Understanding the crisis in young people’s mental health

The burden on the NHS has surged correspondingly. Between 2020/21 and 2022/23, mental health referrals for children and young people increased by over 50%, rising from 821,734 to 1,288,653. For individuals aged 10–24, mental health disorders now account for a staggering 45% of the overall disease burden, with suicide tragically the second leading cause of death.

While the COVID-19 pandemic amplified many of these issues, it is only one part of a much longer story. The current crisis is the product of decades-long changes in how young people are raised, educated and supported – changes that have profoundly reshaped the mental health landscape.

The unique challenges facing ‘emerging adults’

Adolescence and early adulthood have always been times of growth and uncertainty, but today’s young people face pressures that are distinct from those faced by previous generations. These pressures are rooted in:

• Biological and developmental factors – adolescents experience dramatic changes in brain structure and function that shape their ability to regulate emotions and adapt to stress. At the same time, they navigate major developmental milestones – forming an identity, individuating from their families and charting a life course.
• Prolonged transitions to adulthood: the journey from childhood to adulthood has grown longer and less certain. Extended education, delayed marriage and parenthood, and economic instability have created a prolonged phase known as ‘emerging adulthood.’ 
• Societal and systemic shifts: educational policies that emphasise academic achievement and longer school hours have further exacerbated stress while eroding opportunities for play and exploration. These shifts compound a sense of perfectionism and self-comparison, particularly as social media amplifies unrealistic expectations.

Generational shifts in identity and mental health also play a role. Young people born between the 1970s and 1980s, sometimes labelled ‘Generation Me,’ were the first to show a marked increase in traits like narcissism and perfectionism, correlating with higher rates of psychopathology. Their successors – those born between 1995 and 2012, often called ‘iGen’ – are characterised by lower confidence, higher anxiety and increased rates of depression and suicide. These generational patterns underscore how emerging adulthood today is profoundly different from several decades ago.

More recently, the COVID-19 pandemic has acted as a catalyst, intensifying mental health challenges that were already on the rise. Social isolation caused by the disruption of schools, extracurricular activities and family routines led to profound loneliness. This isolation, combined with the loss of opportunities for peer interaction, stripped young people of critical interpersonal experiences that build social coping skills. 

With face-to-face interactions curtailed, many young people turned to social media for connection. While these platforms provided some relief, they also exposed users to harmful content, exacerbating anxiety and depression. This was starkly illustrated by the tragic case of Molly Russell, whose struggles highlighted the dangers of unregulated online environments. Meanwhile, school closures and the shift to remote learning disrupted routines, creating instability in daily life. Young people often felt overlooked, as the focus of public discourse and policymaking centred on adult concerns during the crisis. For some, the absence of in-person education also meant losing out on critical social interactions that facilitate the transition from education to employment.

Parenting, play and the ‘culture of safetyism’

The rise in mental health challenges among young people can also be traced to changing parenting styles and societal attitudes. Over recent decades, a ‘culture of safetyism’ has emerged, characterised by parents' desire to minimise risks in their children’s lives. While this well-intentioned approach seeks to protect young people, it has unintentionally restricted their opportunities to build resilience and autonomy. Overprotective parenting styles, often referred to as ‘helicopter parenting,’ have limited children’s chances to engage in unsupervised play or navigate conflicts independently. These experiences, while seemingly small, are essential for developing confidence, problem-solving skills and emotional strength.

At the same time, an increasing emphasis on academic achievement has come at the expense of free exploration and play. Children are growing up in environments where structured activities dominate their time, leaving little room for spontaneity or independent adventures. This dynamic has likely made the transition from education to adulthood more challenging. Without the chance to take meaningful risks or contribute to family and community life, many young people feel unprepared for the responsibilities and uncertainties of adult life.

The changing narrative around mental health

The way mental health is discussed in society has evolved significantly, bringing both positive and unintended consequences. On one hand, greater public conversation has reduced stigma, encouraging people to seek help and validating their experiences. On the other hand, it has also reshaped how emotional struggles are perceived and reported. Challenges that might once have been considered part of life’s normal ups and downs are now more likely to be classified as mental health problems.

This ‘problematisation of emotional life’ has led to a significant rise in self-reported mental health issues, driving a greater demand for services. While it is crucial to recognise and address genuine mental health needs, this shift also highlights the importance of fostering resilience and normalising the idea that difficulties are a natural part of life.

Meeting the needs of young people

The mental health crisis among young people cannot be addressed without fundamentally rethinking how we support their development. At the heart of this effort is creating environments that meet three essential psychological needs: autonomy, competence and relatedness.

• Autonomy involves giving young people the freedom to make choices, take risks and forge their own paths. This might mean loosening rigid structures in education and parenting, encouraging independent play and fostering opportunities for self-directed learning. Autonomy is not about leaving young people to fend for themselves but equipping them with the confidence to navigate challenges and make decisions that align with their aspirations.
• Competence is about providing young people with the tools they need to succeed – not just academically, but socially and emotionally. Schools and community programmes should prioritise life skills such as emotional regulation, conflict resolution and problem-solving. These competencies are as crucial as grades for navigating adulthood and building a sense of personal achievement.
• Relatedness focuses on fostering strong social connections. Young people thrive when they feel a sense of belonging and purpose. Whether through family, friends or community engagement, opportunities for meaningful interactions and contributions are essential. Policies that promote family cohesion, mentorship programmes and community involvement can create the kind of supportive networks that are vital for mental wellbeing.

These principles should be integrated across all public services, from education to social security and employment support. Employment programmes could focus on creating work environments that offer young people a sense of purpose and belonging, while also helping develop skills and independence. Practical changes could include designing child-friendly neighbourhoods where exploration and peer interaction are safe and encouraged, and promoting balanced parenting styles that offer guidance without stifling independence. By embedding these values in our communities, we can create a foundation for healthier mental development.

A call to action

The mental health crisis among young people is not an isolated issue but a reflection of broader societal challenges – and an urgent call for change. We need to address the fundamental factors that cultivate good mental health, from nurturing supportive relationships to building resilience and creating environments that reduce unnecessary stress.

This effort should also focus on programmes that encourage participation in meaningful activities, whether through work, volunteering or social engagement. These opportunities not only provide a sense of purpose but reinforce autonomy, competence and connection – key ingredients for mental wellbeing. This means reshaping policies to reflect what we know about the developmental needs of young people and committing resources to initiatives that build a supportive infrastructure for their growth.

The stakes are high. Young people’s mental health is not just an individual concern but a collective one. By acting now, we can create a world where the next generation has the tools, support and environment they need to lead fulfilling lives and the capacity to care for older generations. This is not just an investment in their future but in ours as well.