1.3 Interpreting non-engagement
As previously stated, when you notice a behaviour change in a learner that may be an early indicator of difficulties, you need to be careful how you interpret that change as the underlying causes may be multi-faceted and very varied. An example of this is how you might interpret non-engagement.
Activity _unit5.2.2 Activity 2 Interpreting learner non-engagement
Part 1 Non-engagement scenario
You have recently noticed that one of your learners has become very quiet in face-to-face, or online, sessions and appears to have stopped engaging with their peers in those sessions.
What might you interpret from this behaviour? Make a list of what you think might be potential underlying causes for this behaviour change.
Discussion
Your list may have included possibilities such as these:
- The learner may have something going on at home.
- The learner is experiencing low mood.
- The learner has fallen out with the rest of the group.
- The learner has personal issues and doesn’t want their peers to notice.
- The learner has been feeling unwell.
Part 2 Case studies
Now read through Case study 1 (Viraj), and Case study 4 (Jolanta) in the following document: Case studies. Apply the same scenario to these two specific individuals. Having reflected on the possible responses listed above for Part 1 and your own notes, how might you interpret their non-engagement?
Discussion
You may have considered some of the following factors as potentially relevant:
- Viraj may be experiencing loneliness and isolation, performance anxiety, and/or financial worries.
- Jolanta may be experiencing grief, isolation and loneliness, pain/impairment linked to her physical disability, and/or financial worries.
From the case studies of Viraj and Jolanta you can see that some of the reasons for non-engagement are not necessarily caused by mental health difficulties. They may be due to financial pressures, bereavement or other personal circumstances, illness or disability, family pressures or other stresses. However, if unresolved, these barriers to learning could over time also contribute to a deterioration in mental health for the learner.
You may wish to start a conversation to explore identified changes in your learner, and the possible impact on their mental health. To do this, revisit and draw on the skills introduced in Week 3 on how to communicate and have conversations about mental health.
In this section you have explored some signs and symptoms that can indicate when someone may be experiencing mental health difficulties. You have understood that caution is needed in interpreting indicators and that you, as an educator, are not required to diagnose mental health conditions. Rather, you are well positioned to signpost professional, and other, support services and to recognise when this might be beneficial.
In the next section you will learn about signposting adult learners to appropriate professional support and information.