Common Obstacles to Student Success

Mental Health Stigmas

Mental health stigmas exist as a considerable barrier to students’ social and emotional health and academic success.  The stigma surrounding mental illness is formidable and can lead to poor academic performance, limited support from friends and families, diminished quality of life, and inadequate access to resources.

Fear of stigmatization and discrimination associated with mental illness discourages individuals and their families from seeking help and receiving the treatment necessary.  Mental health stigmas can also disrupt family relationships and family functioning and cause individuals to withdraw from normal social interactions in an effort to maintain secrecy surrounding a mental illness in the family.  Stigma can cause individuals to feel ostracized, damaged, flawed, defective and unwanted.

Stigmatization of mental illness refers to a cluster of negative associations and stereotypes that motivate and are reinforced by fear, rejection, avoidance, and discrimination of those with mental illnesses.  Mental health stigmas result from an evident lack of knowledge or misunderstanding about mental illness and a lack of awareness of mental health issues. 

Obstacles rooted in negative cultural conceptions of mental illness present a significant risk to the health and wellbeing of students of all ages.  The stigmatization of mental health is a complex phenomenon related to loss of status and disrupted or distorted identity.  Certain religious and cultural values associate mental illness with guilt and shame that affect the entire family.  In many cultures, mental illness reflects poorly on lineage and bloodline and is believed to influence others’ opinions about the suitability of family members and individuals for marriage or employment.   Denial and concealment of mental illness intended to preserve family honor and reputation commonly occur as a result of stigmatization and discrimination.  Individuals with mental illness may fear rejection by siblings and relatives as well as by members of the larger community if exposed.  

Listed below are some of the adverse consequences of mental health stigmatization that hinder student success and wellbeing:

• Refusal or unwillingness to recognize and admit that a problem exists
• Minimization of symptoms due to fear of stigmatization or lack of education about adolescent social and emotional health and development
• Inability or reluctance to seek treatment, because doing so would mean the individual is “crazy”
• Reluctance to inquire about how and where to seek services
• Uncertainty about how to address concerns or avoidance due to fear of blame
• Lack of awareness that culturally appropriate treatment and services are available         
• Refusal to cooperate with mental health providers or adhere to treatment recommendations for fear of exposure, lack of confidentiality, and/or widely held stigmatized beliefs about psychiatric medications

Mental illness is not the result of moral failings or personality flaws, nor are they indicative of limitations in ability or aptitude.  Further, mental illness is not the fault of the family of an individual with mental illness.  However, family support is a crucial factor in the successful recovery from mental illness.

Socio-Economic Barriers

          The Dynamics of Power and Privilege in Education.  The cycle of privilege and opportunity is perpetuated in schools today by social and economic inequalities and the illusion of meritocracy. The notion that students can perform well in school and advance their position in life relying solely upon innate abilities, a strong work ethic and positive attitude, sound moral character, and personal integrity persists in modern society, lingering just beneath the consciousness of dominant American culture and just beyond the reach of the marginalized masses.  In truth, a student’s performance in school reflects a confluence of cultural, ethnic, socioeconomic, family, health, and individual factors and life experiences.  

Difficulties in school and lapses in student performance resulting from socioeconomic barriers and inequalities within the school system are often misconstrued as a lack of student effort or a lack of concern for academic achievement within the family.  A number of students in attendance at Oxford Academy face considerable socioeconomic challenges in meeting the rigorous demands of academic life at Oxford.  Students and parents are encouraged to communicate openly with teachers and bring to the attention of the school such unfair expectations that present obstacles to student success.   It is the responsibility of the school to assist students in overcoming any such obstacles, and all students are entitled to a fair and equal opportunity to succeed in school. 

          Common Barriers.  There are several ways in which socioeconomic disadvantages may present obstacles to academic success:

One common misconception among educators is the false assumption that all students have access to computers and regular access to the internet outside of school and in the home.  This expectation places students without personal computers or internet service in the home at a great disadvantage.  Other financial barriers include the purchase of books and other school supplies.

Other students live with multiple family members in confined spaces and may not have their own bedroom or other designated area in which to study.  Students living in low-income communities and high-crime areas may further encounter obstacles such as limited availability and reduced access to libraries and other similar resources, limited access to tutoring due to financial constraints, lack of transportation to and from after-school programs, and risks to personal safety associated with public transportation or travel by foot.  Access to after-school programs and outside support resources remain inequitably distributed across socio-demographic groups.

Additionally, several students at Oxford live in single parent homes or homes in which both parents are required to work full-time in order to meet the financial demands of daily living.  Oftentimes parents are required to work night shifts or during after-school hours and are not able to supervise the completion of homework or provide help when needed.  Parents in low-income families have less time, less money, and oftentimes less education, all of which place their children at a further disadvantage to succeed in school.

Other logistical barriers to academic success include conflicting familial obligations and work responsibilities that prevent participation in after-school programs, the timely completion of class assignments, and adequate preparation for exams.  Such responsibilities, including employment to help support the family or care for siblings can disproportionately fall upon the shoulders of disadvantaged youth.

Lack of Parental Involvement

Collaboration and communication among the family, school, and mental health systems are crucial to students’ academic success and emotional wellbeing.  When parents and educators fail to address the emotional and mental health needs of students, academic performance suffers, and quality of life declines.  Indeed, there is a strong link between parental involvement in students’ education and overall student success.

Parents are the most important advocates for students and are always encouraged to communicate their concerns as well as the need for any additional student support at Oxford.  Parental involvement can include attending school functions, responding to school obligations such as parent-teacher conferences, assisting their child with homework and basic organization, encouragement and emotional support, making appropriate study arrangements, modeling desired behavior, communicating with teachers and administrators regarding special needs or life challenges,  and actively tutoring the child at home.

Educators at Oxford Academy also understand that there are significant economic and demographic deterrents to parental involvement.  Factors such as language barriers, work schedules, and lack of knowledge about how to navigate the school system all present obstacles to parents’ participation in student success.  Teachers, administrators, and counselors are all available to assist parents with such obstacles and are eager to hear from parents about how the school can best provide for students