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Why does mental health matter in education?
A young person’s mental health touches every part of their life – how they learn, relate to others and cope with challenges. In recent years, anxiety, depression and self-harm have become more common among school-aged children, with around 10% of children aged 5–16 having a diagnosable mental health condition.
These figures are a call to action: schools need to build emotional support and prevention into everyday life. When children’s well-being is prioritised, they’re more likely to connect positively with teachers and peers, attend school regularly and stay focused in the classroom.
The impact goes beyond the individual. Mental health difficulties can disrupt learning, increase exclusions and put extra pressure on pastoral staff. Ofsted’s Education Inspection Framework now looks closely at personal development, emotional literacy and support for vulnerable pupils – showing that schools must actively safeguard and nurture well-being. Poor mental health often overlaps with behavioural challenges, creating a cycle that can affect the whole school’s atmosphere and achievement.
Supporting mental health early also has lasting benefits. Children who learn to understand and manage their emotions are better prepared for the leap into further education, work and adult life. They develop vital life skills like empathy, stress management and problem-solving – skills that can protect against future mental challenges and social isolation.
By making emotional well-being central to school life, educators support learning while also nurturing resilient, connected pupil communities.
Recognising the signs of poor mental health in pupils
Identifying mental health concerns early can prevent problems from escalating into crises.
Indicators may be emotional, behavioural or physical.
- Emotionally, a pupil might show persistent sadness, tearfulness or irritability beyond expected developmental phases.
- Behavioural changes can include withdrawing from activities the student previously enjoyed, a sudden drop in academic performance or unexplained anger outbursts.
- Physically, headaches, stomach aches or disrupted sleep patterns without clear medical causes often suggest there’s underlying distress.
Signs of mental health challenges vary with age and context. Primary-aged children may display clinginess, bedwetting or temper tantrums, while adolescents are more prone to social withdrawal, self-harm or risky behaviours.
Cultural factors and different ways of expressing emotions can shape how distress shows itself. Some pupils, for instance, may experience physical symptoms of anxiety, resulting in frequent sick days due to mysterious ailments. Staff should know how to distinguish between transient mood swings and persistent patterns so that they can direct the student to the right level of support.
Bear in mind that clinical intervention isn’t needed for every change in behaviour – but, when a cluster of warning signs appears, a structured approach is important.
Once a school has identified a possible mental health concern, having clear referral pathways ensures the student receives timely and appropriate support, which we’ll explore later on.
Risk factors for mental health challenges in school settings
Of course, schools aren’t always easy places for mental health to thrive. Exams, social pressures and the daily challenges of growing up can leave pupils feeling stressed or anxious.
- Bullying or peer conflict – including physical, verbal, online or social exclusion
- Academic pressure and high-stakes testing – feeling overwhelmed by expectations or fear of failure
- Overcrowded or noisy classrooms – sensory stress that can increase anxiety and agitation
- Lack of access to outdoor or quiet spaces – limiting opportunities to relax and self-regulate
- Social isolation within school – feeling disconnected from peers or clubs
- Inconsistent routines or unsupportive teacher–pupil relationships – undermining stability and trust
Together, these risk factors highlight why early identification and supportive interventions within schools are so important – and show where school staff can pay special attention to signs of worsening mental health.
Creating a whole-school mental health strategy
If we want to improve mental health in schools, change has to be built into the way the whole school works. A strong, whole-school strategy weaves emotional well-being into everyday policies, routines and relationships so it becomes part of the culture.
The first step is conducting a comprehensive needs assessment. Gather the following data:
- Quantitative data – from surveys, attendance records and safeguarding logs
- Qualitative insights – from focus groups with pupils, parents and staff
The needs assessment should be informed by multiple perspectives to help pinpoint priority areas, whether it’s easing exam stress, strengthening peer support or making sure children with additional needs get the right help.
The next step is stakeholder engagement. Schools should engage stakeholders in developing a shared vision and clear objectives. Working groups comprising senior leaders, governors, pastoral staff, SENCOs and pupil representatives can co-create a strategy document that outlines aims, roles and timelines for delivery. This collaborative approach encourages shared ownership and ensures that the strategy reflects the lived experiences of the whole school community.
Implementation requires detailed action planning. Each objective should be accompanied by specific activities (such as launching mindfulness sessions or training lunchtime supervisors in conflict resolution), designated leads and measurable success indicators.
The strategy should be reviewed regularly – termly or half-termly – to allow for real-time adjustments. The school might choose to partner with local authority mental health support teams or arrange for external audits to get some additional oversight.
The role of senior leadership in driving change
Senior leaders set the tone for how a school supports mental health. When headteachers and governors speak openly about its importance and make it a clear priority, it sends a strong message to staff, pupils and parents.
Well-being should be built into the school development plan – right alongside academic goals. This might mean setting aside budget for staff training, giving time for pastoral work or including mental health measures in self-evaluation.
Everyone in the school must feel safe talking about mental health – and that should be demonstrated from the top. When senior teams lead by example, taking breaks, being honest about their own challenges and encouraging others to do the same, it breaks down stigma.
Additionally, there should be clear policies on safeguarding, anti-bullying and behaviour that make it easier for everyone to know what’s expected and how to respond when issues arise.
Strong governance keeps schools accountable. Leaders can update governors regularly on the impact of mental health initiatives, using evidence like attendance figures, behaviour patterns and the use of counselling services.
Staff training and professional development
The Department for Education sets the direction for mental health training in schools, but leadership teams can also choose to supplement training with courses from specialist organisations. For example, Anna Freud offers a selection of online training sessions on various aspects of mental health.
Training on mental health first aid tailored to educational settings is also available from MHFA England.
Integrating mental health into the curriculum
Embedding mental health education within the curriculum equips pupils with the knowledge and skills to manage their own well-being. The Relationships and Sex Education (RSE) and Health Education curriculum gives schools a framework for teaching children about emotional literacy, consent and healthy relationships. Schools can support these lessons with targeted teaching on stress management, self-esteem and coping strategies.
Cross-curricular links further reinforce these messages
- English – exploring empathy through literature and using creative writing to reflect on feelings and perspectives
- Drama – role-play scenarios to practise assertiveness and conflict resolution
- Assemblies and tutor time – regular opportunities for whole-school discussions on resilience, gratitude and self-care
- Computing/IT – lessons on online well-being, including cyberbullying, digital footprints and managing screen time
- Physical education – linking physical activity to mood, energy levels and reducing stress
By weaving mental health seamlessly through academic content, schools normalise conversations about emotions and create a supportive learning environment.
Promoting positive peer relationships
Healthy friendships and supportive peer groups make a huge difference to how pupils feel at school. One practical way to build that support is through peer mentoring, where older pupils are trained to help younger ones settle in, handle friendship issues or manage stress. These schemes give younger students someone to turn to and help mentors grow in confidence, empathy and leadership.
A strong anti-bullying policy is essential, but it’s how it’s put into practice that counts. Using restorative approaches can help pupils understand the impact of their actions, make amends and rebuild trust, rather than simply punishing behaviour. Peer mediation programmes, where trained students help others resolve disagreements, can diffuse tensions before they escalate.
Informal initiatives also matter. Well-being ambassador groups, friendship clubs and safe drop-in spaces give pupils somewhere to talk and feel heard. Celebrating kindness, whether through awards, shout-outs in assemblies or themed events, sets a positive tone across the school.
When peer support is part of everyday life, pupils learn that looking out for each other is just what you do.
Reducing exam stress and academic pressure
It goes without saying that, for students, exam periods can trigger stress and heightened anxiety. During these times, students may have trouble sleeping, experience appetite changes and struggle with things like routine, mood, relationships, self-doubt and concentration.
While some of the challenges young people face in exam season are, to some extent, unavoidable, schools can mitigate harmful effects by giving students the tools they need to thrive.
Here are some examples of areas to prioritise:
- Embedding study skills and time-management workshops into the timetable well before assessment seasons gives students practical strategies they can put into practice early, helping them feel more prepared and in control when the pressure mounts.
- Teaching mindfulness and breathing techniques equips pupils with practical tools to manage acute stress.
- Adjusting the school calendar to include “well-being days”, where academic lessons pause in favour of creative or outdoor activities, gives pupils a mental break.
- Mock exams should be followed by structured feedback sessions, focusing on progress rather than performance ranking.
- Encouraging realistic goal-setting and celebrating incremental improvements helps maintain motivation without excessive pressure.
- Open communication with parents regarding exam expectations is also crucial. Workshops led by pastoral leads can guide families on supporting revision at home without heightening a child’s anxiety.
- Guidance on healthy living – talking about things like healthy routines, sleep hygiene, eating a balanced diet and exercise – can also equip students with everyday habits that support their mental and physical well-being.
The importance of safe spaces and pastoral support
Designated safe spaces – such as nurture rooms, sensory areas or reflection corners – can give pupils a place to breathe when everything feels too much. These spaces work best when they feel calm and welcoming, with soft lighting, comfortable seating and small touches like stress toys, colouring materials or calming playlists. Having a trusted pastoral worker nearby, ready to listen without judgement and guide pupils through simple grounding techniques, is also important.
A robust pastoral system, coordinated by form tutors, heads of year and dedicated well-being staff, ensures that pupils know where to turn when they’re facing challenges. Regular check-ins during form time, drop-in lunchtime clubs and confidential appointment systems create multiple touchpoints for support. High staff-to-pupil ratios in these roles help ensure pupils get the time and attention they need.
Linking pastoral support with whole-school initiatives, like themed well-being weeks or visitor talks from mental health charities, reinforces the message that emotional health is a shared responsibility.
Early intervention and referral pathways
Stepping in early can make all the difference, helping pupils get back on track before problems grow into something bigger. Many schools use a “graduated response” – starting with universal support that benefits everyone, like whole-school well-being activities, moving to targeted help such as small-group sessions or one-to-one counselling, and, when needed, bringing in specialist services from outside the school. This tiered approach means pupils get the right kind of help at the right time, without overwhelming them or the system.
School-based practitioners, such as emotional literacy support assistants (ELSAs) or educational psychologists, deliver targeted programmes on anxiety management, social skills or bereavement. When concerns exceed in-school capacity, clear referral pathways to services like Child and Adolescent Mental Health Services (CAMHS) or local authority well-being teams must be in place. Having clear guidelines on when to refer, how to get consent and what response times to expect helps ensure no child is left waiting without support.
Regular meetings that bring together teachers, pastoral leads, SENCOs and external professionals help everyone stay on the same page and facilitate coordinated decision-making. Interventions, outcomes and next steps should be recorded on a secure platform to ensure continuity of care, particularly during school transitions or staff changes.
Involving parents and guardians
Outside of the classroom, parents and carers play a vital role in sustaining mental health support. Schools can play a part in equipping them with the knowledge they need.
Inviting families to information evenings, well-being workshops and coffee mornings demystifies mental health terminology and builds a shared language. Parent forums and advisory groups give guardians direct input into the school’s policy development and support services.
Open, respectful communication about confidentiality and consent is essential. While pupil confidentiality must be upheld, mechanisms such as parental consent forms for counselling or behavioural support clarify responsibilities. Early help assessment frames (EHAF) within the early intervention framework guide schools and families through joint planning, ensuring that wrap-around support addresses both school and home environments.
Providing accessible resources by email – newsletters, toolkits or links from the PSHE Association – empowers carers to reinforce coping strategies at home.
The key is to position parents as active rather than passive partners. Schools should aim to create a consistent network of support.
Partnering with CAMHS and external agencies
CAMHS can provide specialist support for pupils with complex needs. Establishing service level agreements can make referrals smoother, set out how information will be shared and ensure that regular joint review meetings take place.
CAMHS waiting times can often be lengthy, so the school must fill in by supporting the child in the interim. Options include school-based counselling or third-sector therapeutic groups. Mental health first aiders can play a key role here, guiding individuals to appropriate self-support resources.
Multi-agency collaboration goes beyond CAMHS. It can include social services, youth offending teams and voluntary organisations. Local mental health support teams (MHSTs), funded by the Department for Education, provide in-school mental health practitioners who deliver targeted interventions and training. Having these professionals on site means that advice can be given in the moment, decisions can be made quickly and pupils experience a joined-up, responsive approach.
Formal agreements between agencies – such as memoranda of understanding – help align data protection requirements and clarify leadership responsibilities. Regular case conferences ensure that all stakeholders share up-to-date information, reducing duplication of effort and enhancing wrap-around care for vulnerable young people.
Supporting pupils with SEN and additional needs
Pupils with special educational needs (SEN) are statistically more likely to face challenges with their mental health. Difficulties with communication, heightened sensory sensitivities or differences in executive functioning can make everyday stressors feel even more overwhelming. SENCOs, therefore, play a key role in coordinating individualised support plans that encompass emotional as well as academic needs.
Individual education, health and care plans (EHCPs) should explicitly reference mental health objectives – not just learning goals. Specialist interventions – such as social stories, visual timetables or sensory regulation tools – help pupils anticipate changes and manage anxiety. Small group interventions led by trained ELSAs or occupational therapists provide safe spaces to develop social skills and emotional literacy.
Creating an inclusive school culture lifts everyone, including SEN pupils. Universal design principles – such as flexible seating, quiet workstations and clear visual cues – accommodate a range of needs without singling people out. Meanwhile, peer awareness sessions promote understanding and reduce stigma, ensuring that pupils with SEN can participate fully in school life and access timely mental health support.
Using data to monitor well-being and outcomes
Robust data collection and analysis are key to evidence-informed practice, helping schools move away from guesswork when dealing with mental health.
Well-being questionnaires help capture baseline measures and track changes over time. When looked at alongside attendance records, behaviour logs and academic progress data, schools gain a holistic view of pupil welfare.
Data is most useful when interpreted in context, taking into account the school’s priorities and the circumstances of individual pupils. Breaking results down by year group, gender and vulnerability status – such as looked-after children or those with an EHCP plan – can reveal patterns that might otherwise go unnoticed, helping leaders focus on areas of greatest need.
Secure dashboards allow senior leaders and governors to monitor this information regularly without compromising confidentiality. Sharing an aggregated summary of findings with the wider school community, for example, through newsletters or parent meetings, builds trust and encourages shared responsibility for pupil well-being.
Reviewing these well-being metrics each term can ensure that interventions remain relevant and effective. This process not only measures progress but also helps schools adapt their strategies and direct resources where they will make the biggest difference.
Mental health champions and pupil voice initiatives
Sometimes the best ideas for supporting mental health in schools come from the people living it every day – the staff on the ground and the pupils themselves. Designating mental health champions among both groups can turn that insight into real, positive change.
- Trained staff champions advocate for pupil well-being, liaise with external partners and coordinate school-wide campaigns.
- Student champions, drawn from each cohort, provide peer-to-peer signposting, shape awareness events and ensure that resources reflect pupils’ real interests and needs.
Students’ voices need to weave into mental health strategies. Well-being committees and suggestion boxes allow students to propose topics for workshops, select therapeutic activities or recommend changes to the school environment. Involving pupils in planning mental health awareness weeks or charity fundraising events enhances ownership and normalises meaningful conversations around thoughts, feelings and experiences.
When students see their ideas put into action, it builds a sense of pride and agency. Celebrating these contributions – whether in assemblies, in the school newsletter or on social media – sends a clear message: this is a school that listens, values and acts on what young people have to say.
Bringing it all together
Supporting mental health in schools isn’t about one big initiative – it’s about the small, consistent choices that make pupils feel seen, heard and valued. From listening to pupil voices to creating spaces where staff and students can breathe, every action adds up. When schools work together with families, professionals and the wider community, they create an environment where young people can learn, grow and face challenges with confidence, knowing they have people in their corner.
