Youth around the 10th grade are most likely of any age group to indicate that they feel lonely.

Utah youth are at an increased risk of feeling socially isolated, with feelings of social isolation peaking in the 10th grade. According to research from Julianne Holt-Lunstad at Brigham Young University , the mortality impact of being socially disconnected is similar to that caused by smoking as many as 15 cigarettes a day.

Youth who feel connected to their parents are more resilient.

Utah students who reported feeling close to their mom or dad were half as likely to report feeling sad or hopeless almost every day for 2 weeks or more during the past year (2023 PNA). (Source)

Teens may not fully have the words to identify the feelings they experience. Kids often talk or share their emotions through clues, often given through actions/behaviors or physical symptoms. A child who is frustrated with a school assignment may avoid their work or talk about how they are not smart. A child who is nervous about something may have a stomachache before facing what worries them. A child who is anxious about an upcoming event may talk a lot about the event, to the point where you think they are really excited about it. If you notice your teen working through an emotion, take the opportunity to help them name and accept their feelings.

Some tips and tools to identify, accept, and validate what a child is experiencing include: Expand your emotional vocabulary and encourage your child to do the same. Model how to verbalize your current emotional state and how you plan to handle it. Use the phrase “I feel (emotion) because (situation), so I will/need (action).” Listen: Don’t try to fix or change the feelings you are hearing. Help acknowledge why the feeling might be happening based on circumstances: use the phrase “No wonder you’re feeling _____”, to normalize the feeling. Share your own experiences about how you have handled similar emotions or circumstances. Asking permission can help; “I remember when I experienced something similar at your age. Any interest in how I responded?” Help your child make a plan in advance for how to handle intense feelings — identify and practice healthy ways to manage the feelings, such as breathing, physical activity, talking, or an enjoyable activity. Allow & encourage appropriate emotional risks for your child, such as trying out for a team, sharing feelings when they disagree with something, or speaking up about something they find important. Have frequent conversations about feelings.

Educational resources

Understand
the facts

Learn more about the research behind connection, and why building these bonds is one of the most powerful ways to protect your child’s mental health and well-being.

Two people are walking and chatting on a suburban street. They appear relaxed and cheerful, wearing casual clothes. Trees and houses line the street.

Eating meals as a family can make a big difference in our lives. Kids who have regular family meals make healthier food choices, feel closer to their families, show signs of stronger vocabulary development, and do better in school.

Utah youth who eat at least one meal a week with their family are:

45% less likely to feel depressed.
70% less likely to vape.
54% less likely to consider suicide.

(Source)

Get to know
your child’s emotional health

Understanding your child’s emotional world can help you recognize what they need, when to step in, and how to support them as they grow. Explore practical ways to tune in, talk openly, and nurture your child’s emotional well-being every day.

(Source)

Two women share a joyful moment in a sports setting. One wears a gray hoodie, clapping, while the other in a red jersey leans in, both smiling brightly.

Teens may not fully have the words to identify the feelings they experience. Kids often talk or share their emotions through clues, often given through actions/behaviors or physical symptoms.

A child who is frustrated with a school assignment may avoid their work or talk about how they are not smart.
A child who is nervous about something may have a stomachache before facing what worries them.
A child who is anxious about an upcoming event may talk a lot about the event, to the point where you think they are really excited about it.

If you notice your teen working through an emotion, take the opportunity to help them name and accept their feelings.

Feelings come and go and vary in intensity. Some feelings are welcome, while others may feel unwelcome. Helping your tweens or teens understand that all feelings are valuable and have a role in our lives will allow them to accept emotions as natural. Accepting that all feelings have purpose is the first step to managing their effect. You may be tempted to rush a child through uncomfortable emotions, but allowing them to sit with the feeling will better prepare them for the next time the feeling occurs.

Some tips and tools to identify, accept, and validate what a child is experiencing include:

Expand your emotional vocabulary and encourage your child to do the same.
Model how to verbalize your current emotional state and how you plan to handle it. Use the phrase “I feel (emotion) because (situation), so I will/need (action).”
Listen:
- Don’t try to fix or change the feelings you are hearing.
- Help acknowledge why the feeling might be happening based on circumstances: use the phrase “No wonder you’re feeling _____”, to normalize the feeling.
Share your own experiences about how you have handled similar emotions or circumstances.
Asking permission can help; “I remember when I experienced something similar at your age. Any interest in how I responded?”
Help your child make a plan in advance for how to handle intense feelings — identify and practice healthy ways to manage the feelings, such as breathing, physical activity, talking, or an enjoyable activity.
Allow & encourage appropriate emotional risks for your child, such as trying out for a team, sharing feelings when they disagree with something, or speaking up about something they find important.
Have frequent conversations about feelings.