A French paradox: students are generally “in good health,” yet warning signs are on the rise
Mental health among middle and high school students:
Data from the 2022 EnCLASS survey paint a contrasted picture of students in France. On the one hand, a majority of students report being in good health and satisfied with their lives. On the other hand, indicators of psychological distress have risen sharply, especially during middle school years.
Some key figures to gauge the extent of the issue:
Mental well-being: 59% of middle school students and 51% of high school students report a good level of well-being. In other words, nearly one in two high school students no longer feels well.
Loneliness: 21% of middle school students and 27% of high school students say they feel lonely.
Recurrent somatic and/or psychological complaints: 51% of middle school students and 58% of high school students experience such symptoms.
Depression risk: 14% of middle schoolers and 15% of high schoolers present a significant risk of depression.
Suicidal thoughts and behaviors among high school students: 24% report suicidal thoughts over the past 12 months; 13% have attempted suicide at least once in their lives; about 3% required hospitalization.
Two major trends emerge:
Mental health declines throughout middle school and does not improve in high school.
Girls are more affected than boys, showing a sharper decrease in well-being and poorer mental health indicators. Between 2018 and 2022, all metrics have worsened—again, more markedly among adolescent girls.
Can schools reverse the trend? Universal programs put to the test
In response to this situation, many countries have turned to schools as a key lever for action, implementing universal programs (targeting all students) focused on mental health awareness, mental health literacy, and the promotion of well-being. However, evaluations published in the United Kingdom between 2018 and 2024 offer a sobering perspective.
Three flagship initiatives were tested on a large scale in public primary and secondary schools:
YAM (Youth Aware of Mental Health): five sessions led by external facilitators, focusing on understanding mental health and preventing suicide through role-playing activities.
The Guide (Mental Health and High School Curriculum Guide): teacher training to deliver six lessons addressing mental disorders, stigma, and pathways to support.
Aware & Inspire: a program combining lessons and practices related to mindfulness, relaxation, safety, and well-being.
Mixed — and sometimes counterproductive — results
Evaluations point to a clear conclusion: there is no significant effect on reducing students’ emotional difficulties. In some cases, interventions are even linked to increased life dissatisfaction or a worsening of certain reported problems. Mindfulness and relaxation approaches show no notable impact on emotional disorders.
The only encouraging sign: The Guide and some of the “safety/well-being” lessons from Aware & Inspire appear to improve students’ willingness to seek help—particularly in primary school.
Given these findings, British authorities have recommended pausing the large-scale rollout of such programs until robust evidence clearly identifies for whom, under what conditions, and through which mechanisms they are effective.
Why isn’t it working? Three common blind spots
- The “one-size-fits-all” approach versus diverse needs
Students do not share the same vulnerabilities or life contexts. A uniform program for all is unlikely to effectively address distress situations, established disorders, or specific risk factors (such as bullying, violence, socioeconomic hardship, or sexual and gender minority status). - Individualizing the solution
Many programs focus on individual skills—breathing, relaxation, “thinking differently”—without addressing the school-level determinants: classroom climate, workload and organization, effective anti-bullying policies, teacher training and working conditions, and student participation. When the environment itself remains unchanged, the burden falls back on the student, with the added risk of guilt or self-blame. - Time and continuity
Short, isolated modules offered once or twice a year struggle to produce lasting change. Mental health must be cultivated over time, through consistency between what is taught and what is actually experienced day to day within the school community.
What can be done? A four-level strategy
1) Act on the school environment (universal level)
Climate and safety: implement and enforce anti-bullying policies, ensure simple reporting procedures, and actively protect the most vulnerable students (especially girls and LGBT youth).
Sustainable pedagogy: adjust workload and organization, create regular spaces for student expression, and establish classroom rituals that foster belonging and cooperation.
Social and emotional learning integrated into the curriculum: not a “one-shot workshop,” but spiraled learning from primary through high school, connected to classroom situations and the national core curriculum.
2) Equip school staff
Training for teachers, counselors, and student life staff in early detection, referral, basic helping relationships, and managing sensitive situations.
A designated mental health lead in every school, with dedicated time to coordinate prevention and links to care.
Supervision and support spaces for staff to prevent compassion fatigue and burnout.
3) Target at-risk students
Systematic identification of warning signs: decreased well-being, social withdrawal, recurrent somatic complaints, absenteeism, exposure to violence, suicidal thoughts.
Small-group interventions for identified students (anxiety management, self-regulation skills, social skills training) delivered by trained professionals and systematically evaluated.
Coordination with families and local partners (child psychiatry centers, youth mental health clinics, adolescent centers, associations).
4) Ensure rapid access to care
Clear referral pathways and formal partnerships with mental health services, with reduced wait times for high-risk situations (suicidal ideation, depression, eating disorders).
Confidentiality, consent, and continuity must be non-negotiable principles to restore adolescents’ trust in the system.
Measuring what really matters
Evaluations must go beyond “positive impressions” and focus on tracking precise indicators, while sharing results transparently with the educational community:
Well-being and emotional symptoms monitored throughout the year, not just before and after a module.
Help-seeking behaviors and actual access to available resources.
Incidents of bullying, school climate, and sense of belonging.
Gender and minority disparities: the goal should be to reduce gaps, not merely to maintain a stable average.
In short: the mental health of middle and high school students is above all a collective responsibility — built day by day through the school’s climate, relationships, and capacity to care
- In France, students’ mental health indicators worsen from middle school to high school, particularly among girls.
- Universal school-based programs evaluated in the United Kingdom show little to no impact on emotional difficulties, with only limited positive effects on help-seeking in primary school.
- The most credible response combines environmental change, capacity-building for school staff, targeted support for at-risk students, and rapid access to care.
- Without systemic coherence and ongoing evaluation, there is a real risk of multiplying initiatives with no tangible impact — or even generating disappointment.
Read more here.
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