PloS one · 2026
Prevalence of mental health, mental well-being, and school connectedness in UK secondary school students in 2021/2022: Results from the South West - School Health Research Network pilot study.
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Albers Patricia N, Widnall Emily, Hatch Lorna, Hopkins Georgina, Sharp Catherine, Kidger Judi, de Vocht Frank, Kaner Eileen, van Sluijs Esther M F, Fairbrother Hannah, Jago Russell, Campbell Rona
Аннотация
BACKGROUND: Young people are experiencing more mental health challenges, and connection to school can improve this. This study aimed to investigate adverse mental health, mental well-being, and school connectedness among secondary school students according to gender, academic year group, and socioeconomic status to identify areas for intervention.
METHODS: Self-report questionnaire data from 5193 Year 8 and 10 students (12-15 years) in the UK South West - School Health Research Network (SW-SHRN) were analysed. Weighted proportions and 95% Confidence Intervals (CIs) for all mental health and well-being (life satisfaction (Cantril Scale), depression (SMFQ), anxiety (GAD-7), mental well-being (SWEMWBS), loneliness (ONS measures for children)), and school connectedness outcomes were calculated, accounting for school clustering. Relationships between these and gender, academic year group, and socioeconomic status were explored using regression models.
RESULTS: A high proportion of respondents reported experiencing poor mental health, such as low life satisfaction (40%) and severe symptoms of depression (33%). Levels of school connectedness were also low; 47% of respondents reported a sense of belonging in school. Across all outcome measures, there was a gender gradient, boys experienced the most favourable and non-binary students the least favourable outcomes. Similarly, regression analyses confirmed gender as an important predictor, with especially stark differences between girls and boys in symptoms of depression [AOR 3.27 (CI: 2.84-3.76)] and anxiety [AOR 3.07 (CI: 2.62-3.61)]. Feeling safe in school and classmate support were associated with lower mental health outcomes whereas feeling a lot of schoolwork pressure predicted poorer outcomes, notably symptoms of depression [AOR 4.53 (CI: 3.40-6.08)] and anxiety [AOR 5.34 (CI: 3.79-7.66)].
CONCLUSION: A high proportion of students reported poor mental health, mental well-being, and low school connectedness, with notable differences by gender. Our data suggest an urgent need for action and for schools to receive specific support to reverse deteriorating student mental health.
METHODS: Self-report questionnaire data from 5193 Year 8 and 10 students (12-15 years) in the UK South West - School Health Research Network (SW-SHRN) were analysed. Weighted proportions and 95% Confidence Intervals (CIs) for all mental health and well-being (life satisfaction (Cantril Scale), depression (SMFQ), anxiety (GAD-7), mental well-being (SWEMWBS), loneliness (ONS measures for children)), and school connectedness outcomes were calculated, accounting for school clustering. Relationships between these and gender, academic year group, and socioeconomic status were explored using regression models.
RESULTS: A high proportion of respondents reported experiencing poor mental health, such as low life satisfaction (40%) and severe symptoms of depression (33%). Levels of school connectedness were also low; 47% of respondents reported a sense of belonging in school. Across all outcome measures, there was a gender gradient, boys experienced the most favourable and non-binary students the least favourable outcomes. Similarly, regression analyses confirmed gender as an important predictor, with especially stark differences between girls and boys in symptoms of depression [AOR 3.27 (CI: 2.84-3.76)] and anxiety [AOR 3.07 (CI: 2.62-3.61)]. Feeling safe in school and classmate support were associated with lower mental health outcomes whereas feeling a lot of schoolwork pressure predicted poorer outcomes, notably symptoms of depression [AOR 4.53 (CI: 3.40-6.08)] and anxiety [AOR 5.34 (CI: 3.79-7.66)].
CONCLUSION: A high proportion of students reported poor mental health, mental well-being, and low school connectedness, with notable differences by gender. Our data suggest an urgent need for action and for schools to receive specific support to reverse deteriorating student mental health.