Factors shaping children’s mental and school-related wellbeing: A Finnish longitudinal survey study

Background

Promoting and protecting mental health and wellbeing of children and adolescents is high on the European public health agenda, given the increase of mental health problems within this population. The Finnish interdisciplinary CONSENSUS research project (2021-2025) focused on identifying key risk and protective factors of Finnish pupils’ mental and school-related wellbeing.

Methods

A longitudinal survey was conducted, measuring pupils’ (grades 4–8, baseline N = 866) mental and school-related wellbeing, and related supportive and risk factors. Surveys were also aimed at teachers (N = 53) and parents (N = 362). Descriptive statistics and correlation analyses were conducted.

Results

Pupils’ wellbeing declines from primary to lower secondary school, although the pattern differs by domain and gender. Mental wellbeing, shaped mainly by life satisfaction, positive and negative emotions, and family relationships, shows an increasing downturn with age, particularly among girls. School-related wellbeing significantly decreases over time, driven by reduced engagement, rising burnout, and affected by a less supportive teacher climate. Gender differences emerge early across domains and widen over time, disadvantaging girls. Across development, wellbeing dimensions are statistically significantly interconnected, with positive and negative factors reinforcing one another; by Grade 8, these links become particularly strong, suggesting a self-reinforcing system of wellbeing.

Conclusions

Although most pupils report good wellbeing, the overall declining trend is a serious concern and calls for sustained attention and public health actions. Schools need systematic monitoring of pupils’ wellbeing and stronger, coordinated health-promoting practices embedded in everyday school environments. Greater emphasis should also be on supporting families and strengthening home–school collaboration. In addition, the wellbeing of school staff is essential for supporting pupils effectively.

Key messages

• Pupils’ mental and school-related wellbeing decline from primary to lower secondary school, especially among girls, creating self-reinforcing systems of wellbeing by Grade 8

• Despite generally good wellbeing, declining trends call for systematic wellbeing monitoring in school, stronger health-promoting practices, and support for families and school personnel wellbeing