MOOD DISORDERS – KNOW THE SIGNS & WAYS TO HELP YOUR CHILD
June 15, 2021
“The prevalence of mood difficulties among young people is increasingly becoming a concern internationally,” says Dr Jacques Mostert, Brand Academic Manager at ADvTECH, SA’s leading private education provider. Dr Mostert holds a PhD in Psychology of Education and is globally renowned in his field, having conducted experiential research in education in Denmark, the UK, South Africa and The Netherlands.
Dr Mostert notes that an estimated 24% of teens between the ages of 11 to 19 suffer from depression caused by the home environment, 25% are subject to cyber-bullying and loneliness, 92% of LGBT youth report depression during the ages of 11 to 19, and 80% of teens between the ages of 11 to 19 report a sense of isolation that causes them to feel depressed.
“It is very important to understand the signs of depression, so that action can be taken timeously should concerns about the mental wellbeing of a child arise,” says Dr Mostert.
“Teachers and parents can recognise the onset of depression when a sudden change in behaviour becomes apparent and continues for at least 3 weeks or longer. These include an atypical lack of energy, becoming increasingly irritable and agitated without a rational explanation, and a sense of being down in the dumps for no reason.”
Some adolescents may withdraw from friends and family over a sustained period of time, he notes, adding that this is especially concerning if this is atypical of the normal interactions of the teen.
“Another red flag is the inability to concentrate in class where ADHD or other non-neurotypical difficulties are not present, as well as regularly failing to complete classroom and homework assignments in time or often being late to class because of feeling overwhelmed.
“This, coupled with unusually defiant behaviour towards teachers and other school staff, especially if this is non-typical behaviour, may indicate that the teen is experiencing difficulties with mood and affect.”
In the same way as with anxiety difficulties and disorder, the student often asks to go to go home because of feeling ill with no discernable symptoms. The teen often has days off from class time due to doctor’s appointments, hospitalisation, or inability to attend classes.
Changes in sleep patterns, a significant weight loss or gain in a short period of time and disinterest in hobbies or areas where the teen previously showed interest also raise concerns about the mental wellbeing of the teenager.
Finally, a loss of future-mindedness, or talk about death or suicide, engaging in risky or self-destructive behaviour (drinking alcohol, taking drugs, or cutting, for example) are clear signs of the teen suffering from mood difficulties or a possible mood disorder.
“Not all of the above need to be present, but if there is a discernable and drastic change in a young person’s behaviour which continues for a period of several weeks or longer, intervention is necessary,” Dr Mostert says.
He says first steps teachers and parents can take to help their child deal with depression at home and in the classroom include:
- DEVELOPING COLLABORATIVE RELATIONSHIPS
Parents of teenagers should develop the habit of listening with empathy and not give in to the easier way out of lecturing. However, it must also be said that parents should be gentle yet persistent when it comes to holding realistic expectations of their child. - AVOIDING NEGATIVE TECHNIQUE STRATEGIES
Punishment, sarcasm, disparagement, and passive-aggression is a way of affirming the depressed teenager’s belief of not being worthy or a valued member of the family or society. Parents must be willing to be vulnerable and acknowledge their own and their teenager’s feelings, especially at a time of disruption such as the Covid – 19 pandemic. - NOT LOWERING EXPECTATIONS OR GIVING UNEARNED REWARDS
Realistic and earned rewards is one of the most important tools in a parent’s approach to supporting their depressed child. The sense of having earned a reward, and receiving acknowledgement for an aspect of their life they find significant affirms a sense of value. However, the opposite is also true. Unearned praise leaves the teenager with a feeling of inauthenticity and affirms their already negative self-perception. - PLANNING FOR EARNED SUCCESS
Activities that are of interest often fall by the wayside when teenagers are depressed. Often parents try to arrange and engage in these activities as a panacea to their teenager’s depression. However, this may exacerbate the young person’s feeling of worthlessness. Parents should find novel and interesting activities that may lead to earned success. This may include DIY activities around the house or asking for help with a specific app or technology in which, when success is achieved, due praise is earned.
“Most importantly, parents should trust their gut,” Dr Mostert says.
“If your teenager insists that nothing is wrong, despite a prolonged period of depressed mood or being diagnosed with major depressive disorder or bipolar disorder, parents should trust their instincts and seek help.
“Should the above techniques not bring about an improvement in the mental wellbeing, parents should seek advice from their medical practitioner or a psychiatrist.”
At GIS, learning goes beyond textbooks—it shapes the whole child. Clubs and co-curricular activities play a vital role in developing confident, curious, and capable students. Few are as transformative as the Debate Club, which equips learners with essential life skills while offering a space for personal growth and discovery. Debate Club gives students powerful exposure to diverse perspectives. Whether working with peers across year groups or engaging with students from other schools, these moments build empathy, adaptability, and communication skills—qualities that serve them long after school. But debate is about more than arguing opposing views. It’s a rigorous yet supportive environment where students learn to think on their feet, research thoroughly, and communicate with clarity. For many, it begins with hesitation. That’s why our club introduces new members through informal discussions and mock debates. These non-competitive sessions provide a safe space to learn structure, build confidence, and grow at their own pace. The first real test came at Maru-a-Pula School. Though they didn’t win, the experience was formative. Students learned how to source information properly, evaluate claims critically, and present arguments grounded in logic and evidence. They also strengthened their media literacy—developing the discernment to separate fact from misinformation in today’s digital world. These habits extend beyond debating. In the classroom and beyond, students become more intentional, articulate, and resilient. They learn to present clearly, listen actively, and stay composed under pressure. This confidence isn’t built overnight—but the Debate Club lays the foundation. Importantly, they also learned to lose well. Just a week after their initial loss, the team competed again—this time at Westwood International School. The challenge: present a business proposal to a panel of judges. Drawing on everything they had learned, the team walked away with a well-deserved win: Best Speaker in the Business Pitch category, and 1st Place overall . But more valuable than the trophy was what the moment represented—growth, teamwork, and resilience in action. What Our Debaters Say “Debate at GIS is about more than just public speaking,” says Nicole Cole, a Form 3 learner. “It helps you become more confident, informed, and ready to lead. Whether you're debating in class or on stage, you learn to think critically, express ideas clearly, and listen respectfully. It’s an experience that stays with you.” Club captain and Best Speaker winner Neelo Tshimologo, also in Form 3, shares: “I didn’t start debate with confidence. It built over time—through mistakes, learning, and just showing up. Now, I speak in class without overthinking. I contribute in group work. I work better with people, even adults. Debate taught me to listen properly, not just wait to speak. That’s helped in real life too. Even my writing improved. I now build strong arguments, use evidence correctly, and my teachers have noticed the difference—especially in English and History. Honestly, debate didn’t just teach me how to argue—it helped me communicate, stay calm, and show up with confidence, even when I felt unsure.” Thanks to the support of highly qualified staff and the commitment of students, Debate Club continues to grow in numbers and impact. It’s one of many ways GIS enriches learning beyond the classroom—bridging academic content from the Cambridge curriculum with real-world application. As part of the ADvTECH group, GIS students benefit from world-class opportunities in a multicultural, well-resourced environment. Clubs like Debate reflect our commitment to developing confident, articulate leaders—ready to succeed anywhere. Students who step into Debate Club may start unsure—but they leave empowered.
Starting Standard 1 is a big leap for young learners. At Gaborone International School, we understand just how significant this transition is, and we are here to support you every step of the way. Over the years, we’ve walked this journey with hundreds of young learners, and while each child is wonderfully unique, there are a few signs we look for that suggest a child is ready to step confidently into Standard 1. While each child develops at their own pace, there are several common signs that suggest your child is ready to take on this exciting new chapter. Here are some helpful indicators: Follows Simple Instructions Your child can listen to and follow 2–3 step directions, such as “Put your shoes away, wash your hands, and come to the table.” Works Independently for Short Periods They can focus on a task like colouring, building, or simple writing for at least 10–15 minutes without constant help. Expresses Needs Clearly Your child can use words to express when they are hungry, need the bathroom, feel upset, or have a question. Plays and Cooperates with Others They can take turns, share, and interact respectfully with other children in a group setting. Manages Basic Self-Care They can handle simple personal tasks like washing hands, packing a bag, or tidying up after an activity. Shows Curiosity and Interest in Learning Your child asks questions about the world, enjoys listening to stories, and shows interest in letters, numbers, or new experiences. Recognizes Some Letters and Numbers While full literacy isn’t expected yet, your child should be familiar with the alphabet and numbers 1–10. Identifies and Regulates Basic Emotions They are learning to name feelings like “sad” or “frustrated” and are beginning to calm themselves with adult guidance. Follows a Routine Your child is used to structured parts of the day like waking up, eating meals, and going to bed at regular times. Feels Comfortable in Group Settings Whether it’s a family gathering, Sunday school, or pre-school class, they can function in environments with multiple children and adults. At GIS, we know that no child needs to “tick every box” to be ready. What matters most is their growing confidence, curiosity, and willingness to learn. Are you unsure or have some questions about your child’s transition into Standard 1? I’d love to meet with you in person, hear more about your child, and help guide you through this important stage. Book a coffee chat with me at GIS — together, we’ll ensure your child’s next step is the right one. I look forward to connecting with you! — Lisedi Phuti, Primary School Principal
Understanding the System, Its Structure, and Global Value When parents consider their child’s future, they naturally want an education that unlocks opportunity and builds confidence. The Cambridge International curriculum does exactly that—offering more than a qualification. It offers aspiration, access, and academic excellence. A Global Standard for Ambitious Learners Cambridge is one of the most recognised and respected international education systems in the world. Offered in over 160 countries, it’s a curriculum trusted by top universities and employers across the globe. Whether your child wants to study in South Africa, Canada, the UK, or beyond, Cambridge provides a qualification that travels well. At its heart, it’s not just about where learners can go, but who they become along the way—resilient, culturally aware, and confident young adults. A Structured Pathway, A Flexible Future The Cambridge curriculum supports students from early secondary through to school-leaving level: Cambridge Lower Secondary prepares students with strong foundations. IGCSE develops subject mastery, critical thinking, and choice. AS and A Levels deepen academic strength and university readiness. What sets Cambridge apart is that it provides structure without being rigid. Schools can personalise delivery to reflect local relevance and learner needs, while still maintaining international benchmarks. More Than a Syllabus—A Skillset Cambridge places an emphasis on what students can do with what they know. Learners are encouraged to: Analyse and evaluate Think independently Communicate effectively Solve real-world problems This goes far beyond exam preparation. It cultivates learners who are emotionally and intellectually ready for the demands of university, the workplace, and society. Assessments That Develop, Not Diminish Rather than rewarding rote memorisation, Cambridge assessments are designed to reflect understanding, application, and insight. This aligns with GIS’s values of empowering learners and nurturing excellence at every stage. Students are given the chance to shine through varied question types and rigorous, fair marking. Real-World Application: Exposure to Global Pathways To bring this international value to life, we complement the academic journey with real-time exposure to global opportunities. Recently, GIS welcomed representatives from the University of Pretoria , as well as Canadian university campuses , who engaged learners on everything from study visas and scholarships to adapting to student life abroad. These experiences help students envision the next step and equip families with practical tools for planning their academic futures. The Functional Edge of a Cambridge School The Cambridge system is most powerful when paired with strong pastoral care and a culture of excellence. GIS aligns this with: AI-driven academic support Dedicated pastoral care , including a full-time psychologist Multicultural, inclusive environments Highly qualified teachers World-class sporting and co-curricular opportunities Together, these create not only superior academic outcomes but also well-rounded, adaptable students who are ready to thrive. In Summary: Confidence in the Journey Ahead A Cambridge education doesn’t just aim high—it helps students get there. It blends global standards with local care, academic rigour with emotional support, and structure with opportunity. That’s why parents feel proud of their children’s qualifications, and students feel confident in their future success. Thomas Ramakgoakgoa Head of High School Gaborone International School