A teacher talks with students in a classroom. gettyimagesbank
By Jill Dunbar
In recent weeks, news outlets across Korea have been providing coverage of the tragic event in Daejeon, in which an elementary school teacher stabbed and killed a young student. As the story unfolded, one detail seemed to dominate the headlines: the teacher’s prior diagnosis for depression. As the public and media alike tried to make sense of this shocking act, there was an implicit assumption that the teacher’s mental health condition, a clinical diagnosis of depression, was directly related to the violent act.
The instinct to seek explanations for a senseless act of violence is understandable, however we must stop and consider the dangerous implications of this rush to judgment. Headlines that so readily link mental illness — specifically depression — with violent behavior only serve to perpetuate stigma surrounding mental health, a stigma that remains all too prevalent in Korea.
The ongoing stigma of mental health
Korea, despite its remarkable economic development and technological advancements, has long struggled with a deeply ingrained cultural stigma surrounding mental health. Seeking help for conditions like depression or anxiety has traditionally been seen as a sign of weakness, and those who do reach out for support often face social ostracization or shame. This stigma, of course, has consequences, and is a contributing factor to the country’s alarmingly high suicide rates. Korea continues to have the highest suicide rate in the OECD, a tragic distinction that speaks to a broader crisis in the nation’s mental health system.
The impact of stigma extends far beyond the individual level. The social consequences of seeking help or being diagnosed with a mental health condition can be debilitating. This pressure to conform to expectations of emotional resilience or stoicism can deter individuals from accessing the care they need, and when mental health issues are misunderstood or minimized, the consequences can be catastrophic.
The media, as the primary conduit of information in today’s world, plays an essential role in shaping public attitudes toward mental health. In this particular case, the swift and unquestioned presentation of the teacher’s depression diagnosis as a central element of the story contributes to a narrative that positions mental illness as inherently dangerous and violent. Such portrayals are dangerous not only because they stigmatize those with mental health conditions but also because they perpetuate a harmful cycle of fear and misunderstanding.
The complex nature of mental health and violence
A concerning aspect of this story was the way the media implied a correlation between depression and violence. Depression is a complex mental health condition which presents with varying symptoms, but violence toward others is not typically one of them. In fact, depression usually manifests in an egocentric manner, with individuals more likely to harm themselves rather than others. Thoughts of violence are far more likely to be directed inward, toward self-harm, than outward, toward others.
Depression, while serious and often debilitating, is in no way a clear-cut predictor of violent behavior. Suggesting otherwise oversimplifies the issue and reduces it to an inaccurate narrative. The teacher’s actions cannot be understood by focusing solely on one preexisting mental health diagnosis; many other contributing factors must be taken into account. These might include personal stressors, societal pressures, unaddressed trauma or innate violent or anti-social tendencies, among others.
Furthermore, by conflating depression with violent tendencies, the media risks reinforcing the very stereotypes that have historically marginalized those struggling with mental illness. This can and will have a profound impact on public perceptions of mental health.
Should teachers with depression be allowed to teach?
A particularly concerning question that has emerged in the wake of this tragic incident is whether teachers who are diagnosed with depression should be allowed to teach. The suggestion that individuals with mental health conditions should be barred from certain professions is not only discriminatory but also entirely misplaced.
Mental health conditions, including depression, should not automatically disqualify people from pursuing a career or fulfilling their professional responsibilities. Teachers, like anyone else, are entitled to seek treatment for their mental health without fear of losing their jobs or being unfairly judged. Depression is a treatable and manageable condition, and with the proper care, people can continue to perform at their highest professional level, as is the case with any other health issue. There are no legal or ethical grounds to suggest that teachers with depression are inherently unfit to teach or carry any inherent risk to others.
In fact, teachers with lived experience of mental health struggles can offer invaluable empathy and understanding to students who may also be dealing with similar issues. Rather than excluding them from the classroom, we should be creating a more supportive environment that fosters open dialogue and encourages individuals to seek the help they need, without fear of losing their careers or reputation.
The role of the media
As Korea continues its slow but steady progress toward destigmatizing mental health, the media has an integral role to play in ensuring that progress is not undone by irresponsible reporting. While there has been a positive shift in recent years, with more people seeking therapy and advocating for mental health awareness, incidents like this remind us of how fragile that progress can be.
The media must be mindful of how it portrays mental health conditions, particularly when the issue is related to a societally impactful act of violence or tragedy. The current narrative linking depression to violence only serves to deepen existing fears and misconceptions, perpetuating harmful stereotypes.
A more responsible approach would involve reframing the conversation, focusing not on the mental health condition itself but on the broader societal context in which such tragic events occur. It is important to examine systemic issues, such as the overwhelming pressure placed on teachers, the lack of adequate mental health resources and the persistent stigma surrounding mental illness in Korea. By broadening the scope of the conversation, we can begin to address the root causes of such incidents and work toward solutions that are more comprehensive and compassionate.
In the aftermath of the Daejeon stabbing, we must remember that depression, like all mental health conditions, is complex. The media has a responsibility to ensure that it does not further stigmatize individuals with mental health challenges but instead helps to foster an environment where people feel safe seeking help.
Korea has made strides in recent years toward destigmatizing mental health, but these gains are fragile. Headlines that incorrectly link mental illness with violence risk undoing years of progress in a matter of minutes. It is so important that complex events which involve an aspect of mental health are reported with nuance, care and responsibility.
Ultimately, only through compassionate and informed reporting can we create a culture where individuals struggling with mental health are treated with dignity and respect — not as potential threats, but as people deserving of understanding, support and care.
Dr. Jill Dunbar is a licensed clinical psychologist, and clinical director at Adaptable Human Solutions in Seoul. Visit ahskorea.com for more information.
English (United States) ·