All this week is Mental Health Awareness Week running from Monday, May 12th to Sunday, May 18th.
The theme for Mental Health Awareness Week 2025 is “Community”. This theme will explore how being part of a safe, positive community is vital for mental health and wellbeing. It emphasizes the importance of strong connections with others and supportive communities in reminding us that we are not alone.
Beyond the curriculum and classrooms, the very fabric of school community – the connections between students, teachers, parents, and even local organisations – profoundly shapes the mental well-being of the whole school. But how exactly does this community influence the emotional landscape?
Mental Health in Pupils/Students:
In the UK, a significant number of pupils experience mental health challenges. Common issues include anxiety, often linked to academic pressures and social dynamics, and depression, which can manifest as persistent low mood and loss of interest. Eating disorders, such as anorexia and bulimia, also affect some young people, particularly teenage girls.
Furthermore, issues like stress, often exam-related, and the impacts of bullying, including cyberbullying, are prevalent. Social isolation and loneliness contribute to mental health difficulties as well. It’s important to recognise these common issues to provide timely and effective support within school environments.
Here we explore some of the more pressing mental health triggers among students, offering some suggestions of support, how to recognise symptoms and the best ways to foster positive mental health and resilience at your setting.
Academic Pressure:
This trigger stems directly from the pressure of workload, exams, the pressure to achieve good grades, and uncertainty about the future. It can often be difficult to recognise the symptoms of the native impact of academic pressures, therefore communication with parents/carers about what to look out for and training school teams to understand symptoms is vital in prevention and intervention at the early stages.
What to look our for – withdrawal from activities, irritability, increased competitiveness, increased self-criticism.
How can you help reduce the impact?
- Foster a culture of communication
- Allow regular breaks and the opportunity to reflect and work on non-academic activities
- Where possible, use varied assessment methods to provide a more holistic view of student learning
People that can help:
Nudge Education – for chronically disengaged students
TimeFit Tuition – for helping students to plan and set goals
Resources that can help:
Exam stress resources from Student Minds – https://www.studentminds.org.uk/examstress.html
Student life and mental health – https://www.mind.org.uk/information-support/tips-for-everyday-living/student-life/support-and-treatment/
Social Media and Online Issues:
In 2025, there are 5.24 billion people actively using social media in the world, and this is an increase of 4.1% year-on-year from 5.04 billion in 2023 (Backlinko, 2025). For your community the negative impact of social media can stem from excessive use, cyberbullying, and exposure to harmful content.
What to look out for – increased anxiety/FOMO, withdrawal from interactions, irritability, mood swings.
How can you help reduce the impact?
- Online safety education
- Cyberbullying Awareness and prevention
- Digital literacy and citizenship
People that can help:
NSPCC – Online Safety https://www.nspcc.org.uk/keeping-children-safe/online-safety/social-media/
NHS – Better Health Every Mind Matters https://www.nhs.uk/every-mind-matters/supporting-others/childrens-mental-health/
Resources that can help:
Young Minds – https://www.youngminds.org.uk/young-person/coping-with-life/social-media-and-mental-health
Helpguide – https://www.helpguide.org/mental-health/wellbeing/social-media-and-mental-health
Mentally Healthy Schools – https://www.mentallyhealthyschools.org.uk/factors-that-impact-mental-health/lifestyle-factors/internet-and-social-media/
Bullying:
Over half of the UK’s 12 to 15 year olds have faced some form of bullying, including Cyberbullying over the last year. Research by the National Centre for Social Research found that 47% of young people reported being bullied at the age of 14. The same study showed that girls are more likely to be bullied, than boys, in that same age group (NBH., 2022). The implications and impact of bullying can effect the whole school/community/area and be far reaching into all walks of life, not just during school hours.
What to look out for: Fear and anxiety, mood changes, loss of appetite, withdrawal and isolation and loss of interest in activities and hobbies.
How can you help reduce the impact?
- Implement programs and activities that foster understanding, compassion and appreciation for diversity
- Celebrate diversity
- Establish clear expectations
People that can help:
TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub
Anti-Bullying Alliance – https://anti-bullyingalliance.org.uk/tools-information/advice-and-support/if-youre-being-bullied/find-help-and-support
Resources that can help:
Crisis Text line – https://www.crisistextline.org/topics/bullying/
Childline – https://www.childline.org.uk/info-advice/bullying-abuse-safety/types-bullying/
Stopbullying.gov – https://www.stopbullying.gov/
Social Isolation and Loneliness:
Some children need help with social skills. This is common in those who are immature or have ADHD, autism or non-verbal learning disorder. They may feel overwhelmed in new social situations or big groups (Ehmke., 2025).
What to look our for – withdrawal, decreased participation, increased time online, clinginess or attention seeking behaviour.
How can you help reduce the impact?
- Organise social events that encourage interaction in a relaxed environment
- Facilitate peer mentoring programs
- Introduce a diverse range of clubs and activities to promote inclusivity
- Structure activities that encourage collaboration and teamwork
People that can help:
Nudge Education – for chronically disengaged students
TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub
Resources that can help:
National Children’s Bureau – https://www.ncb.org.uk/
British Red Cross – https://www.redcross.org.uk/get-involved/teaching-resources/tackling-loneliness
Barnardo’s Education Community – https://www.educators-barnardos.org.uk/resources/l-a-young-people-and-loneliness
Gambling/gaming harms:
Despite legal age restrictions on gambling, research from the Gambling Commission shows that young people are still at risk, with 1.5% of 11-17 year olds classified as ‘problem gamblers’ and 1.9% considered ‘at risk’ (Ygam., 2025). Equally, excessive or unhealthy gaming habits can lead to risk factors such as addiction, aggression and increased anxiety and depression.
What to look out for: money-related changes, changes in patterns and relationships, emotional changes, poor time management.
How can you reduce the impact?
- Invite professionals (e.g., therapists specialising in addiction) to speak to students about the potential harms.
- Run campaigns to increase awareness and understanding across the whole school
- Educate parents to recognise the signs of gambling and gaming problems and offer resources for support.
People that can help:
Ygam – A National charity with free training and resources https://ygam.org/
TacAccess – Find professional therapists and consultants to interact with your students in one helpful hub
Resources that can help:
Ygam – https://ygam.org/training/teachers-youth-workers/
Gambling Brief Intervention Guide – https://www.gambleaware.org/
GamCare – Any professional concerned with a young person’s gambling or gaming behaviour can get in touch via youngpeopleservice@gamcare.org.uk and receive advice or make a referral to the service.
Equipping your team for long-term resilience and planning:
The link between mental health and education is critical. Poor mental health can severely impede student learning and attendance, while a supportive school environment benefits well-being. Therefore, it’s essential that your teams are trained to recognise and respond to mental health needs effectively. Equipped with the right skills, educators can contribute significantly to early identification, provide initial support, and foster a positive school climate, ultimately enhancing both the academic and emotional development of students.
Here’s some useful links to support, training and develop for your staff teams this mental health awareness week:
Mental Health Education:
Find resources to help you develop a whole school or college approach to mental health and wellbeing.
AMHIE – Memberships https://amhie.com/our-offer/membership/
DfE – Guidance https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges
NHS England – Support https://www.england.nhs.uk/mental-health/cyp/trailblazers/
Teacher Training:
Equip educators to recognise signs of stress and mental health difficulties and know how to respond appropriately.
AMHIE – training https://community.amhie.com/training/
Education Support – Awareness https://www.educationsupport.org.uk/resources/for-organisations/guides/improving-mental-health-awareness-at-school
NSPCC – learning https://learning.nspcc.org.uk/training/mental-health-emotional-wellbeing-safeguarding-education
School-Wide Initiatives:
Implement programs that promote positive mental health and well-being for both students and staff.
AMHIE – Audit https://audit.mentalhealthlead.com/
The School Zone – Resources https://campaignresources.dhsc.gov.uk/campaigns/school-zone/
AMHIE – Free Resources https://amhie.com/amhie-news/
Kooth: kooth.com is a free, safe, anonymous digital mental wellbeing support platform supporting young people up 25. qwell.io does exactly the same but for adults aged 26+. Over Mental Health Awareness week they celebrated the theme of community by spotlighting their engagement team. This team is instrumental in integrating both services locally, working across the country to offer support and insights around mental health and wellbeing while making sure people know timely help is available. To get a sense of the scale of this work, find out more here
Mental Health Awareness Week 2025 focuses on the theme of “Community,” it’s clear that fostering strong connections and supportive environments within the school setting is crucial for the mental well-being of students. While a significant number of young people in the UK facing mental health challenges, various triggers within the school environment, including academic pressure, social media issues, bullying, social isolation, and even gambling/gaming harms, can exacerbate these difficulties. Recognising these interconnected factors underscores the vital role of a positive school community in mitigating these risks and promoting the overall mental health of pupils.
We hope that this has given you some guidance and signposting to support and guidance that can help with mental health triggers in your school community. If you need any additional help or guidance, please contact our team to access your free membership to AMHIE. support@amhie.com
Lily Blakeledge (Marketing and Content editor for AMHIE)
9/5/2025
References/Further Reading:
Alimardany, Armin, and Avishan Alimardany. “School, a place to learn social and antisocial behavior.” International Journal of School Health 1.2 (2014): 1-5.
Ashton, Julian. “Positive mental health–a whole school approach.” Journal of Public Mental Health 18.3 (2019): 206-207.
Backlinko. “Social Media Usage & Growth Statistics” 10th Feb 2025. https://backlinko.com/social-media-users
BUŞU, Oprea-Valentin, and Elena-Cristina ANDREI. “EDUCATIONAL RESILIENCE AND THE RISK OF MENTAL DISORDERS.” PSYCHOLOGY-PEDAGOGY: 42. https://www.ceeol.com/search/article-detail?id=1052183
Children’s Society. “The Good Childhood Report 2024” https://www.childrenssociety.org.uk/Report-Main-Report.pdf
Ehmke, Rachel. “How to help kids who are lonely” 2025. Child Mind Institute.
Feitler, Fred C., and Edward Tokar. “How to manage stress in the middle school.” Middle School Journal 16.3 (1985): 26-27.
Future Minds. “Why investing in children’s mental health will unlock economic growth” Report 2025. https://cypmhc.org.uk/wp-content/uploads/2025/02/Future-Minds-Report-2025-WEB.pdf
Gandhi, Purvi. “A Little Guide for Teachers: Student Mental Health.” (2024): 1-100.
Hayes, Daniel, et al. “The impact of universal, school based, interventions on help seeking in children and young people: a systematic literature review.” European child & adolescent psychiatry 33.9 (2024): 2911-2928.
Jeder, Daniela. “Implications of using humor in the classroom.” Procedia-Social and Behavioral Sciences 180 (2015): 828-833. https://www.sciencedirect.com/science/article/pii/S1877042815015645
Kokun, Oleg, et al. “Applied aspects of improving pupils’ and students’ adaptive capacity.” Ido Movement for Culture. Journal of Martial Arts Anthropology 19.3 (2019): 38-45. https://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-712d2193-0684-4c13-84d3-f1a1405feba1
Lewis, Joe & Stiebahl, Sonja. “Student mental health in England: Statistics, policy, and guidance” 2025 UK Parliament. https://commonslibrary.parliament.uk/research-briefings/cbp-8593/
Maratos, Frances A., et al. “9 Embedding compassion in schools.” Applied Positive School Psychology (2022).
Mental Health UK. “Mental Health Awareness Week” https://www.mentalhealth.org.uk/our-work/public-engagement/mental-health-awareness-week
McNamee, Sinead. “Social media statistics in the UK: What businesses need to know in 2025” Feb 28th 2025. Sprout Social
Murray, Sonia. “Play therapy in schools.” Becoming and Being a Play Therapist. Routledge, 2019. 165-176.
My voice matters: A young healthwatch volunteer investigation. “Social Isolation in Children and Young People” Accessed 9/5/2025. (Listed under Williams, Abigail in your original list)
National Bullying Helpline. “Cyberbullying and online harassment advice” The National Bullying Helpline 2022
Raab, Alyssa. Eating Disorder Stigma in Schools: Equipping Ontario Teachers to Better Support Student Mental Health. MS thesis. Queen’s University (Canada), 2024.
Rae, Tina, and Ali D’Amario. The School Mental Health Response Handbook: Practical Strategies for Educators and Support Staff. Jessica Kingsley Publishers, 2025. https://books.google.co.uk/books
Stancu, Elena. “Preventing and combating school dropout.” Revista Universitară de Sociologie 16.2 (2020): 152-163.
Sutherland, Heather Ann. Thinking differently about ‘student mental health and wellbeing’–learning from undergraduates’ storied ‘university life’self-reflections. Diss. University of Northumbria at Newcastle (United Kingdom), 2023. https://www.proquest.com/openview/aa3dd4cdc3e3fc23ae005db4906962b3/1?cbl=2026366&diss=y&pq-origsite=gscholar
Syed Basit, Ali. Exam Stress and its Impact on Academic Performance. Diss. Department of Sociology, Forman Christian College (A Chartered University), 2022.
White, Clarissa, et al. “Supporting Mental Health in Schools and Colleges.” Department for Education (2017). https://assets.publishing.service.gov.uk/media/5a82001e40f0b62305b91f21/Supporting_Mental-health_Case_study_report.pdf
Williams, Abigail. “Social Isolation in Children and Young People” My voice matters: A young healthwatch volunteer investigation. Accessed 9/5/2025.
Ygam. “Recognising gambling harms in young people” Accessed 9/5/2025. https://ygam.org/family-hub/recognising-gambling-harms-in-young-people/