@TeacherToolkit
Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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Are our young people genuinely struggling, or are we failing to support them?
Since Just Great Teaching (2019), the SEND crisis has deepened—yet mental health labels are now weaponised by some, misunderstood by many, and often unsupported by our wider, social care systems.
From classroom nerves to a national concern
After thirty‑four years in teaching, I’ve watched ‘anxiety’ evolve from a quiet classroom whisper into a national conversation. What was once labelled ‘nerves’ before an exam now now shapes timetables—as exam stress moves from “nerves” to institutional concern (NSPCC: 10 % rise in exam stress counselling), forcing teachers to rethink how they respond to genuine mental health needs, highlighted by Young Minds mental health charity.
Increasing needs, lack of support
Since publishing Just Great Teaching, there’s been a sharp rise in students presenting with anxiety, ADHD, autism traits, or sensory processing difficulties. Post-pandemic realities, long NHS waiting lists, and over-stretched CAMHS teams have collided with media commentary suggesting children are now ‘self-diagnosing’—particularly around anxiety. But are they? Or are they simply articulating what many adults struggle to put into words?
Teachers report increasing numbers of students needing support, without the funding or external expertise to act. Meanwhile, language like “nervousness is normal” is used as a stick to deny support, not open up understanding. This conflates developmental emotions with neurodivergent profiles or trauma-informed needs. There’s a big difference between feeling nervous before a test and living in a state of hyper-vigilance due to anxiety disorder.
A provision crisis, or a misdiagnosis?
The SEND Code of Practice asks schools to identify and respond early to students’ needs. But with over 1.6 million students (DfE) in England identified as having SEND, and 500,000 with an EHCP, demand now outstrips resources. The House of Commons Education Committee learned that waiting times for autism assessments averaged over two years in some areas. This isn’t a misdiagnosis problem—it’s a provision crisis.
Meanwhile, labelling concerns risk shifting blame to young people. Some commentators suggest mental health is being “normalised” too far. Yet, teachers aren’t seeing oversensitivity; they’re seeing trauma, self-harm, school refusal, and academic disengagement—often without any professional diagnosis or support in place.
Every child matters
Schools must hold two ideas simultaneously: not every student with worries needs a diagnosis, but every student struggling deserves support. That support starts in classrooms—not with forms or referrals. My advice from working with school leaders all across the country would be this:
- Build a whole school model of emotional literacy that distinguishes between typical adolescent behaviour and mental ill-health.
- Train all staff in trauma-informed practice and neurodiversity awareness—not just SENCOs or learning-support assistants.
- Use simple check-in tools, restorative language, and co-regulation strategies daily.
- Normalise help-seeking and reduce stigma through visible role models, inclusive teaching, and clear support routes.
- Avoid pathologising normal emotion, but equally avoid dismissing what may be masking deeper needs.
Reflection questions for teachers
- How confident are teachers in distinguishing between stress and anxiety disorder?
- Do school systems allow early intervention before problems escalate?
- How do teachers support students waiting years for a formal assessment?
- Is there clear, whole-staff training on mental health and neurodiversity?
- Do behaviour policies account for SEND and trauma-informed approaches?
- Are staff encouraged to model vulnerability and emotional literacy themselves?
- What messages do students receive about mental health in assemblies, lessons, and policies?
- Are parents and carers part of a consistent support plan?
- What community mental health links does the school have?
- How do schools monitor wellbeing without reducing it to surveys?
Students are not self-diagnosing—they are seeking new language for experiences adults too often dismiss or misread. The system must catch up, not shut down.
Read Just Great Teaching.
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