The rising SEMH needs in teenagers: understanding the impact on school attendance
In recent years, there has been a significant rise in teenagers experiencing social, emotional and mental health (SEMH) challenges. Although SEMH difficulties can affect individuals of all ages, teenagers face unique pressures that can make this period particularly challenging. Academic demands, social pressures, family changes and the impact of the digital world can all contribute to feelings of anxiety, low mood and emotional distress.
The impact on school attendance
For some teenagers, SEMH difficulties can severely affect their ability to attend school regularly. Anxiety, low self-esteem, difficulties with friendships or struggles with emotional regulation can make the school environment feel overwhelming and unsafe. In some cases, these challenges can lead to emotionally based school avoidance (EBSA), where a young person becomes unable to attend school despite wanting to succeed.
It is important to note that this issue is not exclusive to teenagers. Children of all ages can experience SEMH difficulties that impact their learning and school experience. However, during adolescence, when academic pressures increase and social relationships become more complex, these difficulties can escalate rapidly.
Understanding the root causes
There is no single cause for the rise in SEMH needs among teenagers. Instead, it often results from a combination of factors, such as:
Academic pressure: The increasing focus on exams, grades and performance can create high levels of stress.
Social media and technology: Constant connectivity can contribute to comparison, cyberbullying and social isolation.
Pandemic impact: The disruption caused by COVID-19 has had a lasting effect on young people's mental health, with many struggling to reintegrate into structured environments.
Family and peer relationships: Changes in family dynamics or difficulties with friendships can be significant sources of emotional distress.
Neurodevelopmental conditions: Undiagnosed or unsupported conditions such as ADHD or autism can increase vulnerability to SEMH difficulties.
Breaking the cycle of non-attendance
When a teenager stops attending school, it is rarely due to a simple refusal to engage. More often, it is a response to feelings of fear, anxiety or being overwhelmed. Unfortunately, the longer a young person remains out of school, the harder it becomes to return and their confidence, academic progress and friendships can suffer.
Early intervention is key. Understanding the underlying reasons behind the school avoidance is essential for creating a plan to help the young person re-engage with learning. A collaborative approach, involving the young person, their family, school staff and professionals, can make a significant difference.
How educational psychology can help
As an Educational Psychologist, my role is to help identify and understand the barriers preventing a young person from attending school and to work with families and schools to develop tailored strategies. This may involve:
Assessment: Exploring the young person’s strengths and challenges, including cognitive, emotional, and social factors.
Support strategies: Advising on adjustments within the school environment to reduce anxiety and increase engagement.
Collaboration: Working alongside schools, families, and other professionals to develop a shared plan of support.
Guidance on next steps: Identifying when further support, such as therapeutic intervention or additional assessments, may be needed.
Creating a supportive school environment
Schools play a crucial role in supporting teenagers with SEMH needs. Simple adjustments can make a significant difference, such as:
Providing safe spaces for students to regulate their emotions.
Offering flexible approaches to attendance, such as gradual returns or part-time timetables.
Building strong relationships with students based on trust and empathy.
Training staff to recognise and support SEMH needs effectively.
Looking forward
The increase in SEMH needs among teenagers is a challenge faced by families, schools and professionals across the country. However, with understanding, early intervention and a collaborative approach, we can help young people feel supported and empowered to manage their difficulties.
No young person should feel that their struggles with mental health are a barrier to their education. By listening to their experiences, acknowledging their needs and working together, we can help them navigate their challenges and move forward with confidence.