The rotten conditions under which a student mental health deteriorates are even accelerating at a higher rate within the fast-paced academic environment. The much pressure to excel, the social expectations, and the lack of resources dedicated toward mental health have left many students doing felt struggling silent.

Being a high school student myself, I have visually perceived how peers fall under weight when battling with expectations, and yet schools stress on grades more than wellbeing. If we really value education, then it has to come in terms of realizing how mental health is equally important alongside academic success.

Of course, schools surely need to do more-about funding more for counseling services, more policies that promote mental wellness, and more open discussion to break the stigma surrounding mental health.

Statistics paint a bleak picture of students’ mental health. Approximately one-third of adolescents aged about 13 to 18 years suffer from an anxiety disorder, as stated by the National Institute of Mental Health. CDC further highlights that approximately 60 percent of the suicides that occur among teenagers fall under the second cause of death in this class aged between 10 and 24 years. Most of the above figures provide alarming statistics, but not all schools have mechanisms in place to ensure student support.

I have seen students break down during tests: I have heard my classmates joke about all-nighters like it were a badge of honor rather than a sign of a lifestyle that is not healthy. I have also witnessed the difference mental health prioritization makes: friends given counseling and support are much more engaged, productive, and ultimately successful in academics and life.

The most serious most issues include scant mental health resources at schools. The American School Counselor Association says 250:1, whereas the national average is 376:1. In some states, the numbers are much worse. In the end, students who do seek help usually have to wait a long time while counselors are too busy with administrivia to provide direct support.

Schools need to allocate more resources to provide their students with mental health services. This could be done by recruiting counselors, training teachers to be aware of mental health issues, or integrating mental health education directly into the curriculum.

According to a study that appeared in The Journal of School Psychology, students participating in school-based mental health programs show better behavior, emotional regulation, and even academic performance source. Investing in student mental health is not just ethical. It’s pragmatic.

The main argument revolves around the idea that mental health should not fall under the school domain, but should rather be left to parents and outside professionals. However, there are unrealistic expectations when a student spends most of the day in a school environment about keeping the education system separate from mental health. Again, not all students can seek help from outside, especially those from poor families.

Some argue that highlighting mental health creates a lowering of academic standards. Healthier studies furnish opposite findings. Research indicates from the American Psychological Association that those who get mental health services perform more efficiently with respect to their academics and graduate at high rates source. A stressed student is not an efficient learner: mental wellness and academic success go hand in hand.

Schools are able to initiate real change within the institution by identifying strong policies such as mental health days, peer support groups, and mindfulness programs, which can significantly contribute to student well-being. Finally, normalizing conversations on mental health could reduce reluctance in students seeking help.

I have seen what happens when mental health is ignored and I have seen what high priority brings. The difference is stark. It is about time that schools recognized mental health as not a secondary concern but really one of the mainstays of any education. No true learning can happen without it.