In general, a lot of research into the state of mental health and the commonness of mental illnesses refers to the statistics of those in higher education – university, for example – more commonly than it refers to younger individuals and their mental health.
It is a widely known fact that university students are amongst individuals with some of the highest prevalence of mental health issues such as anxiety, depression, bipolar disorder and other conditions.
In 2022, Student Minds – an organisation heavily involved in young peoples’ mental health – found that over half of the students within their study reported a current mental health issue, [1] highlighting the issues faced by these young people on an everyday basis.
However, this blog post aims to explore the issues faced by even younger individuals.
This includes children in primary school or secondary school, from around the ages of 5 to 18 years old, and the state of their general well-being and mental health.
The concept of mental health is a broad one; it covers the ‘mental and emotional well-being’ of an individual, affecting how well they are able to deal with stressors, their belief in themselves at the completion of tasks, and their ability to learn in general.
The term is broad as everyone will experience mental health and their own mental well-being in a different way, meaning that there is no way to clearly define it in regard to every person’s experience of the various disorders they may be affected by.
If an individual takes care of their mental health, they are more likely to be aware of their abilities and capabilities, improving their self-belief, confidence and general wellbeing in their day-to-day life.
This further highlights the importance of mental health – both the awareness of one’s own mental state and the motivation and belief in the treatment and care of their mental wellbeing.
Though the number of mental health issues that individuals struggle with is constantly on the rise, being experienced and understood by different people all over the planet, there are still some common mental health issues that some individuals within particular demographics may struggle with more than others.
The most common of these mental health disorders are listed below:
However, this list is not extensive, nor does it suggest that all students will struggle with one or more of the above mental health issues.
Instead, it highlights some of the most common or well-known mental health issues that an individual may develop or make worse as a result of being a young person in the modern world, and within the UK’s school system.
In the modern world, many challenges face individuals of all ages – whether this is within their professional, personal or social lives.
Therefore, it can be understood how difficult some of the struggles faced by young people can be, especially when considering the additional influences of the world around them and their ability to cope with this at such a young age.
For example, schoolwork, being part of a school community, and the pressure to do well in their studies can be especially stressful, causing a host of other issues and challenges when it comes to the child’s school life – an area that takes up a large portion of their time in the early stages of their life.
This is just one of the many factors contributing to an increase in mental health issues, and one of the key factors that this blog aims to draw attention to.
One study suggested that most people’s mental health struggles will begin from the ages of 12 to 24 years of age, though these are often detected far later in life. [2]
This shows how vital this period of time can be for an individual’s mental health later in life, as well as during this developmental period.
Though not as common as the development of mental health issues such as anxiety and depression, the risk of addiction is no more or no less for individuals of any background, meaning that it is a risk for all individuals, no matter where they are from or who they are.
This is because addiction is known as a non-discriminatory disorder; it will affect all individuals, regardless of their demographic group.
Also known as a substance abuse disorder, addiction can often be developed as a coping mechanism when an individual is struggling with the pressures that they face on a daily basis.
This is because the individual will consume a substance such as alcohol, cannabis, cocaine or other substances for their short-term effects.
However, this creates the risk that the individual will experience long-term mental and physical health impacts, leading to a physical dependence on the substance.
If you believe that you are struggling with addiction (or someone you know is struggling), it is vital that help is sought as soon as possible to negate the issues that may occur later in life.
However, when it comes to the treatment of young people, it is suggested in the research that not as much focus is brought to these areas of treatment, leading to a lack of care in some areas. [3]
From this post so far, it could be suggested that there is always space for improvement when it comes to the awareness and treatment of mental health within UK schools.
This is especially true when we consider the support paid to the well-being of young people.
The following subheadings outline some of the ways in which this could be done (wellbeing strategies), as well as descriptions, explanations, and research to show why these methods are amongst some of the most effective when it comes to improving the mental health of the UK’s young population. [4]
The first step when confronting any issue is the recognition of the subject and making this known to the wider public.
This should be a whole-school approach.
When it comes to being aware of mental health within schools, this can be done through assemblies, posters around the school, and dedicated lesson time within the school day.
By educating individuals about mental health, as well as just bringing it to their attention in general, more young people may feel comfortable about coming forward, talking about their issues, and recognising mental health in terms of its relevance to their well-being.
Following on from the idea of sharing with others and opening up about experiences, it may also be beneficial for young people to have increased social time as part of the school day. [5]
Though this may already be seen to be in place in terms of breaks and lunchtime, it is also important to consider that not all individuals will take advantage of these breaks to socialise due to social exclusion, shyness, or other reasons.
This is why it may be encouraged for young children to be encouraged to speak about general topics or mental health specifically within the classroom setting.
Not only will this increase the amount of time that individuals spend speaking with others (something that is highly recommended when it comes to struggling with mental health [6] – positive relationships), but it may also provide an opportunity for individuals to raise more complex topics with their teacher or open a whole-class discussion.
In the cases where it may not be possible for individuals to spend lesson time speaking about mental health in schools and socialising in general, it may be suitable to initiate lunchtime clubs or meetings. [7]
Though this may require additional school staff and paid time for these associated costs, it is also highly beneficial in terms of providing a quiet, safe space for individuals to speak about anything that may be bothering them.
By having this time and space to speak about their experiences, young people may come forward with serious issues – something they may only feel comfortable speaking about on a one-to-one basis, rather than opening up about these issues to a classroom full of individuals – some of which may be responsible for some of the negative thoughts and experiences that the individual is undergoing.
To further add to this idea of having open discussions and safe spaces to do this in, it is also highly encouraged to have an ‘open door policy’ within the school day.
In short, this generally refers to a student’s ability to knock on a staff member’s office/room and be given time and space to bring to light any issues they are experiencing.
As with the lunchtime clubs, this may require paying staff additional costs for the time that they may spend doing this, but in terms of how many young people may benefit from this, these costs should not outweigh this.
This will also create a greater overall feeling within the school for open-mindedness and acceptance of mental health, as well as providing a better opportunity for students to receive one-to-one help.
This idea is not designed to create therapists from teachers, but as a starting point, it is a great place to start the conversation.
As another idea as to how to boost awareness and attention toward mental health, it may also be beneficial to hold a mental health week [8] a couple of times a year, or perhaps once a term.
This can be a way to combine the suggestions mentioned above; having an open-door policy, starting a lunchtime club, and having dedicated lessons for mental health awareness are all great ways to draw students’ attention to mental health, its impacts, the validity of this, and what they can do to get help.
Holding these mental health weeks a few times a year is the best way to ensure that every individual gets something out of it, no matter if they are absent on specific days, have unanswered questions from the last one, or have come up with new questions since then.
It is also important to note that young people should be aware that assistance for mental health is available at any time, not just during these weeks.
The student should not have to wait between specially run schemes and mental health weeks to get the help that they need. [9]
As a final note, it is vital that caregivers get involved in all of these schemes.
Even if not directly, caregivers should be aware that these activities and policies are in place.
This draws attention to the fact that these young people may be struggling, and therefore may encourage caregivers to be more aware of their children’s issues, both at home and at school.
This can be achieved through sending letters or emails home, as well as informing the child’s caregiver should they open up to a teacher about serious issues that may cause further harm to the child or to other people around them.
No matter how serious or trivial an individual may find the state of their mental health to be, and whatever age that individual is, it is still imperative that they seek help in all instances that they are able.
This blog post mentions some serious effects of mental health struggles – addiction being one of the most serious and the one that Rehab 4 Addiction has the most experience in assisting with as a dedicated mental health service.
For more information about young people’s mental health, the effects of this, addiction specifically, and the ways in which all of these topics can be treated, visit some of our other pages to get access to mental health resources and more information.
If you feel as though you or someone you know may be struggling with mental health issues, it is never too early to call Rehab 4 Addiction and get free and confidential advice from our friendly team of mental health professionals on 0800 140 4690 today.
[1]https://www.studentminds.org.uk/uploads/3/7/8/4/3784584/student_minds_insight_briefing_feb23.pdf
[2] https://pubmed.ncbi.nlm.nih.gov/17434406/
[4] https://www.england.nhs.uk/mental-health/cyp/trailblazers/
[5] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10047710/
[8] https://www.mentalhealth.org.uk/our-work/public-engagement/mental-health-awareness-week/schools
Boris is our editor-in-chief at Rehab 4 Addiction. Boris is an addiction expert with more than 20 years in the field. His expertise covers a broad of topics relating to addiction, rehab and recovery. Boris is an addiction therapist and assists in the alcohol detox and rehab process. Boris has been featured on a variety of websites, including the BBC, Verywell Mind and Healthline. You can connect with Boris online at LinkedIn or X.com.
