One in four Year 8s in England likely to have a mental health condition, according to national study
Along with high prevalence of mental health issues, results also show how inequalities already consistently affect different aspects of students' lives.
One in four Year 8 students in England have a probable mental health condition, according to the first year of findings from the Growing Up in the 2020s study.
The cohort study, which is led by Anna Freud, commissioned by the Department for Education (DfE) and run in partnership with the Centre for Longitudinal Studies (CLS) at University College London (UCL) and Ipsos, is tracking the wellbeing and educational progress of nearly 8,000 young people in secondary state schools across England over five years.
The findings indicate that - using data reported by young people and their parents and carers - prevalence of probable mental health issues in this age group is at one in four (25%).1
This is the first study in recent years to provide robust data on prevalence of mental health issues for this age group in England. The results add to a growing body of evidence on mental health problems in young people which, taking findings from across adolescence into account, suggest that prevalence of mental ill health has increased over the past 20 years.2,3
About the findings
Our experts say the findings point to the importance of prevention and early support for reducing levels of distress. They also note that findings across other areas are broadly positive. For example, most young people reported positive relationships with family and friends, high life satisfaction, good sleep duration and positive experiences of school.4 The study also revealed that most young people perceived themselves as resilient, with 71% agreeing or strongly agreeing that they keep trying when they find something difficult.5
However, the findings show that clear and consistent inequalities are already affecting different parts of life for some groups of Year 8 students. For example, probable mental health issues were also more common among girls (28% compared with 23% of boys), and young people eligible for free school meals (FSM) - 36% compared with 20% of those not eligible. These mental health inequalities are consistent with other studies, including research looking at other age groups.2,3
Young people with special educational needs (SEN) provision and those eligible for FSM were also less likely to report strong school belonging, participated in fewer enrichment activities, experienced higher levels of bullying, and reported poorer physical health and wellbeing.6
While Growing Up in the 2020s is nationally representative, it includes higher proportions of young people eligible for FSM and is stratified by SEN status to help ensure young people with SEN provision are represented fairly.7 This is to strengthen the study’s ability to examine how inequalities shape experiences and outcomes over time.
Reflections on the findings
Study Director Professor Jess Deighton, Director of Research at Anna Freud and Professor in Child Mental Health and Wellbeing at UCL, said:
“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.
“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.
“We will use this first wave of results as a foundation for measuring how differences evolve over time and affect the lives of young people as they progress through secondary school. The evidence we’re collecting is invaluable for better understanding this generation’s needs and experiences, and it forms a robust basis for action to help tackle inequalities, boost attainment and build wellbeing.”
Professor Emla Fitzsimons, Professor of Economics and Director of the Centre for Longitudinal Studies (CLS) at the UCL Institute of Education, said:
"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."
Education Minister, Paul Waugh, said:
"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.”
Dilly, 17 from Essex, is on an advisory group for Growing Up in the 2020s made up of young people who help shape and inform the direction of the research. She is currently at college studying performing arts and, as a neurodivergent young person, is passionate about youth advocacy. Dilly said:
“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.”
About Growing up in the 2020s
Growing Up in the 2020s is part of a series of national studies funded by DfE about different stages of childhood and adolescence in England. This includes Children of the 2020s, which is focused on the development of children in their first five years, and Five to Twelve, which is following children throughout primary school.
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