Teach Secondary 14.4

“It’s okay to not be okay” Ann Marie Christian considers the magnitude of the mental health and wellbeing challenges students are experiencing, and how schools can effectively respond to them A fter COVID-19, the media extensively covered the pandemic’s impact on the mental health and wellbeing of children and young people – particularly where their school attendance, ability to learn and educational outcomes were concerned. For a time, this became a national talking point. Since then, the search for evidence showing what impact lockdown had on children and young people’s mental health and wellbeing has yielded mixed findings. Some studies would seem to indicate that quarantined children faced a greater likelihood of developing symptoms of post-traumatic stress disorder. Overall, however, the studies performed to date predominantly point to increased levels of distress, worry and anxiety, typically due to heightened feelings of loneliness, and worries about school and the future. The scale of the issue More recently, the NHS’ official figures show that in 2023-24, there were 204,526 new referrals of patients aged 17 and under, where the primary cause given was anxiety. In 2019-20, immediately prior to COVID, that figure stood at 98,953. Post-pandemic, we’ve therefore seen a 107% increase in such referrals. Now, five years on, the repercussions of COVID linger like a stubborn shadow. We’ve witnessed the protracted aftermath weave itself into the very fabric of our daily lives, leaving indelible marks that will run right through today’s youth population. Similar to how young survivors are changed by wartime experiences, the echoes of the pandemic will continue to shape the thoughts, behaviours and futures of those who lived through it. When schools first returned from lockdown, staff immediately observed an increase in social anxiety among students that impacted upon the attendance and academic performance of many. Language and phrases related to self-harm– “ I am suicidal ” or “ I want to kill myself ” – were heard more frequently. Across the country, designated safeguarding leads found themselves having to rapidly discern whether such utterances were genuine cries for help or ‘just’ especially heightened expressions of distress. It quickly became evident that more children were now struggling with self- regulation, requiring additional support to readjust to daily school routines, socialise with peers and manage conflict. The combined effects of group bubbles, social distancing, the suspension of the curriculum and concerns about future grades began manifesting in difficult and challenging behaviours, as schools gradually returned to full-time operations after the second lockdown ended. What are the causes? Anxiety is a complex condition influenced by both genetic predisposition and environmental factors. There has been a visible rise in anxiety over recent years, perhaps seenmost markedly among members of Generation Z – i.e. those born between 1997 and 2012 (see tiny.cc/ts144-A1) . According to a 2023 survey carried out by the PewResearch Centre (see tiny.cc/ts144-A2 ), social media has also been a major contributing factor to rises in anxiety among this group. The survey found that of the 95% of teens aged 13 to 17 who owned smartphones, 96%went online daily. A separate study conducted by Auxier (2020) found that 1 in 5 teens used TikTok and YouTube ‘almost constantly’. We know that young people have been exposed to harmful content via social media platforms, while at the same time recognising the rich learning opportunities available to them online – whichmay positively or negatively impact a child, depending on their circumstances. We also can’t overlook how shifts in family structures have been a source of anxiety for children and adolescents. “The echoes of the pandemic will continue to shape the thoughts,behaviours and futures of thosewho lived through it” 28 teachwire.net/secondary