Can school teach a child how to be happy or how to manage fear, sadness and frustration? Are we focusing enough attention on how children are feeling, or are we still giving priority to subjects like languages and maths?

In the 21st century, we cannot ignore the important role that mental health plays in education. The data does not leave us in any doubt about it as 1 in 7 young people between 10 and 19 years of age suffer from a mental disorder. This coincides with one of the most difficult stages of life: secondary education. And the place where they spend most of their time every day is at school.

Nevertheless, for decades, it has been the great forgotten area. In many schools, it is still seen as a taboo area, something that is hardly talked about. The truth is that mental health is a key tool when it comes to improving emotional wellbeing, not to mention promoting positive coexistence, preventing violence and even improving academic performance.

The good news is that we are not starting from zero: there are different strategies, programmes and clear educational frameworks that can be used to promote both mental health and emotional development in the classroom.

Why is mental health so important in education?

Mental health in education is a key factor in the overall wellbeing of students and their ability to learn, interact and grow as individuals.

According to the World Health Organisation, having good mental health means being able to recognise one’s abilities, cope with everyday problems, work productively and contribute to the community.

And if this is true for adults, it is even more the case for children who are in the midst of developing their identity and personality. In fact, mental health directly affects their behaviour, attendance, motivation and academic performance.

Common problems with mental health at school

Some of the most common disorders in the school environment are:

  • School anxiety and phobias: from fear of exams to refusal to attend school.
  • Childhood and youth depression: persistent sadness, isolation, poor performance and apathy.
  • Attention deficit hyperactivity disorder (ADHD): this can affect both concentration and behaviour.
  • Suicidal ideation and self-harm: particularly worrying in adolescence.
  • Behavioural problems or aggression: often related to trauma or untreated emotional difficulties.

The importance of emotional intelligence in schools

Emotional intelligence in education is essential for recognising, understanding and managing our emotions, as well as those of others. And it is not taught in a textbook, but through practice, coexistence and an intentional approach in the classroom.

  • It improves the self-esteem and self-confidence of students.
  • It fosters healthier and more empathetic relationships.
  • It prevents violent behaviour, bullying and isolation.
  • It reduces anxiety and stress levels.
  • It develops resilience and the ability to make conscious decisions.

Strategies to improve the mental health of students

To improve mental health in education, it is necessary to implement a well-rounded approach. It is not about organising a one-off activity, but instead it is about creating a safe, empathetic and healthy environment for all.

Promoting a school culture of well-being

Mental health in schools requires clear policies on coexistence, protocols for action in the event of warning signs and an educational leadership committed to emotional well-being.

Teacher training in mental health in schools

Teachers are not psychologists, but they are the first adults who can detect changes in student behaviour. Good training in emotional intelligence enables them to:

  • Identify early signs of anxiety, depression or bullying.
  • Manage conflicts in the classroom more effectively.
  • Create safe spaces where students can talk about how they feel without being judged.

Emotional activities and relaxation techniques

From group dynamics to mindfulness or conscious breathing sessions, there are different tools that can be included in the school routine:

  • 5-minute guided meditation at the start of class.
  • Emotion diaries for writing down how one feels.
  • Role-playing exercises to learn how to put yourself in the other person’s shoes.

Encourage healthy habits

Good mental health is also supported by physical pillars. That is why it is key to include education about food, sleep, sport and time management. In addition, regular physical activity helps to reduce anxiety and improve mood.

How to implement mental health programmes in the education system?

Countries such as Finland, Canada and Australia have already successfully integrated mental health into their schools. And, currently, there are also certain initiatives in Spain, such as the PsiCE project, which integrates evidence-based psychology into the school context. However, there is still a long way to go.

Incorporating educational psychologists in schools

Having specialised professionals within the school, such as therapists or educational psychologists, allows for agile, direct and adapted support in the school environment.

Networking: family, school and community

Mental health is built in the community. Parents, teachers, psychologists and social workers must work in a coordinated way. For example:

  • Regular meetings between tutors and families.
  • Positive parenting workshops.
  • Participation of associations and NGOs in awareness campaigns.

Educational policies with an emotional approach

The Ministry of Education should include emotional intelligence education in the curriculum in a transversal way, from Infant School to Baccalaureate. It should not be a decorative subject, but a strategic line that is always present at all stages.

Conclusion: an educative system where wellbeing is not a neglected subject

Mental health in education cannot continue to be the privilege of a few or be dependent on the goodwill of a single educational institution. Without emotional wellbeing, there can be no learning, no growth and no possible community.

From the classroom, we can sow seeds of resilience, empathy and self-esteem. We can show that asking for help is not a sign of weakness, but of courage. And, together, we can also build schools where every child feels permanently valued and supported. Are you ready to take on this challenge?