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.
A high proportion of students reported poor mental health, mental well-being, and low school connectedness, with notable differences by gender, suggesting an urgent need for action and for schools to receive specific support to reverse deteriorating student mental health.
Key Findings
Results
A high proportion of UK secondary school students reported poor mental health outcomes, including low life satisfaction and severe depressive symptoms.
Data came from 5193 Year 8 and 10 students (12-15 years) in the South West - School Health Research Network (SW-SHRN).
40% of respondents reported low life satisfaction as measured by the Cantril Scale.
33% of respondents reported severe symptoms of depression as measured by the SMFQ.
Self-report questionnaire data were collected in 2021/2022.
Results
Levels of school connectedness were low, with fewer than half of students reporting a sense of belonging in school.
47% of respondents reported a sense of belonging in school.
School connectedness was assessed alongside mental health and well-being outcomes including life satisfaction, depression, anxiety, mental well-being, and loneliness.
Weighted proportions and 95% Confidence Intervals were calculated accounting for school clustering.
Results
Gender was an important predictor of mental health outcomes, with boys experiencing the most favourable and non-binary students the least favourable outcomes across all measures.
Girls had significantly higher odds of symptoms of depression compared to boys [AOR 3.27 (CI: 2.84-3.76)].
Girls had significantly higher odds of anxiety symptoms compared to boys [AOR 3.07 (CI: 2.62-3.61)].
Across all outcome measures there was a gender gradient: boys experienced most favourable and non-binary students the least favourable outcomes.
The differences between girls and boys were described as 'especially stark' for depression and anxiety.
Results
Feeling a lot of schoolwork pressure was strongly associated with poorer mental health outcomes, particularly symptoms of depression and anxiety.
High schoolwork pressure predicted symptoms of depression [AOR 4.53 (CI: 3.40-6.08)].
High schoolwork pressure predicted symptoms of anxiety [AOR 5.34 (CI: 3.79-7.66)].
Schoolwork pressure was described as notably predicting poorer outcomes across multiple mental health measures.
Results
Feeling safe in school and classmate support were associated with lower (more favourable) mental health outcomes.
Both feeling safe in school and classmate support were identified as school connectedness factors associated with better mental health.
These associations were observed across mental health and well-being outcome measures.
Regression models were used to explore relationships between school connectedness factors and mental health outcomes, accounting for school clustering.
Methods
The study used weighted regression models accounting for school clustering to explore relationships between mental health outcomes and gender, academic year group, and socioeconomic status.
Outcomes measured included life satisfaction (Cantril Scale), depression (SMFQ), anxiety (GAD-7), mental well-being (SWEMWBS), loneliness (ONS measures for children), and school connectedness.
Weighted proportions and 95% Confidence Intervals were calculated for all outcomes.
Academic year group and socioeconomic status were included alongside gender as predictor variables in regression models.
The sample included students from Year 8 and Year 10 (ages 12-15) in the UK South West.
What This Means
This research surveyed over 5,000 secondary school students aged 12-15 in South West England during 2021/2022 to understand how common mental health problems, low well-being, and poor connection to school were among young people. The results showed that large proportions of students were struggling: 40% reported low satisfaction with their lives, and 33% reported severe symptoms of depression. Additionally, fewer than half of students (47%) felt they belonged at their school, suggesting that many young people do not feel connected to their educational environment.
The study found clear differences by gender. Girls were more than three times as likely as boys to report significant symptoms of depression and anxiety. Non-binary students reported the worst outcomes across all measures. Students who felt a lot of pressure from schoolwork were especially likely to report depression and anxiety — more than four to five times more likely than those who did not feel such pressure. On the positive side, students who felt safe at school and who felt supported by their classmates tended to report better mental health.
This research suggests that poor mental health among teenagers is widespread and that schools could play an important role in improving it — both by reducing sources of stress like excessive academic pressure and by fostering environments where students feel safe and supported. The findings point to particular concern for girls and non-binary students, and highlight school connectedness as a potential avenue for intervention to help reverse what the authors describe as deteriorating student mental health.
Albers P, Widnall E, Hatch L, Hopkins G, Sharp C, Kidger J, et al.. (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.. PloS one. https://doi.org/10.1371/journal.pone.0355874