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A recent survey conducted across Wales has uncovered troubling mental health issues among primary school children, revealing that anxiety, loneliness, low self-confidence, and concerns about appearance affect children as young as seven. These challenges, often associated with teenagers, are now evident in younger pupils. The School Health Research Network (SHRN), led by Cardiff University’s Decipher programme, gathered responses from over 50,000 children at 510 primary schools. The findings highlight widespread emotional difficulty, with one in seven children facing challenges severe enough to require professional support, and about a third regularly feeling worried or sad.
Parents like Lucy, whose 11-year-old daughter Lola attends Cogan Primary School in Penarth, have witnessed these struggles firsthand. Lucy explains, “Lola is quite anxious and she thinks about everything. If you know her in school, you wouldn’t think that. But she thinks ahead of everything ‘that’s going to happen, that’s going to be the worst thing’.” Similarly, Kayleigh revealed her daughter Skylar often feels shy and anxious about participating in class, afraid of making mistakes or looking silly, and Sorraya described how the Covid-19 pandemic intensified her daughter Eliza’s anxiety over friendships. Eliza’s isolation when her parents were frontline workers left her feeling lonely and uncertain about maintaining her pre-pandemic social connections.
The pervasive influence of technology also plays a significant role in these emotional struggles. According to Lucy, her younger daughter Lola faces pressures from social media and mobile phones that were not present when her older siblings were younger. Despite parental controls, children still receive overwhelming messages, triggering fears such as the anxiety of “not missing out, but of not knowing.” This has contributed to reduced socialization among children like Lola and Skylar, who are acutely aware of potential dangers online and in their surroundings.
Dr. Kelly Morgan, director of SHRN and lead researcher on the survey, emphasized the gravity of these findings. She noted, “What’s striking is that there already are that high number that are struggling with their emotional health and various other aspects. All that’s going to happen is that’s going to continue and worsen over time if policy and practice isn’t putting something in place.” Despite this, she highlighted some encouraging signs, including children feeling connections to their peers and support from teachers.
In response to these results, Cogan Primary School introduced the Flourish project, which focuses on improving self-esteem, teamwork, and confidence through small group sessions. Tom Lewis, the school’s wellbeing coordinator, said the survey revealed difficulties in friendships and children’s self-perception, particularly in Year 6. The program has delivered positive outcomes; for example, Lola became more confident and even joined a football team despite being inexperienced, while Eliza learned to assert herself and felt more comfortable making new friends. Skylar found a supportive space that helped her realize it was acceptable to make mistakes and ask for help. Tom observes that such initiatives are vital as schools must adapt to evolving societal challenges, including the ongoing impact of Covid and economic pressures on children’s wellbeing
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