Exam stress at age 15 increases the risk of depression and self-harm into early adulthood, research suggests.
Academic pressure is known to have a detrimental effect on mood and general well-being, but so far few studies have examined the long-term effects on mental health.
Researchers at University College London analyzed data from nearly 5,000 young people born in 1991 and 1992 who participated in a broader ongoing study of children.
Academic pressure was assessed at age 15 through questions on their school experiences, while mental health was tracked regularly from 16 to 22 and self-harm until they were 24.
the studypublished in the Lancet Child and Adolescent Health, found that those 15-year-old children who worried most about their schoolwork or felt the most pressure from their families to do well academically were more likely to report higher levels of depression or episodes of self-harm even in early adulthood.
They also found that for every additional point of academic pressure reported as a 15-year-old, the likelihood of depression and self-harm at age 16 was 25% and 8% higher respectively. This effect continues into their early 20s.
Higher rates of academic pressure at school are also associated with more mental illness, the authors calculated.
For every one-point increase in school stress, 24-year-olds were 16% more likely to say they had attempted suicide than those who experienced less academic pressure at 15.
Senior author Gemma Lewis, a professor of psychiatric epidemiology at UCL, said: “Young people report that academic pressure is one of their biggest sources of stress.
“A certain amount of pressure to succeed in school can be motivating, but too much pressure can be overwhelming and can be harmful to mental health.”
The report says that instead of focusing on ways to help students cope, schools should adopt school-wide initiatives to reduce exam stress, such as “interventions that improve social and emotional learning and relaxation skills”.
It suggests that reducing the number of high-stakes tests can reduce academic stress, while families can “reduce academic pressure and encourage physical activity, socializing and sleep”.
The findings line up Young Minds research last year found nearly two-thirds of 15- to 18-year-olds said they were struggling to cope with the run-up to GCSEs and A-levels. A quarter reported panic attacks, two-fifths said their mental health had worsened and one in eight had self-harmed or felt suicidal.
Paul Noblet, head of external affairs and research at Young Minds, said: “The evidence couldn’t be clearer: academic pressures are damaging young people’s mental health.
“The focus needs to shift away from end-of-year exams and include a mix of assessment methods. How long do young people have to say they are struggling before really meaningful changes can be made?”
Dr Sam Jones, a mental health officer at the Royal College of Paediatrics and Child Health, said the findings were symptomatic of greater pressures on children’s health.
“We’re seeing a sharp rise in mental health problems among children and young people,” he said. “Many young children are struggling and there has been an increase in self-harm and eating disorders in recent years.
“What is needed to improve the well-being of young people is national action to ensure fair, timely and appropriate access to physical and mental health support, tackle child poverty, improve housing, increase access to safe green spaces, reduce digital harm and reduce stress at school.”
The children’s commissioner, Rachel de Souza, said her research showed that despite valuing their schools and teachers, one-third of children did not enjoy school.
“I want to see an ambitious new system to support the needs of children at school that rebuilds the trust of families, intervenes earlier, and wraps specialist services and professionals around schools – not waiting for children to reach the point of crisis before using help,” he said.
A government spokesman said: “This government is determined to see every child achieve and thrive, which means encouraging students to work hard while also helping them manage stress and build resilience.
“Mental health support teams intervene early with children experiencing mild to moderate issues, and we are expanding access to a mental health professional in every school, with an additional 900,000 students set to benefit this year.
“This builds on our support-first approach for children facing barriers to attendance, while our significant curriculum review will reduce overall exam time and strengthen students’ sense of belonging.”