Information Sheet – Depression
What is depression?
All children feel sad or blue at times, but feelings of sadness with great
intensity that persist for weeks or months may be a symptom of more chronic
depression or major depressive disorder. These depressive disorders are more
than “the blues”; they affect a young person’s thoughts, feelings, behaviour,
and body, and can lead to school failure, social isolation, and even suicide.
Symptoms of depression in children and young people often go unrecognised
or untreated and are often masked by other behaviours such as anger or
aggression.
Symptoms of depression in children or young people may include:
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Changes in appetite (either increase or decrease) or failure to make
expected weight gains
Disturbed sleep resulting in daytime lethargy and poor concentration
Frequently seeming upset, sad, anxious or negative (adolescents) or
crankiness, grouchiness or irritability (children)
Becoming withdrawn or isolated from others
Becoming involved in risky or criminal behaviour
A marked decline in academic interest and performance
Fidgeting, or an inability to sit still
Loss of interest in activities once enjoyed
Sudden outbursts of anger, aggression and/or crying
Suicidal thoughts
Self-harming behaviour
Fear or anxiety
Excessive use of alcohol, drugs
Constant complaints or emotional outbursts with no apparent cause
Repeated physical complaints without a medical cause
Educational Implications
Students experiencing depression may display a marked change in their
interest in schoolwork and activities and may display the following
behaviours:
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Difficulty commencing tasks/staying on task or refusal to attempt tasks
Difficulty completing, or refusal to complete, assessments
Lateness to school
Frequent absences
Truancy
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Student Services, Department of Education, Training and the Arts
Information Sheet – Depression
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Lowered self esteem
Aggression towards others
Social isolation/ difficulty sustaining friendships
School refusal.
Possible Educational Adjustments
Educational adjustments are designed to meet individual student needs on a
case-by-case basis. Possible adjustments could include:
Adolescence
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Negotiated attendance
Reducing subject load
Negotiate with student to determine short and long term goals
Encourage building links with other students through activities with
peers e.g. group work.
Additional time for students to complete assessable tasks assignments, exams
Tasks given in writing to give specific direction
Exemption or alternative arrangements (refer to QSA Policy on Special
Consideration)
Allowance of break periods as needed for rest and medication
Access to external agency support (Child and Youth Mental Health
Services)
Access to resilience programs e.g. RAP- Resourceful Adolescent
Program
Regular access to a guidance officer or school based youth health
nurse.
Recognising small achievements using positive reinforcement,
communication strategies and feedback
Early and Middle Childhood
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Establishing a daily communication mechanism with parents/carers to
monitor moods and behaviour
Conducting a Functional Behavioural Assessment (FBA) to help
determine triggers/antecedents, as well as maintaining consequences
A handover plan for the commencement of each school day (if school
refusal is an issue)
Establishing areas of interest and ability
A desk-top reinforcement schedule to encourage on-task behaviour
A buddy for the classroom and playground
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Student Services, Department of Education, Training and the Arts
Information Sheet – Depression
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Give a job or role which includes positive socialisation and
reinforcement
Strategies to manage behaviours out of class- e.g. playground
monitoring plan
Whole class sessions on resilience strategies e.g. FRIENDS Program
Access to external agency support (Child and Youth Mental Health
Services)
Regular access to a guidance officer or school based youth health
nurse.
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Student Services, Department of Education, Training and the Arts