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Supporting a Student After Mental Health Leave: Student Reentry Planning

Author:
Jemma Strain
Jemma Strain
B.S. Psychology
Editor:
Emma Loker
Emma Loker
B.S.
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It’s normal for teachers to feel concerned about creating reentry plans for students after mental health leave. You may want to build the most nurturing, supportive environment possible, but might be unsure of the steps to take to do so. 

Transitioning back into school after mental health treatment can be a delicate time. The student might still be healing and may require continued support and supervision. However, they may also yearn for independence and a return to normalcy. Finding this balance can be tricky – but it’s possible to do. 

If you’re wondering how to manage school reentry after mental health leave for students, professional mental health advice and guidance is never a bad idea. However, this article can also help by discussing:

  • Why it’s important to support a child after mental health leave
  • How to create a mental health reentry plan
  • How to support a student after extended mental health leave
  • The options for continued therapy support after student reentry into school
  • When to seek help for supporting a student after mental health leave
Student reentry planning

Spotting Anxiety and Depression in Schoolchildren

According to recent statistics, over the course of their lifetime, each teacher in the U.S is likely to encounter a student who has needed to take mental health leave. This means that every teacher needs to be aware of the challenges students can face upon reentry into school.1

Mental health leave can…2

  • Disrupt academic progress
  • Impact social relationships with peers
  • Affect the ability to learn important social skills
  • Create emotional distress on return to school
  • Lead to relapse in symptoms if reentry is not managed correctly

These issues might sound daunting. Yet, when the transition back to school after mental health leave is handled correctly, a teen can return with a renewed capacity to learn and thrive.

The factors to consider when supporting a child after mental health leave will come down to the student themselves and their unique circumstances. For example, each student may have a particular set of personal concerns that need to be addressed. Or, there may be practical issues, such as the amount of time they were absent. 

Whatever the student’s specific circumstances are, it’s good to acknowledge that the return to school won’t always be easy. While schools can be a place of fun, togetherness, and joy, they can also be stressful due to academic and social pressures. If you’re concerned about a student’s successful transition back into school, professional support and advice are available.10

How to Create a Mental Health Reentry Plan

Different schools may have different policies for protecting student mental health, so it’s a good idea to talk with a senior colleague about these or read up on any important literature. This way, you’ll have a strong idea about how to create a reentry plan that both aligns with the school’s approach and the student’s needs. 

Having said as much, most school policies around creating a mental health reentry plan will take a route such as the following.3-6

1. Keep in Touch With Parents:

It’s important that school staff are aware of any major mental and physical health concerns, so keeping in touch with parents during and after treatment can help you create safeguarding strategies to protect a teen’s well-being. This way, educators can prepare ahead of time for any practical and emotional steps they need to take, such as preparing homework assignments, or organizing peer support. 

2. Schedule a Meeting With All Concerned Parties:

One of the first steps in reentry after mental health leave is getting all the concerned parties in a room together to create a plan of action. People such as the teen themselves, their parents, a school counselor, and their tutor can discuss any progress made and how they plan to maintain that progress. The student can also express how they would like to be supported in school. 

During this meeting, issues such as whether a teen needs to repeat a grade can be discussed. This may come down to how much time they were absent for and whether it’s possible for them to catch up academically. 

3. Make a Transition Plan:

Creating a step-by-step plan for reentry makes it less likely a student will feel too overwhelmed and relapse back into their previous issues. Asking them how they’d like to be supported can ensure their concerns and needs are met. It may also help to plan for practical aspects of the return to school, such as:

  • Giving them hall passes if they need to use a safe space
  • Creating a “check-in/check-out” system where they meet a specific member of staff to do a debrief on how they’ve been feeling each day
  • Prioritizing important school work they’ve missed out on to help them catch up

Whether risk assessments need to be considered for any problematic behaviors, such as self-harm or thoughts about death

4. Select Someone to Be Their Primary Contact:

Upon their return to school, a teenager will need to know who to turn to during times of stress or when they need information or resources. The teenager should be given a voice in who this person should be, as they may feel more comfortable around certain staff members over others. However, it’s important that this staff member be consistently available during school hours. The primary contact can also check in with the student regularly to ensure that they’re coping OK. 

5. Ease Their Social Worries:

For many teenagers, the biggest worry about returning to school is facing judgment or criticism – especially from their peers. However, as a teacher, you’re well placed to support a teen and ease their concerns. You can reassure a teenager that they don’t have to divulge any information to their peers that they’re not comfortable with sharing. Also, you could help them create a response that helps close down any probing questions, such as “I took some time off because I wasn’t feeling well, but I’m good now. How are you?” 

6. Educate Staff and Peers:

There’s, unfortunately, still a lot of stigma around mental health treatment, especially when teenagers don’t fully understand the causes and symptoms. If the rumour mill is in overdrive, mental health education can help stop it in its tracks. While mental health education may already be part of the curriculum, it may be a good idea to have a top-up session before the student’s return to school. Of course, no specific mention should be given to the student. Instead, raising awareness can improve peer and staff empathy and support. 

7. Encourage Connection:

A teenager re-entering school after mental health treatment might feel disconnected from their peers. Encouraging them to join school clubs or activities can boost a sense of relatedness, as well as make them feel like a part of the community. Additionally, many schools offer peer support programs which have been shown to ease the symptoms of mental health conditions. Peer mentoring and self-help groups can help the student feel more understood by people their own age and develop coping skills. 

Supporting Students After Extended Mental Health Leave

The longer a student needs to take leave from school, the more difficult it can be to reenter the system. They may feel disconnected from staff and peers, like they can’t catch up with learning, and anxious about what reentry will mean for their mental health. Taken together, all of these factors can lead to school phobia, truancy, and further impacts on academic performance and esteem.7

Experts suggest that students who take extended leaves of absence from school for mental health conditions should receive a three-pronged approach of care, including therapy, medication, and rehabilitation. However, as a teacher or educator, these factors are not necessarily in your control. But you can help make accommodations for a student reentering school after extended mental health leave by following the steps for creating a reentry plan. Considering the following factors could also help.  

Recognizing the student’s academic rights:

Taking an extended leave of absence due to any disability, including mental health, means that students are entitled to academic accommodations. Academic rights can vary from state to state, but they could include the right for extra exam time, support for assignments, or the ability to withdraw from certain classes.4

Discuss the option of repeating a grade:

If a student has taken extended mental health leave, it may be either too mentally overwhelming or practically difficult to catch up academically. Repeating an academic year has been shown to have a range of benefits for mental health, including an improved bond with a teacher, reduced mental health symptoms, better grades, and boosted self-beliefs. Discussing these benefits with a student and their family could help them make an informed choice.8

Consider a phased reentry:

A student who has taken extended mental health leave may still be receiving intensive treatment as an outpatient, which can mean time constraints that could affect their attendance. Additionally, the thought of returning to school full-time may lead to feelings of overwhelm. A phased reentry, such as creating an agreed-upon part-time timetable, could give them a sense of structure, while also allowing them the freedom to tend to their mental health needs.9

If you’re concerned about how you can help a student who has taken a lot of time off to look after their mental health, it’s encouraged to speak to a mental health professional for advice. School counselors or community-based professionals can help. 

Student reentering into school after mental health leave

Continuing Therapy After Student Reentry Into School After Inpatient Care

Schools may play an important role in continuing treatment when a student returns to school after inpatient care. Schools can provide students with safe spaces to go to when overwhelmed, peer support programs, and supportive relationships with teachers. 

Additionally, schools can offer on-site mental health treatment which can complement a teen’s care plan and limit disruptions to their academic progress. For instance, a school may have a school counselor or they might liaise with mental health professionals in the community who can provide support. 

A mental health professional can talk to a teen and their family about their symptoms and make recommendations for continued support, including the following therapy options.

Therapy Options for Mental Health Concerns in Teenagers

Cognitive Behavioral Therapy (CBT)

A student may have been receiving CBT to manage their symptoms in inpatient or outpatient care. A school counselor or community-based professional may also use CBT techniques to help a teen identify negative patterns and help them build healthy ways of coping. 

Eye Movement Desensitization and Reprocessing (EMDR)

While EMDR may not be delivered on campus, a community-based mental health professional may recommend it if a teen has experienced negative events, such as trauma. EMDR is an effective way of treating trauma as it changes how memories are stored in the brain, helping a teen move past trauma and form more positive beliefs.

Interpersonal Therapy

Relationships with family and friends can contribute to a student’s mental health difficulties. Interpersonal therapy can help them work through these issues, develop stronger social skills, and figure out better ways of coping to improve their mental health.

Transcranial Magnetic Stimulation (TMS)

While TMS is also unlikely to be administered in school, it can be used in a community setting to manage treatment-resistant mental health conditions. It’s a non-invasive therapy that uses magnetic fields to activate nerve cells in targeted areas of the brain – improving outlook and mood. 

Additionally, it may be good to discuss a student’s medication requirements after they reenter school after mental health leave. They might need to take medication at certain times of the day or need monitoring for any potential side effects. Parents and professionals can advise on this. 

Students after reentry after mental health leave

When to Seek Help for Supporting a Student After Mental Health Leave

If you’re concerned that your school doesn’t have the resources to support a student after mental leave, or if you’re unsure about how to go about creating a suitable reentry plan, professional support and guidance can help. 

Mission Prep can support schools, students, and families through returning to school after mental health leave. We can advise educators on the best steps to take to promote continued healing, and can provide flexible treatment options to teens and their parents in a variety of locations. With the right approach, returning to school can help a teen reconnect with friends, achieve academic success, and understand that a bright future is possible. Contact us today to learn more. 

References

  1. Continuity in Education. (n.d.). Mental health and student success: The role of schools in supporting students’ well-being. Retrieved March 14, 2025, from https://continuityineducation.org/articles/159/files/67c812cfcbd89.pdf
  2. Thompson, K., Stringer, M., & Grant, A. (2024). Pathways to school reentry for children and young people with a physical or mental health condition: A meta-review of the literature. Continuity in Education, 5(1), 1–20. https://doi.org/10.5334/cie.159
  3. Brown University. (n.d.). School re-entry and calming kids’ anxiety after medical leave. Be Well. Retrieved March 14, 2025, from https://www.brownhealth.org/be-well/school-re-entry-and-calming-kids-anxiety-after-medical-leave#:~:text=One%20of%20the%20first%20steps,Schedule%20visits
  4. Mental Health America. (n.d.). Taking a leave of absence: What you need to know. Mental Health America. Retrieved March 14, 2025, from https://mhanational.org/resources/taking-a-leave-of-absence-what-you-need-to-know/
  5. Department for Education. (2023). Summary of responsibilities where a mental health issue is affecting attendance. Retrieved March 14, 2025, from https://assets.publishing.service.gov.uk/media/63ee20a3d3bf7f62e5f76ba4/Summary_of_responsibilities_where_a_mental_health_issue_is_affecting_attendance.pdf
  6. Pfeiffer, P. N., Heisler, M., Piette, J. D., Rogers, M. A., & Valenstein, M. (2010). Efficacy of Peer Support Interventions for Depression: A Meta-Analysis. General Hospital Psychiatry, 33(1), 29. https://doi.org/10.1016/j.genhosppsych.2010.10.002
  7. Ek, H., & Eriksson, R. (2013). Psychological factors behind truancy, school phobia, and school refusal: A literature study. Child & Family Behavior Therapy, 35(3), 228–248. https://doi.org/10.1080/07317107.2013.818899
  8. Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Lichtenfeld, S. (2017). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores. Journal of Educational Psychology, 109(3), 425–438. https://doi.org/10.1037/edu0000144
  9. UK Government. (2023). Summary of responsibilities where a mental health issue is affecting attendance. Retrieved March 14, 2025, from https://assets.publishing.service.gov.uk/media/63ee20a3d3bf7f62e5f76ba4/Summary_of_responsibilities_where_a_mental_health_issue_is_affecting_attendance.pdf
  10. ​​Steare, T., Gutiérrez Muñoz, C., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339, 302-317. https://doi.org/10.1016/j.jad.2023.07.028

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