An exploratory study of teachers' knowledge about the symptoms of depression in young people with and without intellectual disabilities

Abstract

Research has shown that children and young people with intellectual disabilities are at a greater risk of developing a psychiatric disorder than their non-disabled peers. However, no information exists regarding teachers' knowledge of the signs and symptoms of these conditions. Using a postal questionnaire, 36 teachers working within schools for children and young people with severe intellectual disabilities in one part of the UK were asked about their knowledge of depression. Results indicated that the teachers reported few signs and symptoms. Furthermore, the teachers also highlighted a lack of confidence in working with this doubly disadvantaged population. This study shows that teachers have a vital role to play in the early recognition of psychiatric signs and symptoms in young people with intellectual disabilities. Teachers must also receive the appropriate education and training in an attempt to prompt early referral to specialists for a detailed and comprehensive psychiatric assessment rather than continuing to manage such young people's challenging behaviours.