
you prioritize your own well-being.

Always connect students to resources before ending the class. You can direct
students to www.Daneyouth.org.