Should We Be Teaching Children That Stress Isn’t a Mental Health Issue?
There’s been a stir in the education world recently over reports that schoolchildren are being taught that stress isn’t a mental health issue. For some, this feels like a step backward. For others, it’s a much needed clarification in a time when mental health discussions, though vital, can sometimes blur the lines between everyday emotions and diagnosable conditions.
As someone who has worked with primary schools for years, I know just how much the pressures of modern education weigh on both teachers and pupils. But is it possible we’re unintentionally teaching children that every difficult feeling is a sign of something ‘wrong’ rather than a natural part of growing up?
Understanding Stress vs. Mental Health Issues
Children today face more challenges than ever. Academic pressures, social media, and even world events all contribute to their emotional wellbeing. But here’s the key question: Should we be labeling stress as a mental health problem, or should we be helping children develop resilience and coping skills?
A recent report from the Centre for Social Justice (CSJ) found that 84% of GPs believe that normal life stresses—like school pressures or friendship troubles—are often misinterpreted as mental health disorders. They warn that this can lead to over-medicalisation, with children being treated for issues that are, in reality, a normal part of growing up.
Of course, this doesn’t mean we should ignore children’s emotional struggles—far from it. But if we immediately classify every child experiencing stress as having poor mental health, we risk sending the message that feeling worried or upset is abnormal, when in fact, it’s a natural response to life’s ups and downs.
How imoves Can Help
Helping children develop strong mental well-being is essential for their overall health and learning. iMoves provides engaging resources designed to support mental well-being in schools, including movement-based activities, mindfulness exercises, and stress management strategies. These easy-to-use tools help teachers create a positive classroom environment where children can build resilience and manage emotions effectively. Discover how iMoves can support your school with mental well-being in schools here.
The Role of Schools: Teaching Coping Strategies
Teachers already have a lot on their plates, and the idea that they should be responsible for ‘fixing’ mental health problems is unrealistic. But what schools can do is create an environment that teaches children how to handle stress in a healthy way.
Instead of seeing stress as something to be avoided, we should help children understand that it’s part of learning and growing. Strategies like:
- ✅ Encouraging movement breaks – Physical activity (even short bursts) helps regulate emotions. A quick active blast or brain break can reset a child’s mindset in minutes.
- ✅ Normalising stress as part of life – Instead of immediately offering solutions, we can encourage children to talk through their worries and help them reframe challenges as opportunities to grow.
- ✅ Fostering problem-solving skills – Teaching children how to manage setbacks in school and friendships can help them develop long-term resilience.
A Balanced Approach
None of this is to say that real mental health conditions don’t exist in primary-aged children—of course they do, and early intervention is key. But as more and more children report feelings of anxiety, we need to make sure we’re distinguishing between a mental health disorder and a normal emotional response to a stressful situation.
Anxiety isn’t always a crisis. Sometimes, it’s just a sign that a child needs support, reassurance, and the right tools to manage their emotions.
Final Thought: Let's Get the Balance Right
So, should we be teaching children that stress isn’t a mental health issue? In many cases—yes. Feeling nervous before a test, worrying about a football match, or having a falling out with a friend are all normal parts of life. What matters is how we support children through these moments, so they emerge stronger, rather than seeing every uncomfortable feeling as something to ‘fix.’
Instead of shielding children from stress altogether, let’s equip them with the resilience and confidence they need to face challenges head-on. That way, when they do need mental health support, they’ll know the difference—and so will we.