Emotional lows aren't a form of mental illness

In recent years, the focus on mental health in UK schools has been a topic of intense discussion. While the intent behind this focus is to support children, an excessive or misapplied focus risks normalizing vulnerability, increasing dependency on sickness absence benefits, and potentially undermining children's resilience and educational success.

Last year, Work and Pensions Secretary Liz Kendall described "spiraling inactivity" as the biggest employment challenge in a generation, with the rising costs of sickness benefits linked to mental health, especially among young adults, being a major concern. These costs are projected to hit £64 billion by the end of 2025.

A recent report by the NHS Confederation and the Boston Consulting Group suggests that reversing even part of this trend could save taxpayers £19.5 billion each year by 2030, while boosting the wider economy by £62.6 billion. This underscores the significant financial and societal burden that increased mental health labeling has had.

The UK government has issued new guidance to schools, telling teachers to reassure children that 'worrying and feeling down' are not mental health disorders. This guidance marks a sharp break with the therapeutic ethos that has dominated schools for decades.

The issue is complex, as poor mental health in children is influenced not only by school environments but also family factors. A 2022 report by former children's commissioner Anne Longfield warned that the 'mental-health emergency' among young people had become so severe it threatens Britain's future prosperity.

Normal feelings like exam stress and feeling down are sometimes framed as mental health issues, which can increase anxiety, reduce resilience, and undermine coping skills in children. This overdiagnosis and pathologizing of normal childhood emotions can lead to moral and cultural impacts, such as constantly labeling normal stresses as mental illness contributing to stigma, self-limiting identities, or lower tolerance for adversity among children.

Balancing awareness with resilience-building and avoiding medicalizing normal childhood experiences is key to minimizing negative long-term effects. While attention to mental health in schools aims to help children, it is essential to ensure that this focus does not inadvertently harm them. Raising awareness, early identification, and provision of support for children who genuinely need it can mitigate long-term harms in cases of serious conditions.

The literature indicates a growing debate around this topic, with calls for more nuanced approaches rather than simplistic or alarmist mental health framing of everyday childhood stresses. The goal should be to equip children with the tools to navigate their emotional landscapes effectively, fostering resilience and emotional intelligence, rather than encouraging a culture of vulnerability.

The 'cancel culture' and 'identity politics' in the discourse around mental health could exacerbate the problem, by labeling normal childhood emotions as mental illness and further stigmatizing those who genuinely need help.
As the debate on mental health in schools continues, it's crucial to consider 'education and self-development' opportunities that foster resilience and emotional intelligence, instead of promoting a culture of vulnerability or self-limiting identities.
Beyond schools, the 'general-news' media plays a significant role in shaping public opinions about mental health. It's important to ensure that mental health issues are reported responsibly, without trivializing or sensationalizing them.
On the political front, addressing the rising costs linked to mental health, especially among young adults, will require collaborative efforts from policymakers, educators, healthcare providers, and families. This could involve implementing policies that promote 'health-and-wellness' initiatives in schools and communities.
Ultimately, the approach to mental health in schools should be grounded in evidence-based 'science', aimed at creating supportive environments for children that encourage resilience, learning, and overall well-being, not undermining their abilities to succeed academically or in life.