Education Council criticises 'one-sided' view of students' mental health

In a new report on student wellbeing, the Education Council does not attempt to downplay the problems. Young people do feel pressured to perform; some can barely make ends meet, and they are obviously concerned about climate change and polarisation.

In addition, society has become more aware of mental health conditions such as ADHD, depression, autism, etc. There is more room to talk about these issues, which, according to the Education Council, has its advantages. In their view, there is a risk that people will label themselves and each other more easily.

The approach to student wellbeing is currently very individual and diagnostically oriented, states Louise Elffers, chair of the Education Council. Educational institutions often offer guidance and additional support, but the council notes that mental health can also be addressed in other ways.

Do you think there is a problem with students' mental health?
"Yes, definitely. We are aware of the figures on mental health issues among students. Teachers have also noticed that young people are under a lot of pressure. Doubts and uncertainty are part of this stage of life, but young people must also deal with social developments such as economic insecurity and the housing crisis. Additionally, they often feel that they must meet high standards."

So what is wrong with a diagnostic-based view of student wellbeing?
"We are currently very focused on what kind of guidance and additional care we should offer individual students, so that they can participate in education. This is the standard perspective, but it looks for a solution outside of education, or in addition to it. You can also look at how education itself can contribute to young people's wellbeing."

Would this be a better approach?
"The appropriate approach may vary on a case-by-case basis, but education is stuck in a rut. It is almost a reflex to talk in terms of additional care and guidance. The questionnaires students fill out about their mental health also reflect this individual, diagnostic-based approach. So, let's make sure we also consider other approaches."

Such as...?
"Young people's mental health is not only a prerequisite for pursuing education, but also a result of it. Education is a training ground, a place where you are taught skills to relate to the world around you and find your place in it. Education can help someone find their purpose by offering a place to discuss concerns and build relationships. Moreover, we can pay attention to issues that concern students, such as discrimination or the housing crisis."

You are a professor of equal opportunities in education. When striving for equal opportunities, shouldn't we also consider individual barriers?
"Some people struggle with issues that are not related to others. That's obvious. We can tackle the individual problem so that all students can start on an equal footing, but that is not the only way to help students. The main question is, what contribution can education make to the way we deal with this?"

Can education be more helpful than a new regulation?
"It is not the answer to all problems – sometimes, additional care or concrete provisions are necessary – but we are paying too much attention to the conditions for learning, while we could also consider the results of learning.

The Education Council's report also discusses performance pressure. The council believes that feeling some performance pressure is not a bad thing, as educational institutions teach students how to handle it. However, performance pressure should not turn into chronic stress."

But how do you strike the right balance? What is your perception of the binding study advice, with this report in mind?
"We did not discuss the BSA in the council (BSA is the number of credits required for a first-year bachelor's student in the Netherlands to be allowed into the second year, Ed.). Other questions also come into play when it comes to the BSA, such as costs and whether it actually leads to greater academic success. But in light of our exploration, I believe one should ask whether the BSA only puts pressure on students or also contributes to the development of our first-year students and helps them learn to handle pressure. You can have the same conversation about tests, for example.”

You teach at the University of Amsterdam and the Amsterdam University of Applied Sciences. What have you learned from writing this advisory report?
"My colleagues and I have similar conversations. How far should we go in setting up additional care structures? What is our role as teachers, and what can we contribute based on our expertise? I teach Educational Sociology, so I often talk to students about what is going on in society: what is happening, what makes them uneasy, what certain events mean for their own security, etc. I understand that some other subjects may not be as intertwined with social developments, but I would still argue that discussions about mental health should not forget the unique possibilities offered by education. Thanks to education, young people can learn to interpret the world and find their own way."