







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 4, No. 3, 2023 
www.scholink.org/ojs/index.php/eshs 

30 

Original Paper 

Shining Light into Teenage Depression 
Julia Koifman1* 

1 Kinneret Academic College, Emek Ha-Yarden, Israel 
* Julia Koifman, Kinneret Academic College, Emek Ha-Yarden, Israel 

 

Received: September 10, 2023   Accepted: September 18, 2023  Online Published: September 26, 2023 

doi:10.22158/eshs.v4n3p30                       URL: http://dx.doi.org/10.22158/eshs.v4n3p30 

 

Abstract 

Teenagers often suffer from depression, which may be caused by many reasons: poor grades, overweight, 

problems with friends or parents—as a result, they are upset and demotivated. Teachers sometimes find 

their students refusing to participate in classroom activities due to “a bad day” or “lack of energy”. They 

often avoid coming to school and prefer staying at home. Probably, they have depression, which is 

characterized as the oppression of mental activity, mainly in its emotional-volitional component. Unlike 

innate neurodiversity, depression is an acquired disorder that can be cured successfully with the help of 

clinical psychologists or psychiatrists. Nevertheless, it often accompanies the forenamed psychological 

or neurological disorders. This article researches depression in schoolchildren as one of the mental 

health conditions and how to help them overcome it and improve their school performance. 

Keywords 

depression, learning disabilities, neurodiversity, mental disorder, special education 

 

1. Introduction 

Vinney (2022) claims that depression is “the most widespread mental disorder”. Many studies have 

shown that depression in adolescents is associated with their failure in various interpersonal 

relationships. The most important are the relationships with parents and other relatives, friends, 

classmates, and teachers. Teens want to be understood and accepted; anxiety and stress overtake them if 

something fails. When they are lonely due to a lack of friends, they express ongoing sadness, anger, or 

self-doubt—and become vulnerable to depression (Young, 2017). 

Depressive conditions in children have a complex pathogenesis, representing a combination of 

endogenous and exogenous—the actual depressive symptoms and personal protective reactions in 

response to their failure. Such reactions include neurosis-like disorders, including school phobias, i.e., 

“feeling of failure or difficulty with a new teacher, were associated as the incidence of frightening events 

in school” (Waldron et al., 1975, p. 805). Such phobias often cause poor school performance and 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
31 

Published by SCHOLINK INC. 

behavioral disorders, up to a complete refusal to attend school. As a result, depressive states in children 

lead to conflicts with teachers, parents, and peers and gross discipline violations. 

Attempts of administrative influence in the case of behavioral disorders and poor progress only 

exacerbate the state of a depressed child, creating insurmountable difficulties in learning. A loss of 

interest in school and extracurricular activities, including games, often accompanies depression in 

children (Panicker et al., 2016). The child is overwhelmed and does not know what to do. Neither do 

teachers and parents. So, only their cooperation can create appropriate treatment, pedagogy and methods, 

and effective ways to help children overcome depression and study better (Health & Wellness Library, 

2022). 

 

2. Method 

2.1 Symptoms of Teen Depression 

Depression in adolescents is a mental disorder manifested by constantly low mood, sadness, melancholy, 

despair, and other emotional disorders. According to the scientists of the National Institute of Mental 

Health (2022), depression is a serious mood disorder that affects sleeping, eating, learning, and other 

daily activities. Rapid growth and hormonal restructuring of the body, fatigue from the study load, 

increased emotionality, and difficulties in relationships with peers and parents lead to psychological 

vulnerability in adolescents. They can withdraw into themselves, become irritable and apathetic, and 

immerse themselves in their inner world and experiences. A person is diagnosed with clinical depression 

if the symptoms last more than two weeks. 

Parents can’t distinguish real depression in children and adolescents from a crisis of adolescence on their 

own. This can only be done by an experienced psychiatrist who knows the specifics of this disease’s 

course and uses complex diagnostic methods. Depression in adolescent boys and girls is displayed 

differently. Boys suffer from depression less often, but they become irritable and aggressive, avoid 

former friends, can contact “bad company,” and become addicted to alcohol and drugs. Girls become sad, 

withdrawn, and lonely, avoid contact with people and concentrate on their inner feelings. Tearfulness 

appears, and self-esteem falls (Young, 2017). Often such girls try to alleviate their suffering and “prove” 

their attractiveness by going out with two or more boyfriends. 

Vinney (2022) describes the main signs of depression in adolescents, which parents and educators should 

pay attention to in the first place, are: 

* Low mood, sadness, hopelessness, melancholy; 

* Fatigue, weakness; 

* Irritability, excitability, aggressiveness, anger; 

* Guilt, low self-esteem, tearfulness; 

* Anxiety; 

* Loss of habitual interests; 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
32 

Published by SCHOLINK INC. 

* Avoidance of social contacts, isolation; 

* Distraction, decreased concentration, forgetfulness; 

* Decrease in school performance, increased fatigue, lack of interest in learning, difficulty with the 

assimilation and memorization of material. 

2.2 Types of Depression 

Teenagers are very vulnerable. At this time, they realize themselves, try to find their place in the world, 

understand their role, and talk about what they live for. Also, they begin to make their first decisions at 

this age independently. They often react very sharply to everything that happens around them. Poor 

performance at school, troubles in the family, and the first love that broke the heart are the primary life 

tests that leave an imprint on the psyche (Young, 2017). Some teens, growing up, painlessly cope with all 

problems and successfully form a future behavior model; for some, disappointments become severe 

stress. It is vital to help them overcome it to know what type of depression they suffer from. According to 

the Health and Wellness Library (2022), there are six main types: 

● Major Depressive Disorder (MDD). It lasts for more than two weeks when a child suffers from an 

intense or severe mood disorder or depression itself. 

● Persistent Depressive Disorder (PDD). In the case of PDD, a child experiences milder symptoms 

of depression than in MDD, but they last longer, for instance, a year or longer. It is also called 

dysthymia.  

● Adjustment Disorder with Depressed Mood (IDDM). It characterizes a depressed mood after a 

very stressful event, for instance, a parental divorce or the death of a close relative or a pet. Such 

depression also happens after a range of triggering events. Usually, it is normal until it lasts for 

some months and affects the child’s daily functioning. 

● Seasonal Affective Disorder (SAD). It is a form of MDD, which happens in the northern 

hemisphere in winter when the daylight hours are shorter, and it rains or snows a lot.  

● Bipolar disorder. Alternating episodes of depression, mania, and an adequate state characterize 

this disease. These episodes can last from several weeks to several months. 

● Disruptive Mood Dysregulation Disorder (DMDD). DMDD is diagnosed when a teenager 

displays anxiety, tantrums, and aggressive behavior without visible reasons. He is angry most of 

the day, and such behavior has lasted for over a year. 

Depression is not just sadness or a bad mood. Teenagers faced with a problem cannot force themselves to 

do well at school by an effort of will and recover overnight. Parents also cannot help them. Without the 

right treatment, symptoms can last for months or years, and mild depression develops into severe 

depression over time. As a result, the quality of their life is greatly reduced (Karpova, 2022). 

 

 

 

http://www.childrens.com/specialties-services/conditions/bipolar


www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
33 

Published by SCHOLINK INC. 

3. Result 

3.1 Who is more Prone to Depression? 

According to the research, 12.5% of adolescents aged 12-17 suffer from depression (National Institute of 

Mental Health, 2022). Therefore, teenagers are more vulnerable than kindergarten and elementary school 

kids for many reasons. Plett (2016) describes the Brain-Derived Neurotrophic Factor (BDNF), which is 

essential in the brain for memory, learning, and higher-order thinking. That is why teens are often 

concerned about their appearance, school performance, and relationships with others. They compare 

themselves with their peers, and if something goes wrong, they feel it acutely. “During adolescence, the 

body produces extra receptors for oxytocin, the “bonding hormone,” so they want to be understood and 

accepted in society (Plett, 2016).  

There are many possible explanations, but one of the most likely causes is stress, which leads to the 

forenamed MDD, PDD, IDDM, or DMDD (National Institute of Mental Health, 2022). Today’s teens 

face more academic pressure than ever before and are also dealing with social media comparisons and 

other issues that did not exist a few years ago. Moreover, rapid physical growth and hormonal 

restructuring of the body, fatigue from the study load, increased emotionality, and difficulties in 

relationships with peers and parents cause psychological vulnerability in adolescents (Young, 2017). 

They can withdraw into themselves, become irritable and apathetic, and immerse themselves in their 

inner world and experiences. 

Depression often progresses to bipolar disorder, described by Kraepelin in the XIX century. It usually 

begins with an episode of depression that lasts indefinitely. If the state enters the manic phase, the 

euphoria of the adolescent experience is accompanied by feelings of happiness or irritability (Zivanovic 

& Nedic, 2011). Stone (2020) states that many creative people suffer from it. Thus, creative and gifted 

teenagers change their moods rapidly depending on success and failure. For instance, they may have 

excellent cognitive abilities in art, music, or technology and struggle in the classroom. 

School plays a huge role in the system of education and training. “Classroom environment and learning 

activities should stimulate students’ motivation” (Ahmad, 2021, p. 53). Motivation, self-awareness, 

character traits, and peculiar behavior characterize each child. With each variant of personality 

development, children may experience school problems that contribute to the emergence and further 

development of school failures. 

3.2 Psycho-pedagogical Approach to Depressive States of Adolescents 

Successful treatment of depression is possible when teachers, psychologists, social workers, and parents 

cooperate. This process is time-consuming, and in the first stage, it is vital to help teenagers find their 

strengths and believe in themselves. Wagnild and Gantner (2022) explain that depression can be 

overcome with the help of resilience. It can be developed with the help of cognitive therapy, social work, 

appropriate teaching, and other psycho-pedagogical techniques. Step-by-step, such ways of correction 

will form a teen’s self-esteem, reduce stress and anxiety, and improve academic progress.  



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
34 

Published by SCHOLINK INC. 

Cognitive Behavioral Therapy (CBT) for depression consists of interrelated techniques that have 

undergone severe clinical trials in working with depressed patients. These techniques are applied within 

the theory explaining the psychological structure of depression (Ehmke et al., 2022). “The role of the 

cognitive therapist is to translate the problems of the patient who comes to treatment into a case 

formulation that explains the core beliefs or schemas that have interacted with life events to eventuate in 

the process leading to depression” (Dobson, 2008, p. 6). The goal of CBT is to relieve anxiety, emotional 

distress, and other symptoms of depression - achieved through the study and correction of erroneous 

interpretations, dysfunctional attitudes, and maladaptive behavior of the patient. When working with 

cognitive formations, the therapist must closely monitor the patient mood changes. 

Social workers can help students get interested and motivated. Parents should cooperate with teachers, 

school principals, and psychologists. (Health & Wellness Library, 2022). The teacher and the student 

may need help to get on well, so the child can take individual tutoring, which is provided in most Israeli 

schools, for instance, offer afternoon tutoring. When they understand the material, they continue doing 

well in school. Suppose students need to see a school psychologist who will find out possible LD and 

create an individual curriculum with the help of the homeroom teacher. This case might be the most 

time-consuming to help the kids overcome LD, prevent or cure depression, and help them do well in 

school. 

Teachers working with teenagers know that they often suffer from depression. Despite this, many 

educators say that due to their unpreparedness for such work, they cannot provide significant assistance 

to students struggling with depression. Moreover, the existing timetable at the school limits the 

possibility of lengthy consultations for students. For this reason, many teachers feel powerless regarding 

serious problems in students’ lives. However, despite all the difficulties, educators are in a special 

position to help students cope with depression. They must develop healthy relationships with their 

students and accommodate the need for different approaches to learning (Das, 2020). Since they are 

responsible for student’s academic performance, they can offer the parents some ways of schooling that 

might be appropriate for their children. 

 

4. Discussion 

Which learning system should parents choose? 

It is evident that the standard education system in ordinary schools is often unsuitable for a child with any 

psychological or neurological disorder accompanied by chronic clinical depression. Nevertheless, how 

can he acquire foreign languages, mathematics, literature, biology, or geography knowledge? How can 

they get CBT? There are some options. 

1) Inclusive practices in a regular school 

This type of education is gradually being introduced into many mainstream schools in Israel and other 

countries. Children with depression and possible LD, as well as with physical disorders, continue 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
35 

Published by SCHOLINK INC. 

studying in a regular class. Therefore, teachers must teach the whole class and try to find an individual 

approach to a student currently in a challenging situation. It only sometimes works because the other 

25-30 students need the teacher’s attention more. However, in many schools, kids can get individual 

tutorial sessions and have an opportunity to talk to teachers (Das, 2020). If a student is upset and 

complains of “a bad day” or “lack of energy”, teachers should leave him alone and allow him not to 

participate in the lesson. Alternatively, they can provide him with self-checking electronic exercises on 

his personal device. 

2) Special education schools are suitable for children with severe LD and depression. Such a system is 

well developed in many countries, including Israel, where special schools are small centers with classes 

of 5-8 students with similar disorders. They get psychological help from highly qualified specialists. If 

such a small team is unsuitable for a child who gets nervous surrounded by classmates he does not get on 

with well, teacher’s assistants or tutors conduct one-on-one lessons. The advantages of this system are 

that all children interact with each other and equally participate in many school activities. The 

disadvantage is that the division into classes is based on academic performance. So, kids with disorders 

might bully each other. As a result, their depression and anxiety worsen, which might cause poor 

academic progress (Amen, 2021). 

3) Homeschooling is a good option for teaching children with severe psychological problems. Teachers 

of a public education institution or specially hired tutors and psychologists visit the child and conduct 

classes with him directly at his residence. After completing the education, the child is issued a school 

graduation certificate indicating the program in which he was trained. Homeschooling can be conducted 

according to a general or auxiliary program, taking into account the child’s capabilities and learning 

style. On the one hand, the child is calm because he is protected from difficulties and conflicts. Moreover, 

due to the individual approach, he makes significant progress in his studies. On the other hand, he is 

completely cut off from society. In addition, it is necessary to consider the teacher’s preparedness to 

communicate with special children (Nguyen, 2021). He must understand the principles of 

communication and education of a child with a specific disorder - only then will the training be effective. 

4) Online therapy and education have become more accessible for the last few years. It is often 

considered equally effective as meeting a teacher or a therapist in person. You can keep the child in touch 

with the distance learning center and conduct surveys through a webcam and chats. Today, with the help 

of distance learning, it is possible to get a secondary and higher education—many psychotherapists 

practice online training, including CBT (Ehmke et al., 2022). The main disadvantage is, like in 

homeschooling—the need for more contact with peers. Moreover, in case of being disconnected while 

psycho-pedagogical treatment, students might get anxious and depressed again.  

So, the school actively participates in programs for education, socialization, and children’s well-being. 

Studies show that such programs increase the child’s attention to their physical health, improve their 

self-control, reduce the frequency of deviant behavior, and prevent aggressive and antisocial behavior. 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
36 

Published by SCHOLINK INC. 

Parents can choose the learning system for their children depending on their needs. 

 

5. Conclusion 

Today’s teenagers are forced to cope with the growing fears and intense pressures that are the product of 

competition (Young, 2017). The number of high school students unhappy with their school progress, 

appearance, and relationship with parents, peers, and teachers is still high. Teens are vulnerable and 

sensitive to what others think and say of them and compare themselves with their peers. Many of them 

are perfectionists, and in case of failure, they get depressed.  

Family plays a crucial role in their upbringing, nurturing, and monitoring. Among the risk factors related 

to the family environment, there is an authoritarian and rigid style of family upbringing and physical and 

psychological abuse. Lack of attention, neglect of the children, and endless criticism make them 

withdraw into themselves and even run away from home. As a result, although many of them used to do 

well in elementary school, they lost their motivation and got low grades. Only if parents and other 

relatives support children and give them good advice, they avoid depression or overcome it successfully. 

Although depression is not innate neurodiversity, it often comes together with ADHD and other LD, 

which reduce school progress. Something similar happens after a long stay at home or in the hospital 

because of a physical disease. The situation worsens if parents do not support their children and criticize 

them often. They might end up with severe depression. Other problems are peer rejection and lack of 

teachers’ help, which can also be demotivating factors (Ahmad, 2021, p. 54). They might lead to school 

phobia (Waldron et al., 1975). 

The school’s main task is to create a favorable school climate for psychological well-being. It is 

necessary to reduce the stress for students associated with the learning process and to prevent difficulties 

in relations with peers and school staff. This requires regular monitoring of the psychological well-being 

of children with the consent of children and parents. Teachers must stop bullying and encourage 

schoolchildren to contact a school psychologist. They should also monitor the involvement of parents in 

the child’s education and, if necessary, involve the school psychologist in communication with them. 

 

References 

Ahmad, C. V. (2021). What makes our students demotivated in learning? Indonesian Journal of 

Educational, 51-56. 

Amen, D. (2021, September 16). How learning disorders fuel anxiety, depression, and more. Retrieved 

from 

https://www.amenclinics.com/blog/how-learning-disorders-fuel-anxiety-depression-and-more/ 

Berney, T. P., Bhate, S. R, Kolvin, I., Famuyiwa, O. O., & Barrett, M. L. (1991). The context of 

childhood depression. The Newcastle Childhood Depression Project. Br J Psychiatry Suppl., 

28-35. 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
37 

Published by SCHOLINK INC. 

Das, A. (2020, February 6). How teachers can help fight depression and mental health disorders. 

Retrieved from 

https://www.linkedin.com/pulse/how-teachers-can-help-fight-depression-mental-health-disorders-

das/?trk=public_profile_article_view 

Davide-Rivera, J. (2015, July 28). People with Asperger’s syndrome may experience depression 

differently. Retrieved from 

http://aspiewriter.com/2015/07/people-with-aspergers-syndrome-may-experience-depression-diffe

rently-2.html 

Dobson, K. S. (2008). Cognitive therapy for depression. New York: Guilford Publications. 

Ehmke, R., Emanuele, J., & Friedlander, D. (2022, November 1). Treatment for depression. Retrieved 

from https://childmind.org: https://childmind.org/article/treatment-for-depression/ 

Health and Wellness Library. (2022). Sidns of depression in children. Retrieved from 

https://www.childrens.com/health-wellness/signs-of-depression-in-children 

Karpova, N. (2022). The Role of Bibliotherapy in Increasing Motivation to Overcome Stuttering. 

Journal of anxiety and depression, 1-3. 

National Institute of Mental Health. (2022, January). Depression. Retrieved from 

https://www.nimh.nih.gov/health/topics/depression 

Nguyen, Q. (2021, November 19). Homeschooling advantages and disadvantages. Retrieved from 

https://atomisystems.com/elearning/homeschooling-advantages-and-disadvantages/ 

Panicker, A. S., & Chelliah, A. (2016, February 1). Resilience and stress in children and adolescents 

with specific learning disability. Retrieved from 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4791102/ 

Plett, C. (2016). What you need to know about your teen’s brain. Retrieved from 

https://www.focusonthefamily.ca/content/what-you-need-to-know-about-your-teens-brain 

Resnick, A. (2023, January 12). What is neurodivergence and what does it mean to be neurodivergent? 

Retrieved from 

https://www.verywellmind.com/what-is-neurodivergence-and-what-does-it-mean-to-be-neurodiver

gent-5196627#:~:text=Other%20types%20of%20neurodivergence%20include,disorder%2C%20a

nxiety%2C%20and%20depression. 

Smith, M. (2021, November 13). The link between depression and ADHD. Retrieved from 

https://www.webmd.com/add-adhd/depression-adhd-link 

Stone, D. (2020, October 8). Why creative people are more prone to depression. Retrieved from 

https://www.artshub.com.au/news/features/20x20-why-creative-people-are-more-prone-to-depress

ion-261229-2368732/ 

Vinney, C. (2022, August 31). Are there stages of depression? Retrieved from 

https://www.verywellmind.com/are-there-stages-of-depression-6537271 



www.scholink.org/ojs/index.php/eshs              Education, Society and Human Studies             Vol. 4, No. 3, 2023 

 
38 

Published by SCHOLINK INC. 

Wagnild, G., & Gantner, R. K. (2022). Defeating depression with resilience. Retrieved from 

https://www.corporatewellnessmagazine.com/article/defeating-depression-with-resilience 

Waldron, G., Shrier, D. K., Stone, B., & Rose, K. (1975). School phobia and other childhood neuroses: 

A systematic study of the children and their families. American journal of psychiatry, 805-806. 

Weinstock, C. P. (2019, July 31). The deep emotional ties between depression and autism. Retrieved 

from 

https://www.spectrumnews.org/features/deep-dive/the-deep-emotional-ties-between-depression-an

d-autism/ 

Young, K. (2017). Teens and Depression—Why Teens Are More Vulnerable, and the Risk Factors 

Parents Need to Know About. Retrieved from 

https://www.heysigmund.com/teens-and-depression-risk/ 

Zivanovic, O., &. Nedic, A. (2011, April 15). Kraepelin’s concept of manic-depressive insanity. Journal 

of affective disorders, 15-24. Retrieved fro https://pubmed.ncbi.nlm.nih.gov/21497402/ 


