2025/06/17 by Jaspar Khawaja, Christopher Bagley, Tumi Mary Ogundamisi +2 · 1 citation
Social Sciences · #Children's Rights and Participation #Early Childhood Education and Development #Youth Education and Societal Dynamics
paper · doi:10.1080/00131881.2025.2513235
crossref issued 2025/06/17 · crossref published 2025/06/17 · crossref published-online 2025/06/17 · openalex publication_date 2025/06/17 · crossref created 2025/06/17 · crossref published-print 2025/07/03 · crossref deposited 2025/08/18 · openalex created_date 2025/10/10 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
Background The mental health and wellbeing of children and young people (CYP) is an issue of increasing concern, gaining great media and policy focus in recent years. Few studies have sought to gather the perspectives of CYP about their mental health, wellbeing and education. Further, studies tend to position young people as subjects rather than participants.Purpose The current study positioned CYP as youth researchers to explore issues related to the mental health and wellbeing of CYP. A youth participatory action research (YPAR) approach was initiated where CYP co-constructed research questions with adult researchers, generated data, and formulated actions around the impact of schooling. Research questions related to CYP’s views of the education system and examinations, and the role of schools in supporting personal development and mental health.Methods The study was based on a two-part questionnaire with both open and closed questions focused on the extent to which the education system prepares CYP for life, the impact of the examination system, and the impact of education on their mental health. The questionnaire was completed by 247 CYP attending one college in East London. The young and adult researchers analysed the data collaboratively, using descriptive statistics and thematic qualitative analysis.Findings The youth researchers decided how to present and disseminate the study’s findings and have subsequently presented their findings at several conferences and to the Education Select Committee in the UK. The research revealed that many CYP believe that school and, in particular, examinations place excessive stress and pressure on young people, which can contribute to mental health difficulties. CYP also tended to believe that examinations do not prepare them well for the future.Conclusion The findings demonstrate that, for many CYP, the current education system is psychologically harmful. The study also highlights the power of YPAR in providing a deep understanding of the lives and experiences of CYP, allowing them to explore, consolidate, reflect and act in relation to important issues that influence their lives.