The Impact of Mental Health on Education

Mental health is a critical factor in student learning and overall academic success. Research indicates that students experiencing mental health challenges are at a higher risk of academic underachievement, behavioral issues, and disengagement from the school environment (Weist et al., 2018). The COVID-19 pandemic has further highlighted the importance of addressing mental health, as students have faced increased stress, social isolation, and uncertainty, which can exacerbate pre-existing mental health concerns.

Over my 14 years as an educator, I have observed firsthand how mental health influences student engagement and performance. Students bring to the classroom a range of experiences shaped by their home environments, socio-economic circumstances, and personal challenges. For instance, I have taught a student experiencing homelessness. While academic expectations remained, it became clear that basic needs—such as shelter and safety—were fundamental to their ability to engage with learning. In response, I implemented flexible accommodations to support the student’s wellbeing, reflecting research that emphasizes the role of supportive teacher-student relationships in mitigating the effects of adverse circumstances on learning outcomes (Jennings & Greenberg, 2009).

Another student I worked with had to contribute financially to their family’s household expenses. This responsibility understandably took precedence over academic tasks. Maslow’s hierarchy of needs suggests that individuals must have basic physiological and safety needs met before they can focus on higher-order tasks such as education (Maslow, 1943). Consequently, educators must recognize that academic performance is often secondary to addressing students’ fundamental needs.

Behavioral issues in the classroom can also be linked to unmet mental health needs. Students may act out, distract others, or disengage not as an attempt to disrupt learning, but as a coping mechanism for stress and anxiety. Research supports that students who feel unseen or unsupported are more likely to exhibit such behaviors (Raver, 2002). Teachers, therefore, often assume the role of informal mental health counselors, providing guidance, stability, and support beyond academic instruction.

Addressing mental health in education requires a holistic approach. Schools that implement mental health support systems, promote strong teacher-student relationships, and provide resources to meet students’ basic needs are better positioned to foster academic engagement and achievement (Fazel et al., 2014). When students feel safe, valued, and supported, they are more likely to engage meaningfully with the curriculum and reach their academic potential.