How to Promote Positive Mental Health in Schools

June 8, 2026
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An individual’s mental health is just as important as their physical health and ignoring one’s mental health can have life long negative effects. Children and young people, just like the adults around them, can struggle with their mental health. Daily stress, world events and raging hormones can become overwhelming and make life incredibly stressful for many young people. Teachers and those who work with children in a school environment are well positioned to recognise signs of declining mental health, support the children in their care and promote the importance of looking after one’s mental health. In this article we will explore how schools can promote positive mental health and provide practical, actionable tips on how to implement a whole-school approach to promoting positive mental health. 

Children’s Mental Health

The mental health of children and young people is often overlooked. Many young people do not feel seen or may struggle to communicate what they are feeling, either because they cannot recognise it themselves or because they simply do not have the language to explain what they are experiencing. 

Many adults can be, knowingly or unknowingly, dismissive of children’s mental health issues, incorrectly assuming that they are ‘too young’ to experience mental health struggles such as depression or anxiety. Moreover, adults may also dismiss the severity of a child’s struggle. For example, minimising anxiety to occasional worry and pushing a child to take part in something that is actively making them anxious as it ‘will be good for them’ or they need to ‘learn to get over it.’ When this happens children can feel misunderstood or ignored which can further discourage them from talking to people about how they feel. 

Not Making the Grade, a report by Mind on how the approach to mental health for young people (11 – 25 year olds) is failing them, notes that many students can feel overwhelmed by the demands of school, exacerbating mental health struggles that may be rooted in issues outside of school. Furthermore, the report found that young people are not getting the help that they need from school and are instead facing punishment, isolation or exclusion for behaviour linked to their mental health struggles, significantly worsening their mental health. The report found that some young people were disciplined after being unable to meet deadlines or complete homework, whilst others found themselves excluded for certain behaviour. However, in most instances, the underlying reason for said behaviour, such as poor mental health, was not addressed. 

There are numerous different factors that can impact a young person’s mental health. As part of their report, Mind explored the key drivers of mental health problems amongst young people. Understanding the potential causes of mental health problems among young people is vital as it enables schools to offer tailored support that is actually effective. The report noted the following as significant drivers of mental health problems amongst young people.

Student stressed about upcoming exams

Trauma drop down menu

A third of the cohort interviewed said that problems at home had a negative impact on their wellbeing at school. Traumatic experiences at home caused some to behave in a way that led to being disciplined at school. Young women are more likely to have experienced trauma and subsequently suffer from Post-Traumatic Stress Disorder (PTSD). This can result in intense anxiety, difficulties sleeping and feeling unsafe, all of which can impact a student’s behaviour. Behavioural problems are a well recognised and common response to trauma and have an increasingly negative effect on a young person’s mental health as the extreme behaviours, such as physical violence, can see them being punished or excluded rather than having their trauma identified. Sexual and emotional abuse, domestic abuse, involvement with drug dealing and worries about the cost-of-living crisis are just some of the traumatic events that a young person may experience that impacts their mental health. 

Racism drop down menu

Failure to tackle racism in schools can have an incredibly damaging effect on a young person’s mental health. 55% of young people surveyed from Black and Black British backgrounds had experienced racism at school, whilst 57% of young people from mixed ethnic backgrounds experienced the same.  Common experiences for those who had experienced racism included being subjected to stereotyping, verbal abuse from other students and exclusion from activities or opportunities. This, coupled with the racism that students face outside of school on a daily basis, can be a significant burden on their mental wellbeing as they feel forced to repress feelings in order to avoid further prejudice. When racism is not tackled by teachers it can further exacerbate mental health issues as young people feel isolated and left to fight on their own. 

School Closures and Lockdown drop down menu

The pandemic had a notable impact on the nation’s mental health and unfortunately children and young people were not excluded from this. For many young people covid hindered important social development and made it harder to access face-to-face support. The impact of this has been far reaching and continues to cause delays in children and young people accessing the support that they need. Mind’s report notes that mental health professionals expressed concern that school closures had made it more difficult to identify young people who were in need and struggling with their mental health. Moreover, for those who had difficult home lives, school offered a sense of safety and stability. School closures therefore saw numerous young people lose their only sanctuaries. 

Pressure for Academic Achievement drop down menu

Young people are often encouraged to prioritise their academic success. Whilst this has its benefits and can teach important life long skills, when done at the expense of one’s wellbeing it can be incredibly detrimental to someone’s mental health. Many young people feel immense pressure to succeed, with homework deadlines and exams creating intense feelings of overwhelm. 78% of young people surveyed said that school had made their mental health worse and mental health professionals note that this can be particularly common in high achieving schools. 

Additional factors in poor mental health among young people include:

  • Poor educational experiences
  • Declining access to services
  • Social media
  • Systemic inequality
  • Reduced sleep quality
  • Financial insecurity

With these drivers in mind it’s clear to see how schools are particularly well positioned to identify struggling students and support them before their mental health deteriorates further. The regularity with which teachers and school staff see young people enables them to identify changes in behaviour which may indicate declining mental health. It has been argued that declining mental health among young people is an increasingly widespread issue that many teachers across the country are noticing. A 2026 survey by the National Education Union asked teacher members about the state of mental health among their students. It found that:

  • 68% of secondary school teachers regularly saw absenteeism due to student mental ill-health.
  • 76% regularly saw their students experiencing social difficulties.
  • 73% of respondents noted regularly seeing exam anxiety.
  • 78% of secondary school teachers and 45% of primary school teachers reported seeing students with eating disorders.
  • 40% of respondents noted that their schools did not have counsellors. Surprisingly, 45% of respondents in special schools and Pupil Referral Units (PRUs) also reported that their schools did not have a counsellor.
  • Only 20% of respondents felt that the existing in-school mental health support in their school was sufficient. 
  • 62% of secondary school teachers and 44% of primary school teachers reported occasionally observing self-harm among students.

Additionally, Mind’s 2025 report Care Before Crisis, which explored the state of young people’s mental health, found that: 

  • 1 in 5 young people have a probable mental health problem.
  • 8% of all children in England have an active referral to children and young people’s mental health services (CYPMHS).
  • 20.8% of young women aged 17-19 have an eating disorder.
  • Referrals to crisis care teams for under 18s have more than tripled each month since 2019.

With these figures in mind it cannot be denied that young people across the nation are struggling with their mental health. However, despite the bleak statistics, it is possible to turn the tide and provide targeted and timely support to children and young people. 

Recognising the Signs of Mental Health Issues in Pupils

New Keeping Children Safe in Education (KCSIE) guidance notes that education staff are well placed to observe children day-to-day and identify behaviours that suggest a young person may be experiencing a mental health problem or be at risk of developing one. The guidance states that all staff should be aware that mental health problems can develop into safeguarding concerns such as self-harm, suicidal ideation or risk of suicide. As such, school staff must be able to recognise potential warning signs that a child is at risk. These signs can include:

  • Significant changes in behaviour
  • Ongoing difficulty sleeping
  • Withdrawing from social situations
  • Not wanting to do things they usually like
  • Physical signs of self-harm or neglecting themselves

It’s important to note that these signs do not automatically indicate that a young person is suicidal or having a mental health crisis. However, they are common signs that someone may be struggling with their mental health and therefore should not be dismissed as they may help to create a larger picture of what a young person is experiencing. 

Other signs that a pupil may be struggling with their mental health include:

  • Poor attendance or absenteeism
  • Sudden mood changes
  • Unexplained physical changes, such as weight loss or gain
  • Sudden poor academic performance

Only appropriately trained professionals should attempt to diagnose a mental health problem. However, noticing changes in a child’s behaviour and intervening early can make a significant difference to a child and ensure that they receive help in a timely manner. When engaging with a child with suspected mental health difficulties it’s important that teachers and school staff exercise active listening and give the necessary space and time for children to express how they feel. Many young people struggle to speak to adults about how they feel out of fear of being dismissed or even reprimanded. Therefore, any discussions with a child about their mental health must be done in an attentive and sensitive manner so as to help children feel safe and confident that they are being taken seriously. 

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Teachers and school staff are well positioned to support children with their mental health. Our Child Mental Health Training will give all staff the confidence to identify and support a child who may be struggling, as well as guidance on how to promote positive mental health and wellbeing in your setting.

Promoting Positive Mental Health in Schools

A recurring theme throughout Mind’s report Not Making the Grade is the lack of support that children and young people received from teachers. 48% of young people surveyed detailed being punished for behaviour that was a direct result of poor mental health whilst the trauma at the heart of the behaviour was ignored. 27% of the cohort had been placed in isolation and 10% had been physically restrained by staff. When mental health crises are met with discipline and punitive measures in schools, young people can feel further distressed and traumatised which can potentially worsen their already poor mental health. 

For many young people, school is the only respite from the chaos of their everyday life. As such, when mental health is discussed intentionally and positively, it can help children to feel seen and as though they have someone to turn to in a time of need. When this is lacking, young people can feel isolated and quickly lose hope that their situation will improve. As mentioned above, educators are well positioned to notice changes in behaviour that may signify poor mental health. Educators are therefore equally well placed to promote positive mental health, offer support to children who need it and to create a school culture in which help can be accessed and young people feel seen. 

Students working together in the classroom

Ways in which schools can promote positive mental health include: 

Encouraging Social Time drop down menu

Social media is an unavoidable part of modern day life. However, despite the fact that it was first intended to help unite people and encourage more social engagement, it is often the root cause of young people feeling isolated; there is actually very little socialisation at the heart of social media. As such, encouraging students to take the time to interact with one another face-to-face can help them to form stronger relationships and enjoy the benefits of in-person friendships. Scheduling in 30 minutes or even an hour every week where students can be social and focus on something other than the curriculum encourages them to interact with one another and help form strong relationships which they can turn to in times of stress in the future.

Running Lunchtime and/or After-School Clubs drop down menu

Lunchtime and after-school clubs provide students with the chance to learn new skills, interact with new students and explore additional interests. The structure of school provides a useful and familiar framework however lunchtime and after-school clubs can run separately from the curriculum, thereby offering students the chance to blow off steam and engage in more relaxing activities. Clubs can also help to create a sense of belonging which can help young people to feel included and part of a community that they know cares about them.

Having an Open-Door Policy drop down menu

An open-door policy reaffirms to young people that mental health issues are not something to be ashamed about. This in turn can make it easier for them to turn to a teacher rather than suffering in silence. Pupils must know that they can go and talk to their teachers about any issues that they are having. An open-door policy cements this into a school’s ethos and affirms that the needs of young people are at the heart of a school’s focus. 

Actively Discussing Mental Health drop down menu

Whilst there have been undeniable improvements over the last decade, mental health issues, especially among children and young people, are still somewhat of a taboo. Young people can feel embarrassed to discuss their mental health as they fear backlash from their peers, their family or teachers. When mental health is something that is only discussed negatively or following an extreme incident in the news, it perpetuates the notion that poor mental health is something to be ashamed of and something that is rarely experienced. This is simply not the case and anyone can be impacted by poor mental health at any stage of their life. Actively discussing mental health and the importance of looking after one’s mental health can help to shift perspectives on it and encourage young people to be vocal when they are struggling. PSHE and RSHE lessons can be used to discuss how anyone can be impacted by poor mental health. Similarly, charities such as Mind and Rethink could be invited into schools to give talks about their work and the support they can provide.

Organising Wellness Weeks drop down menu

Wellness weeks can be beneficial to students and staff alike and can help to reiterate a whole-school approach to positive mental health. Wellness weeks highlight that looking after one’s mental health is a continuous process and not something that should be discussed solely once a year. For your wellness week you could:

 

  • Encourage connections – Dedicate a week to students engaging with pupils that they don’t normally interact with. You could encourage this by asking people to discuss their likes and interests and pairing or grouping pupils based on shared passions.

 

  • Host a sports day – Sports days are a great way to create a sense of community. Not only is exercise proven to boost endorphins, but a shared goal can help unite students as they cheer each other on to succeed. 

 

  • Give to others – Organising charity events also encourages students to come together for a greater goal. Moreover, by selecting fun charity events such as a bake sale or fancy-dress day, you can get pupils excited about giving to others, highlighting how charitable acts can reduce stress and improve emotional wellbeing. 

 

  • Be mindful – As mentioned it’s important to openly discuss mental health with children so that they don’t feel ashamed of what they might be struggling with. It is equally important to discuss ways to help one’s mental health. Teaching children mindfulness techniques can help to create a calming environment and give young people the tools to regulate their emotions during times of stress.
Promoting mental health in schools through sports

How to Implement a Whole-School Approach to Mental Health

One of the best ways in which schools can support the mental health of young people is by having a whole-school approach to mental health. The Department for Education (DfE) notes that a whole-school approach, when applied consistently and comprehensively, contributes to protecting and promoting young people’s mental health and wellbeing. As part of their guidance the DfE published 8 principles of a whole-school approach. These are:

  • An ethos and environment that promotes respect and values diversity.
  • Leadership and management that supports and champions efforts to promote emotional health and wellbeing.
  • Staff development to support their own wellbeing and that of pupils and learners.
  • Curriculum teaching and learning to promote resilience and support social and emotional learning.
  • Enabling student voice to influence decisions.
  • Identifying the need for monitoring the impact of interventions.
  • Targeted support and appropriate referral.
  • Working with parents and carers.

When adopted and implemented consistently, these principles can support children and young people to maintain good mental health. This improves standards in schools and helps pupils to thrive in their education, giving them the necessary tools for a successful life. Embedding the 8 principles of a whole school approach supports pupils to:

  • Attend school
  • Develop key life skills, particularly social and emotional skills
  • Engage in leaning
  • Achieve academically
  • Have better longer term outcomes, such as future employment 

To support the implementation of a whole-school approach to mental health, schools can adopt the strategies listed above. Schools can also consider:

  • Appointing a mental health lead – This can be a senior member of staff whose role is to promote and support the mental health and wellbeing of students and staff. Senior mental health lead training can help staff members to provide caring and timely support to students and staff who may be struggling. 
  • Utilising resources – The DfE has a wide range of resources to help mental health leads in their role. Resources can be used to support attendance or to offer targeted and effective support. Resources can also take the form of posters prominently displayed around the school. Visible posters can help to reaffirm a school’s commitment to support mental health and ensure that mental health is spoken about openly. 
  • Investing in training – Alongside mental health lead training, schools can support a whole-school approach by providing staff with regular training. Training from a reputable training provider will give school staff the confidence to recognise signs that a child may be struggling with their mental health and to know what to do to support them. 

All schools have a duty to promote the welfare of their pupils. Promoting positive mental health can support a child’s healthy development and ensure that they have the best start in life. Schools are well positioned to encourage open discussions about mental health, recognise the signs of poor mental health and support any children who may be suffering. Implementing a whole-school approach and reminding children that they are not alone in their struggles can help young people to feel seen and encourage them to turn to school staff for help rather than suffering in silence. 

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EducationMental Health and WellbeingTeachers and Parents