DOI: https://doi.org/10.58248/HS83
Overview
The mental wellbeing of young people has been declining for several years. A mental health survey of 12,828 young people by the COVID Social Mobility and Opportunities (COSMO) study found that in 2022, 44% of people aged 16-17 experienced high psychological distress, compared to 23% in 2007.[1] Researchers believe that this trend has been exacerbated by the Covid-19 pandemic.[2],[3]
The decline in mental health across students has also been linked to educational attainment gaps for disadvantaged and/or marginalised pupils, who may face barriers to education due to factors including poverty, discrimination or disability.[4],[5] Evidence suggests that a wellbeing gap has been developing, with marginalised pupils more likely than their counterparts to report psychological distress, bullying, and unfair treatment at school. 1,3,[6],[7]
The COSMO study found that psychological distress was especially high among young people who had a severe Covid-19 infection, had to shield, experienced food insecurity or experienced a personal loss during the pandemic. Approximately 66% of children with severe long-covid reported high psychological distress.
The COSMO study also found that those who reported high distress were almost 85% more likely to say they were less motivated to learn than those with average or low psychological distress (68% compared to 37%).1 Girls and nonbinary children were more likely to report high psychological distress, self-harm, and attempted suicide than boys.
Treatment by other students and teachers
A 2023 Young Lives, Young Futures survey of over 10,000 pupils in England found that around 37% of young people reported not feeling recognised, respected, or supported in school.3 Half of all pupils surveyed said that they had experienced unfair treatment or bullying by their peers at school and 37% reported experiencing unfair treatment by their teachers.
Other research shows the impact of racism on the mental health impact of children and young people. A 2021 survey by UK charity Mind found that 70% of young people who had experienced racism at school said it had negatively impacted their mental health.[8]
In the same report, 45% of LGBTQ+ young people experienced bullying based on their sexual orientation or identity. Across all students, 45% reported unfair treatment by their peers because of their appearance.8
These experiences can result in young people, especially those from low-income, ethnic minority and/or LGBTQ+ backgrounds, not enjoying or feeling a sense of belonging at school.[9] Enjoying school and feeling recognised and respected are important prerequisites for educational attainment, which can in turn predict employment and other life outcomes,[10] as well as health more broadly.[11],[12]
Assessment pressure
A 2023 meta-analysis of over 50 studies reported a relationship between assessment pressure and symptoms of anxiety and depression.[13] Incidence of suicide attempts, self-harm, and mental health hospital admissions among young people was also lowest during holiday periods, suggesting that school-related stressors may play a role in driving these outcomes.13
Curriculum content
Contributors to the horizon scan highlighted that student wellbeing may be compromised by curriculum-based alienation, which refers to a mismatch between young people’s values and the culture of the classroom and/or curriculum. Research suggests that pupils who do not see value in the curriculum are more likely to feel unfulfilled, bored, or frustrated since they may not see the relevance of the curriculum to their lives, as well as having no choice or control over it.3,16
Challenges and opportunities
Researchers have suggested that understanding and addressing the link between children’s experiences in schools and their psychological wellbeing could be an opportunity to tackle an increasing mental health crisis among young people.[14],[15]
One challenge for delivering mental health interventions in school is that students with poor mental health are more likely to have low attendance. In 2022, an analysis by the Children’s Commissioner on NHS data estimated that those aged 7-16 with a probable mental health disorder were over three times more likely to miss more than 15 days of school, compared with peers unlikely to have a mental health disorder (12.6% compared with 4%).[16]
Some researchers suggest that schools should create a culture of connection, belonging, inclusion and psychological safety to promote wellbeing among students and staff.3,14,[17],[18],[19] This approach aims to respond to pupils’ behaviour as a reflection of their wellbeing needs, focussing on curiosity rather than judgement. Evidence suggests that this approach can build children’s self-regulation skills as well as informing educators of early warning signs of psychological distress.22,23
Horizon scan contributors suggested that staff should be supported in developing and maintaining mental health support skills through professional development opportunities and wellbeing support. Training may include education around emotional literacy, trauma, neurodiversity, and cultural sensitivity.[20] This approach may lead to a larger focus on what motivates pupils, alongside their attainment.
In 2024, the House of Lords Education for 11–16 Year Olds Committee recommended identifying students with a higher likelihood of developing psychological distress early to provide individualised support.12 This included students who have recently experienced a major life event (such as personal loss), and those experiencing bullying or marginalisation. This is supported by academic studies, which suggest that focussing on prevention has the potential to meaningfully decrease both the wellbeing and attainment gaps experienced by disadvantaged pupils.[21],[22]
Key uncertainties/unknowns
The long-term effects of the pandemic on children of different ages are not yet known, and there is uncertainty about how this may develop in coming years.[23] Whilst there is existing research on how to predict educational attainment, further research is needed into the early factors predictive of social, emotional, and psychological wellbeing in schools.25,28
Key questions for Parliament
- How will the Covid-19 pandemic affect wellbeing and mental health in the long-term and how can children best be supported in schools?
- What are the early signs and predictors of psychological distress in those attending school and how can teachers best support their pupils at this stage?
- What are the most effective mental health interventions for schools and how can these best be tailored to the needs of individuals?
- How can we ensure that mental health support resources are available to all students regardless of background?
- How does school culture affect pupil mental health and wellbeing outcomes? What are the opportunities for reforming school cultures to promote positive mental health outcomes?
- What are the possibilities for reforming curriculums and methods of assessment to promote student wellbeing?
- How can more effective collaboration between organisations (NHS, charities, researchers, and schools) be fostered to support children and young people with mental health issues?
References
[1] COVID Social Mobility and Opportunities Study (2022). COSMO Wave 1 Initial Findings – Briefing No. 4 Mental Health and Wellbeing.
[2] Parliamentary Office of Science and Technology (2021). Inequalities in education, and attainment gaps.
[3] Laczik, A. & Newton, O. (2023). Schools for All? Edge Foundation.
[4] Blundell, R. et al. (2022). Inequality and the COVID-19 Crisis in the United Kingdom. Annual Review of Economics, Vol 14, pages 607-636.
[5] Darmody, M. et al. (2021). Impacts of the COVID-19 Control Measures on Widening Educational Inequalities. YOUNG, Vol 29(4), pages 366-380.
[6] Pillas, D. et al. (2014). Social inequalities in early childhood health and development: a European-wide systematic review. Pediatric Research, Vol 76(5), pages 418-424.
[7] Lawrence, D. et al. (2019). Impact of mental disorders on attendance at school. Australian Journal of Education, Vol 63(1), pages 5-21.
[8] Mind (2021). Not making the grade: why our approach to mental health at secondary school is failing young people.
[9] Al-Zawaadi, A. et al. (2021). Mental health among school-going adolescents in greater London: a cross-sectional study. Frontiers in Psychiatry, Vol 12.
[10] Greaves, E., Mcmillan, L. & Sibieta, L. (2014). Lessons from London schools for attainment gaps and social mobility. Institute for Fiscal Studies.
[11] Telfair, J. & Shelton, T.L. (2012) Educational Attainment as a Social Determinant of Health. North Carolina Medical Journal, Vol 73(5), pages 358-365.
[12] House of Lords Education for 11-16 Year Olds Committee (2023). Requires improvement: urgent change for 11-16 education. UK Parliament.
[13] Steare, T. et al. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, Vol 339, pages 302-317.
[14] Jessiman, P. et al. (2022) School culture and student mental health: a qualitative study in UK secondary schools. BMC Public Health, Vol 22, 619.
[15] Ford, T. et al. (2021). The role of schools in early adolescents’ mental health: Findings from the MYRIAD study. Journal of the American Academy of Child & Adolescent Psychiatry, Vol 60(12), pages 1467-1478.
[16] Children’s Commissioner (2022). New NHS Data shows school absence rates are higher in children with a probable mental health disorder.
[17] Tome, G. et al. (2021). Intervention in schools promoting mental health and wellbeing: a systematic review. Global Journal of Community Psychology Practice.
[18] Barker, R. et al. (2023). The importance of school culture in supporting student mental health in secondary schools: Insights from a qualitative study. British Educational Research Journal.
[19] Brown, C. & Shay, M. (2021). From resilience to wellbeing: Identity-building as an alternative framework for schools’ role in promoting children’s mental health. Review of Education, Vol 9(2), pages 599-634.
[20] Waite, M., Atkinson, C. & Oldfield, J. (2022). The mental health and emotional needs of secondary age students in the United Kingdom. Pastoral Care in Education, Vol 40(2), pages 238-255.
[21] Spencer, L., McGovern, R. & Kaner, E. (2020). A qualitative exploration of 14 to 17-year old adolescents’ views of early and preventative mental health support in schools. Journal of Public Health, Vol 44(2), pages 363–369.
[22] Education Policy Institute (2020) Preventing the disadvantage gap from increasing during and after the Covid-19 pandemic.
[23] Widnall, E. et al. (2022). Adolescent experiences of the COVID-19 pandemic and school closures and implications for mental health, peer relationships and learning: A qualitative study in south-west England. International Journal of Environmental Research and Public Health, Vol 19(12), 7163.
