Why science education is key to improving young people’s mental health

EY research examines how including mental health education in the national curriculum could positively impact current and future generations.

The disruption of the COVID-19 pandemic has affected the mental health of many over the past year. Issues such as remote working or learning, limited employment opportunities and social isolation have left young people particularly vulnerable.

To better understand the challenges young people face and to help identify ways to address them, EY commissioned a report on young people’s mental health, with the premise that positive mental wellbeing will be crucial to the success of future generations. We want to find out whether including mental health science education in the national curriculum could help schoolchildren to live happier, more productive lives. 

Mental health education can deliver real benefits

Our research found that being better informed about the science of mental health could: 

• Equip and empower young people to live more fulfilling lives, giving them the ability to talk more openly about mental health and, just as importantly, seek help when needed. It could help them develop emotional resilience and give them the confidence to deal with the everyday stresses of life. Over three-quarters (79%) of survey respondents agreed that science-based mental health education would help children to cope better with the pressures of everyday life.
• Lead to improved levels of wellbeing and productivity throughout their lives. The average time between first displaying mental health symptoms and receiving medical help is currently 10 years for young people - a precarious gap which could be shortened with early education. Our survey suggests it could also get more young men talking openly about their mental health and seeking help when they need it.
• Lead to positive changes for wider society by challenging misconceptions around mental health and helping to reduce the stigma. Children dealing with mental health issues often miss out on significant periods of schooling, which could negatively impact their academic performance and professional prospects. Better knowledge and coping mechanisms would put them in a better position to realise their full potential. The way mental health education is taught needs to be both relevant to lived experiences, and based on scientific evidence.

Health and wellbeing in the future

As more children and young people struggle to cope with their mental health, it is clear that more needs to be done to protect their mental wellbeing, and better education is part of the answer. Mental health is currently taught as part of personal, social, health and economic (PSHE) education, but an opportunity exists to include mental health education in the science syllabus.

Our research reveals a widespread belief among respondents that the combination of ‘relatable’ and ‘science-based’ mental health education has the power to significantly benefit young people. It further indicates that the biological perspective (the brain, neurotransmitters and hormones) and mental health in everyday life were the topics deemed to be worthy of the most significant focus. This was followed by the psychological perspective (experiences, behaviours and mental disorders) and social perspectives (environment, social influences) of the mental health debate.

We’re keen to join wider societal discussions about improving mental health education for the next generation and hope to help create better outcomes for both young children and society at large.

We’d like to thank everyone who took part in this research project, with special thanks to Aditya Sahu, a senior leader at Sky Group and a passionate advocate for the inclusion of science-based mental health education in the national school curriculum.