Youth mental health support should be separate from general wellbeing measures.

An Esri report recommends that schools distinguish universal wellbeing initiatives from targeted support for students with complex mental health needs, and it calls for stronger teacher mental health literacy and links to external services.

A report from the Economic and Social Research Institute (Esri) says school systems should keep targeted support for children with complex mental health needs clearly separate from broader wellbeing measures. The research highlights the role of school culture, relationships and belonging in supporting students' emotional and social wellbeing. It notes a widening demand for youth mental health care and reports that availability of quality services is not keeping pace. The study also recognises improvements in Irish educational practice while calling for more attention to equity and inclusion. Key findings: - The report recommends a clear policy distinction between universal wellbeing initiatives and targeted interventions for students with complex mental health needs. - It calls for stronger teacher mental health literacy and guaranteed access to external supports to help identify and address complex needs. - The review highlights equity concerns and urges focus on vulnerable groups, including students from low socio-economic backgrounds, migrant families, Traveller communities, LGBT+ young people, and those exposed to abuse or bullying. - Statistics cited include CSO figures for 2023 showing 1.9% of people aged 15–19 and 5.5% of those aged 20–24 reporting long-term emotional or psychiatric problems. Summary: The Esri report frames separation of universal wellbeing work and targeted clinical support as a policy priority and emphasises school culture and relationships as important to student wellbeing. Education officials are engaging stakeholders on an updated wellbeing policy and implementation plan that will guide schools going forward.