Mental health inequalities already evident among Year 8 pupils

One in four Year 8 pupils in England have a probable mental health condition, according to the first findings from the Growing Up in the 2020s national study.

The cohort study, led by Anna Freud and commissioned by the Department for Education, is tracking the wellbeing and educational progress of nearly 8,000 young people in secondary state schools across England over five years. It is being delivered in partnership with the Centre for Longitudinal Studies at University College London and Ipsos.

The findings, based on information reported by young people and their parents and carers, put the prevalence of probable mental health issues among Year 8 pupils at 25%.

Professor Jess Deighton, Director of Research at Anna Freud and Professor in Child Mental Health and Wellbeing at UCL, said the findings provide a detailed picture of the lives of the current generation while highlighting the importance of early intervention.

“The findings from this study - which gives us the richest snapshot so far of what life is like for this generation - are incredibly nuanced. On the one hand, they show that mental health problems in this age group are very high, underscoring the importance of prevention and early support for reducing levels of distress. On the other hand, it’s encouraging that most Year 8s report positive relationships and good wellbeing, along with high levels of resilience.”

The study found that most young people reported positive relationships with family and friends, high life satisfaction, good sleep duration and positive experiences of school. Some 71% agreed or strongly agreed that they keep trying when they find something difficult.

However, the findings also identified clear inequalities across different aspects of young people's lives. Probable mental health issues were more common among girls, at 28% compared with 23% of boys, while the figure was 36% among young people eligible for free school meals, compared with 20% among those not eligible.

Young people receiving special educational needs provision and those eligible for free school meals were also less likely to report a strong sense of belonging at school, participated in fewer enrichment activities, experienced higher levels of bullying and reported poorer physical health and wellbeing.

Professor Deighton said these differences were already well established by the beginning of secondary school.

“However, what’s really clear is that many of the inequalities that shape young people's lives are well established by the start of secondary school. Differences linked to, for example, a child’s special educational needs, sex, ethnicity and attainment levels, along with their family’s income and education levels, are linked to mental health, sense of belonging, relationships with peers, attendance and much more. These disparities don’t just impact pockets of a child’s life, but span their lives at home, school and in the wider world.”

The study is nationally representative and includes higher proportions of young people eligible for free school meals, while being stratified by special educational needs status to ensure young people receiving SEN provision are fairly represented. Researchers said this will strengthen the study’s ability to examine how inequalities shape experiences and outcomes over time.

Professor Emla Fitzsimons, Professor of Economics and Director of the Centre for Longitudinal Studies at the UCL Institute of Education, said the findings highlight the scale of mental health problems among young teenagers.

"This study provides much needed evidence on the experience of Year 8 pupils today, and it paints a stark picture. The findings, which are based on young people's own reports of their mental health and wellbeing, suggest that a substantial proportion are experiencing a mental health problem. This underlines the importance of understanding and supporting mental wellbeing in early adolescence, and contributes to a growing evidence base on mental health across different stages of young people's lives."

The findings come as the study begins a five-year period of tracking the same cohort, with researchers intending to use future waves of data to examine how differences develop as young people progress through secondary school.

Education Minister Paul Waugh said the findings could help identify where additional support is needed.

"This study gives us the clearest picture yet of what life is like for young teenagers and what additional support is needed for those who are struggling. It is vital that all children at this age get a school experience that supports them to build friendships, boost confidence, reduce harmful screen use and support good mental health, so they can learn and achieve great outcomes.

"Through this government’s ambitious SEND reforms and expansion of Mental Health Support Teams, we will make sure that all children’s needs are recognised and supported earlier, and all pupils who need it can get expert help before problems escalate.”

The study's findings have also been informed by young people involved in an advisory group supporting the research. Dilly, 17, from Essex, said her own experience had highlighted the importance of understanding the pressures facing young people growing up in the 2020s.

“In my opinion, two of the biggest factors that have impacted growing up in the 2020s are the Covid-19 pandemic and technology. The pandemic made me - and many others - feel like we’d missed pivotal years. We're also a generation growing up online and in real life at the same time. You can't always ask your parents for advice on things like social media because they probably don’t understand how it all works.

“I was really interested to see the results from this wave of the study as, for me, Year 8 was a big year. It’s a time when you – typically - start getting a bit more independence. For example, I got access to some social media sites and was allowed to go out by myself more too. You may also be finding your friendship group and the kind of people who are right for you. It’s a year when your life grows and changes a lot.

“I think this project is important because we need to see where we're not supporting young people, and step in before problems get any worse. I also wanted to take part as I’m neurodivergent and had a tough time at school. There was some support in place, but it didn’t allow me to thrive, and I hope sharing my views will help change things for others in the future.”

The Growing Up in the 2020s study is part of a series of national studies funded by the Department for Education examining different stages of childhood and adolescence in England. Other studies include Children of the 2020s, focused on children's development during their first five years, and Five to Twelve, which follows children throughout primary school.