Discover how to support children’s mental health at home and school.
We discuss expert strategies for youth well-being, resilience building and academic success.
Children and young people across the UK are facing greater mental health challenges than ever before. Data after the Covid-19 pandemic highlights serious concerns. Making it clear that urgent action from schools, families, and mental health professionals is needed.
In 2023, about one in five people aged 8 to 25 in the UK likely had a mental health problem. For those aged 8 to 16, rates rose from 12.1% in 2017 to 20.3% by 2023. As mental health needs increased, demand for services also grew. Nearly 305,000 children and young people (32%) referred to mental health services got support, but 28% (270,300) were still waiting, and 39% (372,800) had their referrals closed without help.
Despite this crisis, schools still mostly treat mental health issues after they appear, rather than working on prevention. Common strategies like counselling and crisis support focus on helping students once problems have started. These are important, but if we focus more on teaching skills like resilience and on creating positive environments, we could reduce the number of children struggling in the first place. Preventive efforts, like teaching about mental health or building coping skills from a young age, are not widely used, leaving many children at risk.
A child’s mental health and academic performance are closely linked. When students feel well mentally, they can focus better, remember what they learn, and fully take part in class. Mental health helps with motivation, resilience, and self-confidence—all essential for strong learning and development.
On the other hand, poor mental health can make learning much harder. Children may struggle to concentrate, join in, or achieve their best academically. Understanding and working on this connection is essential if we want all students to thrive.
The Covid-19 pandemic left a lasting mark on children’s mental health, and the effects are still seen years later. Anxiety, eating disorders, and low mood became more common after Covid and haven’t returned to pre-pandemic levels. In England alone, people in contact with children’s mental health services went up from 401,964 in 2024 to 509,079 in 2025.
Anxiety, since the pandemic, has become a major reason many children avoid school. After experiencing isolation during lockdowns, some students now feel overwhelmed by busy school settings and large groups. Social confidence is still low, especially for those who missed key milestones in building friendships, identity, and independence.
Even with greater awareness of student mental health, a big gap remains between reacting to problems and preventing them in schools. Most schools offer support once problems are obvious. But they don’t always focus on early identification or teaching skills to manage stress before it becomes serious. This means some students do not get help until things reach a crisis. Changing this requires a new focus on prevention, helping students and staff have the right tools early.
Studies show a clear, two-way relationship between mental health and academic success. Students with mental health problems are much more likely to miss significant time at school. In autumn 2022, 11.2% of 8-16-year-olds with mental health issues missed over 15 days of school, compared to only 1.5% of students without mental health problems.
Chronic absence is a growing problem: 20% of pupils missed 10% or more of school last year, compared to 10.9% before the pandemic. Children without absences have about a 2% chance of experiencing ill mental health, but this risk jumps with every day missed. In a pilot attendance program, 66% of referred children said mental health and anxiety stopped them from coming to school. School avoidance linked to intense emotions (sometimes called Emotionally Based School Avoidance) is now much more common.
The impact goes far beyond daily attendance. UK data shows that depression in early teens (ages 11-14) predicts worse academic results later (ages 14-16). Students with ongoing mental health challenges are twice as likely not to meet key educational goals, especially if they have hyperactivity disorders.
The effects are not just academic. Government research shows that students who are frequently absent from secondary school may earn £10,000 less by age 28 than those who attend regularly. This underlines the importance of supporting mental health early.
Mental health in children is shaped by relationships, personal purpose, and outside pressures—both from home and school.
A strong sense of connection with family, friends, and teachers is key to healthy emotional development. Supportive home relationships give children security and build resilience. Friendships provide belonging and important social skills. Teachers who understand and support students can create a classroom where everyone feels safe and able to participate.
Young people and children are happier and more resilient when they feel what they do matters. Not having meaning in daily life can lead to frustration and disengagement. Encouraging children to take part in activities that match their interests and passions can boost their sense of achievement and well-being. It is usually worth taking the time to do check-ins to understand where your child’s true passions lie, and what can be introduced in their life to promote more meaning.
Pressures like academic demands, social media, and family problems can all harm mental health. High academic pressure may cause burnout, while competitive school environments can fuel self-doubt. Social media brings risks such as cyberbullying or unhealthy comparisons. Family difficulties create extra stress, making a stable, supportive home even more important.
To make lasting changes in children’s mental health, we must look beyond symptoms and tackle the causes. Support should aim to reduce environmental stress, strengthen relationships, and create meaningful experiences. Prevention comes through open communication, early intervention, and teaching resilience.
Resilience is the ability to recover from difficulties and adapt to change. It means not avoiding hardship but being ready to handle and grow from it. Teaching resilience gives children lifelong tools to manage tough times and protects their long-term mental health.
All these factors help children face challenges with greater confidence, supporting strong mental and emotional health.
One powerful example comes from the Mental Health Foundation’s Resilience Project in Wales. In this project, a child with severe anxiety and behavioural problems was supported with one-to-one help. The youth worker taught practical coping strategies, which helped the child manage stress and emotional challenges.
Over time, the child grew more confident, was able to relax, and improved their behaviour in and out of school. Teachers noticed a dramatic transformation, saying the child engaged more and asked to participate. The mother described the change as “tremendous,” expressing her relief and gratitude for the support the family received. This story shows that early intervention and practical techniques can make a huge difference.
Supporting mental health is not just about academic achievement. A ‘whole-child’ approach looks at emotional, social, cognitive, and physical needs together. Recognising every child as unique, with different strengths and vulnerabilities, helps create a foundation for all-round well-being and success.
Children succeed when they belong. Positive relationships with peers, teachers, and caregivers help children feel secure, curious, and eager to learn. Schools can build community through peer mentoring, group activities, and open discussion sessions.
Helping children understand themselves and set personal goals aids emotional growth. Activities like journaling, discussion groups, or projects linking learning to real-world issues help children find meaning in their experiences.
Developing a sense of purpose takes teamwork between schools and families. Shared activities – like project nights, parent-teacher meetings, or volunteering -show children they are supported in all areas of life. Consistent support at home and school boosts motivation and direction.
Schools need to move from only treating symptoms to preventing them. This means promoting positive mental health, teaching skills before crises develop, and intervening early. Proactive school cultures help children manage stress and thrive in the long run.
Parents are key partners in well-being. At home, families should encourage open talks about daily life, create routines that include downtime, and model positive ways to cope with stress.
For best results, schools and families must work together. This means open discussions, regular updates, and joint problem-solving. Parent-teacher meetings and workshops help keep everyone involved.
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Evidence shows that whole-school approaches to mental health help students do better academically. Reports from Oxford International and others link well-being to better engagement, smooth transitions, and higher achievement.
Schools using these strategies report less bullying, fewer behavioural problems, and better social skills. Long-term benefits include early identification of problems, improved decision-making, and building skills that prepare students for adult life.
High stress and anxiety can harm memory and thinking skills. When stress hormones like cortisol are high, it is harder for the brain to focus and store new information. Teaching strategies for emotional regulation, like mindfulness or reframing negative thoughts, help protect learning and improve performance. By teaching these skills, schools can give students a stronger foundation for both academics and life.
This school uses an evidence-based approach to combine mental health and learning. Their well-being curriculum is taught to all students, focusing on building emotional regulation and resilience. This has led to fewer behaviour problems and improved academic results. Teachers say students are better able to learn now that their emotional needs are met.
Through its Thrive Programme, this large secondary school created an in-school mental health team, a safe space for students, resilience workshops, and peer support. Working with local health agencies, the program brings together school, family, and community to create a strong support network for students’ well-being.
If you want to learn how Bright Heart Education can help your child’s mental health and resilience, reach out to us. We offer counselling and well-being services, and we’re here to help you support the young people in your life.
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