Child and Adolescent Mental Health

A TeenThreads deep‑dive for kids, teens, parents, teachers, and everyone who cares

Mental health isn’t just “adult business.” Brains don’t suddenly switch on at 18. Feelings, thoughts, worries, and behaviors start shaping a kid’s life from the very beginning—and for many adults who struggle later, the first signs were already there in childhood or adolescence. When those early signs are noticed and supported, kids have a much better shot at feeling safe, learning well, and building a life that actually fits them.

This guide is long on purpose. It’s meant to be a knowledge base you can come back to—whether you’re a kid, teen, friend, parent, teacher, counselor, or decision‑maker.

1. What “mental health” actually means for kids and teens

Mental health is not just “having a diagnosis” or “being crazy” (myth). It’s about how you:

• Think: how your brain processes information, focuses, remembers, and makes sense of the world.
• Feel: your emotions—sad, happy, angry, numb, anxious, excited—and how intense or manageable they are.
• Act: what you do with those thoughts and feelings—your behavior, choices, and reactions.

When mental health is going okay, kids and teens can:

• Reach milestones: like learning to talk, read, make friends, handle frustration.
• Cope with stress: school, friendships, family drama, social media, big changes.
• Function in daily life: at home, in school, with peers, in the community.

When mental health is struggling, it can show up as:

• Big mood swings
• Constant worry or sadness
• Behavior that feels “out of control”
• Trouble focusing or learning
• Sleep, eating, or energy changes
• Pulling away from people or activities

The key idea: mental health is part of health, not separate from it.

2. Why child and adolescent mental health matters so much

2.1 Early signs often show up in childhood and adolescence

Research shows that about half of all mental health conditions start by the mid‑teens, and many adults who later get diagnosed had symptoms as kids that were missed or dismissed.

If support starts early:

• Problems are often easier to treat.
• Kids can avoid years of feeling “broken” or “lazy” when it was actually anxiety, ADHD, depression, trauma, or something else.
• School, friendships, and family life can be more stable.

2.2 Mental health affects everything

• School: focus, memory, motivation, behavior, attendance, grades.
• Friendships: trust, conflict, communication, boundaries.
• Physical health: sleep, appetite, energy, immune system, pain.
• Future: risk of dropping out, substance use, self‑harm, or getting into unsafe situations.

Mental health is not a “bonus feature.” It’s the operating system.

3. Warning signs by age: when to pay closer attention

It’s normal for kids and teens to have bad days, mood swings, or phases. The red flags are:

• How long it lasts (weeks or months, not just a day or two).
• How intense it is (is it taking over their life?).
• How much it interferes with school, home, friendships, or daily functioning.

3.1 Younger children (roughly elementary age)

Younger kids may need an evaluation if they:

• Have frequent, intense tantrums or seem extremely irritable most of the time.
• Seem constantly worried or fearful, even when things are safe.
• Complain of stomachaches or headaches with no clear medical cause.
• Are in constant motion, can’t sit still, and struggle to follow directions (beyond typical age‑appropriate energy).
• Sleep too much or too little, have frequent nightmares, or seem very sleepy during the day.
• Avoid playing with other kids or have a lot of trouble making or keeping friends.
• Suddenly struggle in school or show a big drop in grades or participation.
• Repeat actions or check things over and over (like doors, locks, or routines) because they’re afraid something bad will happen.

3.2 Older children and adolescents

Older kids and teens may need an evaluation if they:

• Lose interest in activities they used to enjoy.
• Have low energy or seem “slowed down” or exhausted most of the time.
• Sleep way more or way less than usual, or feel tired all day.
• Have periods of unusually high energy, talk fast, need very little sleep, and act more impulsively than usual.
• Withdraw from friends and family, spending most of their time alone.
• Diet or exercise excessively, obsess over weight, or fear gaining weight.
• Engage in self‑harm (cutting, burning, hitting themselves, etc.).
• Use alcohol, nicotine, or drugs, especially to cope with feelings.
• Take big risks (dangerous driving, unsafe sex, fights, vandalism) without caring about consequences.
• Talk about wanting to die, not wanting to be here, or feeling like a burden.
• Say they hear or see things others don’t, or believe someone is controlling their thoughts.

If these patterns last weeks or months and interfere with life, it’s time to talk to a health professional.

4. Common mental health conditions in kids and teens

This isn’t a full diagnostic manual, but it’s a map of the big categories you’ll hear about.

4.1 Anxiety disorders

What it feels like:

• Constant worry, fear, or dread.
• Racing thoughts, “what if” spirals.
• Physical symptoms: fast heart, sweating, shaking, stomachaches, headaches.

Types you might hear about:

• Generalized anxiety: worry about many things (school, family, health, future).
• Social anxiety: intense fear of being judged, embarrassed, or rejected.
• Panic disorder: sudden panic attacks with intense physical symptoms.
• Specific phobias: strong fear of particular things (dogs, needles, flying, etc.).
• Separation anxiety: extreme distress when away from caregivers (more common in younger kids but can persist).

In school:

• Avoiding presentations, group work, or even attending.
• Perfectionism, over‑studying, or freezing on tests.
• Frequent nurse visits for “mystery” stomachaches or headaches.

4.2 Depressive disorders

What it feels like:

• Persistent sadness, emptiness, or numbness.
• Loss of interest in things that used to be fun.
• Low energy, feeling heavy or slowed down.
• Changes in sleep and appetite.
• Thoughts like “I’m worthless,” “Nothing will ever get better,” or “Everyone would be better off without me.”

In kids and teens, depression can also look like:

• Irritability instead of obvious sadness.
• Anger, snapping at people, or “attitude.”
• Drop in grades, missing assignments, or not caring about school.
• Pulling away from friends or family.

4.3 ADHD (Attention‑Deficit/Hyperactivity Disorder)

Core features:

• Inattention: trouble focusing, organizing, finishing tasks, following instructions.
• Hyperactivity: fidgeting, restlessness, difficulty staying seated, “on the go.”
• Impulsivity: blurting out answers, interrupting, acting without thinking.

ADHD can show up as:

• The kid who can’t sit still and is always in trouble.
• The quiet daydreamer who stares out the window and misses instructions.
• The teen who starts 10 projects and finishes none.

Important: ADHD is not about being “lazy” or “bad.” It’s about how the brain manages attention, motivation, and self‑control.

4.4 Autism spectrum condition (ASC)

Autism is a neurodevelopmental condition that affects:

• Social communication: reading cues, understanding tone, making eye contact, back‑and‑forth conversation.
• Behavior and interests: routines, intense interests, sensory sensitivities (noise, light, textures).

Autistic kids and teens can be:

• Highly verbal or non‑speaking.
• Academically advanced or needing significant support.
• Overwhelmed by sensory input (cafeterias, assemblies, loud classrooms).

Autism is not a “mental illness,” but many autistic youth also experience anxiety, depression, or ADHD.

4.5 Disruptive behavior and conduct‑related conditions

These can include:

• Oppositional defiant patterns: frequent arguing, defiance, refusal to follow rules.
• Conduct problems: aggression, property damage, stealing, serious rule‑breaking.

Important nuance: sometimes what looks like “bad behavior” is actually:

• Trauma responses
• Untreated ADHD
• Learning disabilities
• Depression or anxiety
• Overwhelming stress at home

4.6 Eating disorders

Types include:

• Anorexia nervosa: restricting food, intense fear of weight gain, distorted body image.
• Bulimia nervosa: cycles of binge eating and compensatory behaviors (vomiting, laxatives, extreme exercise).
• Binge‑eating disorder: repeated episodes of eating large amounts of food with loss of control.

Warning signs:

• Obsession with weight, calories, or “clean eating.”
• Skipping meals, hiding food, or lying about eating.
• Dramatic weight changes.
• Exercising in a compulsive way.

Eating disorders are serious medical and mental health conditions—not “phases” or “diets gone too far.”

4.7 Substance use and addiction

Teens may use:

• Alcohol
• Nicotine (including vapes)
• Cannabis
• Misused medications or other drugs

Reasons:

• To fit in
• To numb feelings
• To cope with trauma, anxiety, or depression

Substance use can quickly become a major health and safety risk, especially when mixed with mental health struggles.

4.8 Trauma‑related conditions (including PTSD)

Trauma can include:

• Abuse (physical, emotional, sexual)
• Neglect
• Witnessing violence
• Serious accidents
• War, displacement, or community violence

Possible effects:

• Nightmares, flashbacks, or intrusive memories
• Hypervigilance (always on edge)
• Avoiding reminders of the event
• Irritability, anger, or emotional numbness

Not every kid who experiences trauma develops PTSD—but many need support to process what happened.

4.9 Psychosis and early serious mental illness

Rare but important:

• Hearing voices others don’t hear
• Strong beliefs that are clearly false or impossible
• Feeling like thoughts are being controlled or broadcast
• Severe disorganization in thinking or behavior

These symptoms need urgent professional evaluation. Early treatment can make a big difference in long‑term outcomes.

5. Myths, misconceptions, and straight‑up lies (especially about ADHD)

5.1 Myths about child and teen mental health in general

• Myth: “Kids are too young to have real mental health problems.”Reality: Many conditions start in childhood or adolescence. Symptoms are real and can be serious.
• Myth: “It’s just a phase; they’ll grow out of it.”Reality: Some phases are normal, but ongoing distress or impairment needs attention. Waiting can make things worse.
• Myth: “Talking about mental health will put ideas in their head.”Reality: Honest, age‑appropriate conversations actually reduce shame and help kids reach out sooner.
• Myth: “Good families don’t have kids with mental health issues.”Reality: Mental health conditions can affect any family, regardless of love, income, or values.

5.2 Myths specifically about ADHD

• Myth: “ADHD is just an excuse for laziness or bad behavior.”Reality: ADHD is a neurodevelopmental condition involving differences in brain networks for attention, motivation, and self‑control. Kids with ADHD often work harder than others just to keep up.
• Myth: “Only hyper little boys have ADHD.”Reality: Girls and quieter kids can have ADHD too—often more inattentive than hyperactive. They’re more likely to be missed or labeled “spacey” or “unmotivated.”
• Myth: “If you can focus on video games, you don’t have ADHD.”Reality: ADHD isn’t about never focusing; it’s about inconsistent focus, especially on tasks that are boring, long, or not immediately rewarding. Hyperfocus on games or special interests is common.
• Myth: “ADHD meds turn kids into zombies.”Reality: When properly prescribed and monitored, medication should help kids feel more like themselves, not less. If a child feels “zombie‑like,” the dose or medication may need adjusting—this is something to discuss with a health professional.
• Myth: “ADHD is caused by bad parenting or too much sugar.”Reality: Parenting style and sugar intake do not cause ADHD. They can influence behavior, but ADHD has biological and genetic components.
• Myth: “You outgrow ADHD.”Reality: Some people’s symptoms lessen over time, but many continue to experience ADHD into adulthood. They may learn strategies that help them cope better.

6. How mental health affects school—and what schools can do

6.1 How conditions show up in the classroom

• Anxiety: perfectionism, test panic, avoiding presentations, frequent nurse visits.
• Depression: missing assignments, low participation, falling asleep in class, irritability.
• ADHD: incomplete work, blurting out, losing materials, “not living up to potential.”
• Autism: difficulty with group work, sensory overload in noisy spaces, social misunderstandings.
• Trauma: jumpiness, anger outbursts, zoning out, difficulty trusting adults.
• Eating disorders: fatigue, concentration problems, frequent bathroom trips, avoiding lunch.

6.2 What teachers and schools can do

Teachers:

• Notice patterns, not just moments. One bad day is different from weeks of struggle.
• Use clear, predictable routines. This helps anxious, ADHD, and autistic students.
• Offer flexible ways to show learning: oral presentations, projects, visuals, written work.
• Give “brain breaks” and movement options when possible.
• Avoid public shaming (“Why can’t you be more like your sister?”).
• Check in privately: “I’ve noticed you seem more tired/quiet lately. How are you doing?”

Schools:

• Provide access to school counselors, psychologists, or social workers.
• Create quiet spaces for regulation (not as punishment, but as support).
• Train staff on trauma‑informed and neurodiversity‑affirming practices.
• Have clear, safe procedures for crisis situations (self‑harm, threats, panic attacks).

7. What different people can do: kids, teens, friends, parents, teachers, counselors

7.1 If you’re a kid or teen

• Notice your patterns: sleep, mood, energy, appetite, motivation, thoughts.
• Use words if you can: “I feel overwhelmed,” “I’m scared all the time,” “I can’t shut my brain off.”
• Tell a safe adult: parent, caregiver, teacher, school counselor, coach, relative.
• Write it down if talking feels too hard.
• Know this: needing help doesn’t make you weak; it makes you human.

7.2 If you’re a friend

• Listen without fixing: “That sounds really hard. I’m glad you told me.”
• Take them seriously if they talk about wanting to die or hurt themselves.
• Encourage them to talk to an adult or professional. Offer to go with them.
• Don’t promise to keep dangerous secrets. Safety > secrecy.

7.3 If you’re a parent or caregiver

• Notice changes in mood, behavior, sleep, grades, or friends.
• Ask open questions: “I’ve noticed you seem quieter lately. What’s been going on?”
• Stay calm even if what you hear scares you. Your reaction teaches them whether it’s safe to be honest.
• Seek professional help if concerns persist: pediatrician, family doctor, mental health professional.
• Collaborate with the school for accommodations or support.
• Model mental health care: talk about your own coping strategies, therapy, or stress management.

7.4 If you’re a teacher or school staff

• Normalize mental health conversations in age‑appropriate ways.
• Use strengths‑based language: “You’re really creative; let’s find ways to use that in class.”
• Refer to school mental health staff when you’re concerned.
• Document patterns (dates, behaviors, triggers) to share with families and professionals.

7.5 If you’re a counselor or authority figure

• Create youth‑friendly spaces (language, visuals, confidentiality explained clearly).
• Ask, don’t assume: “What do you think is the hardest part of your day?”
• Include the young person in decisions about their care when possible.
• Coordinate with families and schools (with consent) to build a support team.

8. Clinical trials and why they matter for kids and teens

Kids are not “mini adults.” Their brains and bodies respond differently to medications and therapies. But historically, many treatments were tested mostly in adults and then used in children.

Clinical trials:

• Are research studies that test ways to prevent, detect, or treat conditions.
• Help determine if a treatment is safe and effective for children and adolescents.
• Can offer access to new or specialized treatments not widely available yet.

If a family is considering a clinical trial:

• They should talk with a healthcare provider they trust.
• They should ask about risks, benefits, time commitment, and alternatives.

Participation is always voluntary, and there are ethical rules to protect children in research.

9. Emergency planning: when things feel dangerous or urgent

If a child or teen:

• Talks about wanting to die or not wanting to be alive
• Has a plan or intent to hurt themselves or someone else
• Is engaging in severe self‑harm
• Is extremely disorganized, paranoid, or out of touch with reality

This is an emergency, not something to “wait and see” about.

General steps (not medical advice, just general guidance):

• Stay with the person if you can do so safely.
• Remove or secure obvious means of harm if possible.
• Contact local emergency services or crisis support in your country/region.
• Follow local guidance for mental health crises (this may involve emergency departments or crisis teams).

10. Trusted resource types and where to look (by region)

I can’t give specific phone numbers or links here, but you can search these names or phrases in your country or region.

10.1 United States

• National mental health institutes and agencies (e.g., national institutes of mental health, substance use agencies).
• Youth crisis lines and text/chat services.
• Pediatricians and family doctors.
• School counselors, psychologists, and social workers.
• Nonprofit organizations focused on youth mental health, depression, anxiety, eating disorders, ADHD, autism, and trauma.
• Local community mental health centers.

10.2 Canada

• National and provincial mental health organizations focused on children and youth.
• Youth helplines and chat services.
• Family doctors and pediatricians.
• School‑based mental health teams.
• Hospital‑based child and adolescent mental health programs.

10.3 United Kingdom and Europe

• National health services (e.g., child and adolescent mental health services).
• Youth helplines and online chat services.
• School counselors and pastoral care teams.
• Charities and NGOs focused on youth mental health, self‑harm, eating disorders, and family support.
• European‑level organizations that publish youth mental health resources.

10.4 Latin America

• National mental health programs within ministries of health.
• Local youth helplines and crisis lines.
• Public hospitals and community clinics with child psychiatry or psychology services.
• NGOs and faith‑based organizations offering counseling and youth programs.
• School‑based psychologists or counselors where available.

10.5 Africa

• National mental health units within ministries of health.
• Hospitals and clinics with psychiatric or psychological services (often in major cities).
• NGOs and community‑based organizations working on youth, trauma, HIV, and gender‑based violence.
• School counselors or social workers where available.
• Faith and community leaders who collaborate with mental health professionals.

10.6 Asia

• National mental health programs and child psychiatry units in hospitals.
• Youth helplines and online chat services in larger countries.
• School counselors and university counseling centers.
• NGOs focused on youth, suicide prevention, and family support.
• Community and faith‑based organizations partnering with professionals.

Wherever you are, a good starting point is:

• A trusted doctor (pediatrician, family doctor).
• A school counselor or psychologist.
• A local mental health organization you can find through official health websites or reputable NGOs.

11. 50 multiple‑choice questions (with answer key)

11.1 Questions

1. Mental health in children and teens mainly refers to:

1. How smart they are
2. How they think, feel, and act
3. How many friends they have
4. How good they are at sports

2. A key reason early treatment for mental health conditions is important is that:

1. It guarantees the problem will disappear forever
2. It can help prevent more severe problems later
3. It makes kids more popular
4. It stops all stress from happening

3. Which of the following is a warning sign in younger children?

1. Occasional boredom in class
2. Frequent tantrums and intense irritability
3. Laughing with friends at recess
4. Wanting to try a new hobby

4. A teen who suddenly loses interest in activities they used to enjoy and sleeps much more than usual may be showing signs of:

1. Only physical illness
2. Depression or another mental health concern
3. Perfect mental health
4. Just being lazy

5. Which statement about anxiety is most accurate?

1. Anxiety is always bad and useless
2. Anxiety is fake and made up
3. Anxiety can be helpful in small amounts but overwhelming when too intense
4. Only adults get anxiety

6. ADHD mainly affects:

1. Hair color
2. Attention, hyperactivity, and impulsivity
3. Height
4. Eye color

7. Which is a common myth about ADHD?

1. It can affect girls and boys
2. It involves differences in brain function
3. It is caused by laziness or bad parenting
4. It can continue into adulthood

8. A child who repeatedly checks that the door is locked because they fear something bad will happen may be showing signs of:

1. A normal habit
2. An anxiety‑related pattern
3. Only physical illness
4. Just being careful

9. Which of the following can be a sign of an eating disorder?

1. Eating a snack after school
2. Obsessive fear of gaining weight and extreme dieting
3. Trying a new food
4. Drinking water during the day

10. Which is true about depression in teens?

1. It always looks like crying
2. It can show up as irritability and anger
3. It only happens after age 30
4. It is just a sign of weakness

11. A teen who hears voices that others do not hear and believes someone is controlling their thoughts may be experiencing:

1. A typical mood swing
2. Psychosis or a serious mental health condition
3. Only stress from exams
4. Normal imagination

12. Which of these is a healthy response if a friend talks about wanting to die?

1. Promise to keep it a secret
2. Tell them to “get over it”
3. Take them seriously and encourage them to talk to a trusted adult or professional
4. Ignore them so you don’t make it worse

13. Which of the following is a protective factor for mental health?

1. Total isolation
2. Supportive relationships and safe environments
3. Constant criticism
4. Lack of sleep

14. In school, anxiety might look like:

1. Always volunteering to present
2. Avoiding presentations and tests, frequent nurse visits
3. Never worrying about anything
4. Sleeping perfectly every night

15. In school, ADHD might look like:

1. Always finishing work early and neatly
2. Losing materials, incomplete work, blurting out answers
3. Never talking
4. Perfect organization

16. Which statement about autism is correct?

1. All autistic people are the same
2. Autism only affects boys
3. Autism affects social communication and sensory processing in diverse ways
4. Autism is caused by bad parenting

17. Trauma in children and teens can come from:

1. Only physical injury
2. Abuse, neglect, violence, accidents, or war
3. Eating vegetables
4. Watching a movie

18. A teen who uses alcohol or drugs mainly to numb feelings is:

1. Just experimenting harmlessly
2. Definitely fine
3. Possibly using substances to cope with mental health struggles
4. Guaranteed to never have problems

19. Which is a sign that mental health struggles are interfering with daily life?

1. Occasional nervousness before a test
2. Weeks of missing school, failing classes, or withdrawing from friends
3. Laughing at a joke
4. Being tired after a long day

20. Which group can play a role in supporting child and adolescent mental health?

1. Only doctors
2. Only parents
3. Kids, teens, friends, parents, teachers, counselors, and community leaders
4. No one

21. A teacher who wants to support students’ mental health can:

1. Publicly shame students for mistakes
2. Use clear routines and check in privately when concerned
3. Ignore all behavior changes
4. Tell students mental health is not real

22. A parent who notices big changes in their teen’s mood and behavior should:

1. Assume it’s just a phase and never ask
2. Yell at them to “snap out of it”
3. Calmly ask what’s going on and consider seeking professional help
4. Take away all their hobbies

23. Which is true about talking openly about mental health?

1. It usually makes things worse
2. It can reduce shame and help people seek support
3. It causes mental illness
4. It is only for adults

24. Clinical trials in child mental health are important because:

1. Children are just small adults
2. They help test whether treatments are safe and effective for kids and teens
3. They are only for scientists’ curiosity
4. They always guarantee a cure

25. Which of these is a red flag for self‑harm?

1. Wearing a new hoodie
2. Visible cuts or burns, or hiding arms/legs even in hot weather
3. Playing sports
4. Laughing with friends

26. Which statement about eating disorders is correct?

1. They are just diets gone too far and not serious
2. They are serious medical and mental health conditions
3. They only affect girls
4. They are always obvious

27. A student who has trauma may:

1. Always be cheerful
2. Be jumpy, angry, or “zoned out” in class
3. Never have trouble concentrating
4. Always get perfect grades

28. Which is a healthy way for a friend to respond when someone shares mental health struggles?

1. “You’re just being dramatic.”
2. “That sounds really hard. I’m glad you told me.”
3. “Don’t talk about that with me.”
4. “You’re going to ruin everything.”

29. Which is a common barrier to mental health care for youth?

1. Too many free services
2. Stigma, cost, distance, or lack of providers
3. Everyone talking about mental health
4. Having supportive adults

30. Which of these is a sign of anxiety in school?

1. Asking for help when confused
2. Avoiding school entirely due to fear
3. Enjoying group projects
4. Laughing at a funny video

31. Which statement about ADHD and video games is most accurate?

1. If you can focus on games, you can’t have ADHD
2. ADHD means you can never focus on anything
3. People with ADHD can hyperfocus on interesting things but struggle with boring tasks
4. ADHD is cured by playing games

32. Which of the following is a sign of depression rather than just a bad day?

1. One afternoon of feeling sad after a disappointment
2. Weeks of low mood, low energy, and loss of interest
3. Laughing at a joke
4. Being tired after sports practice

33. Which is a good first step if you’re worried about your own mental health?

1. Keep it to yourself forever
2. Talk to a trusted adult or health professional
3. Pretend everything is fine
4. Only search random social media posts

34. Which is true about mental health conditions in kids and teens?

1. They are always the parents’ fault
2. They can be influenced by biology, environment, and experiences
3. They only happen in certain countries
4. They are always caused by social media

35. Which of these is a supportive school practice?

1. Zero flexibility for students with mental health needs
2. Clear routines, quiet spaces, and flexible ways to show learning
3. Publicly reading out grades
4. Ignoring bullying

36. A teen who constantly worries, has physical symptoms like stomachaches, and avoids social situations may be experiencing:

1. Only physical illness
2. Anxiety
3. Perfect health
4. Just shyness that never matters

37. Which is a sign that a child might need a professional evaluation?

1. Occasional frustration with homework
2. Months of intense irritability and frequent tantrums
3. Trying a new sport
4. Laughing with friends

38. Which statement about autism is a myth?

1. Autistic people can have intense interests
2. Autistic people may have sensory sensitivities
3. All autistic people are geniuses or all are severely disabled
4. Autistic people can also experience anxiety or depression

39. Which is a healthy coping strategy?

1. Bottling up all feelings
2. Using substances to numb emotions
3. Talking to someone, journaling, or using calming skills
4. Hurting yourself

40. Which group might provide mental health support in schools?

1. School counselors and psychologists
2. Only the principal
3. Only the sports coach
4. No one

41. Which is true about substance use in teens?

1. It is always harmless
2. It can be a sign of coping with deeper emotional pain
3. It guarantees popularity
4. It has no effect on mental health

42. Which of these is a reason some youth don’t get mental health help?

1. They have too many options
2. They fear being judged or not believed
3. Everyone encourages them
4. Services are always nearby and free

43. Which is a sign of possible trauma response?

1. Calmly doing homework
2. Being easily startled, having nightmares, or avoiding reminders of an event
3. Enjoying a movie
4. Eating lunch with friends

44. Which is a good way for a teacher to respond to a struggling student?

1. “You’re just lazy.”
2. “You’re a problem.”
3. “I’ve noticed you seem different lately. Do you want to talk or see the counselor?”
4. “Stop acting like that.”

45. Which is true about clinical trials for child mental health?

1. They are always dangerous
2. They help researchers learn what treatments work best for kids and teens
3. They are only for adults
4. They never have safety rules

46. Which of these is a realistic statement about recovery?

1. Recovery means you never struggle again
2. Recovery can involve ups and downs, but support and skills can make life better
3. Recovery is impossible
4. Recovery only happens if you ignore your feelings

47. Which is a sign that a teen might be experiencing an eating disorder?

1. Eating three meals a day
2. Extreme fear of weight gain and compulsive exercise
3. Enjoying dessert sometimes
4. Drinking water

48. Which is a helpful message to a teen with ADHD?

1. “You’re broken.”
2. “You’re lazy.”
3. “Your brain works differently, and we can find strategies that fit you.”
4. “You’ll never succeed.”

49. Which is a key idea about child and adolescent mental health from this topic?

1. It doesn’t matter until adulthood
2. It affects school, relationships, and future—and early support matters
3. It is only about behavior
4. It is only about genetics

50. Which is the most TeenThreads‑style takeaway?

1. “You’re on your own.”
2. “If you struggle, you’re weak.”
3. “Your feelings are real, your story matters, and asking for help is a strong move.”
4. “Only perfect people deserve support.”