We are calling on schools and education authorities to implement a policy allowing students to take up to 5 authorised mental health days per academic year to support their wellbeing. As a child I was out of education for over 3 years due to extreme anxiety. They said I had “school phobia” I didn’t - I had ADHD. I was diagnosed with ADHD as an adult and I’m also on the ASD pathway. Having also worked in pupil referral units I have witnessed first hand how difficult it can be for young people to access education due to mental health struggles.

Young people today face unprecedented pressures. Academic demands, social expectations, exam stress, bullying, family challenges, the constant influence of social media, and the long-lasting impacts of the COVID-19 pandemic have all contributed to a significant rise in mental health issues among children and adolescents.

Conditions such as Emotionally Based School Avoidance (EBSA), ADHD, Autism (ASD), depression, anxiety, and other mental health challenges make regular school attendance incredibly difficult for many young people. Yet, the current system focuses almost entirely on attendance figures, often at the expense of a child’s mental health.

We believe that by authorising up to 5 mental health days per year, schools can:

• Acknowledge the importance of mental health equally with physical health.
• Give students the opportunity to rest, reset, and access support without fear of punishment. 
• Ensure parents aren’t issued fix penalty notices for trying to support their child’s wellbeing. 
• Help prevent prolonged school avoidance and crisis situations.
• Reduce feelings of shame or failure in students who are struggling.
• Foster a more compassionate, understanding school environment. 

Mental health days are not about avoiding education — they are about creating the conditions where students can actually access learning, thrive, and feel safe.

We urge school leaders, education authorities, and policymakers to:

•  Authorise up to 5 mental health days per year for students
•  Ensure these days are recognised and supported in attendance records
•  Provide appropriate follow-up and signposting for students who use mental health days
•  Work with families to ensure this policy supports, rather than replaces, broader mental health interventions

Benefits for Schools, School Leaders & Local Authorities

Allowing up to 5 authorised mental health days per year would ease pressure on schools and provide a compassionate, practical way to manage mental health-related absences.
This policy would:
•Reduce pressure on attendance targets with a clear, trackable absence category
•Improve relationships between staff, students, and families
•Prevent long-term school avoidance and costly interventions
•Reduce admin burden and conflict around absence fines
•Support safeguarding, inclusion, and trauma-informed practice 
•Create a more positive, engaged school climate

By recognising mental health as equally important as physical health, schools can better support students, reduce staff stress, and focus on what really matters — helping children thrive.

NHS & UK Youth Mental Health Statistics

• 1 in 4 young people aged 16–24 in England now have a common mental health condition, up from 18.9 % in 2014 to 25.8 % in 2024.

• Higher rates are seen among girls (36.1 %) vs boys (16.3 %)    
• 1 in 5 children and young people aged 8–25 in England had a probable mental disorder in 2023    
• Mental health problems often start young—50 % by age 14; 75 % by age 24    

These figures show a clear trend of rising anxiety, depression, and other mental health challenges among school-aged children and adolescents.

CAMHS referrals, waitlists, and contact are at record highs:

• Over 600,000 under‑18s on waiting lists; more than 150,000 waiting over 2 years for treatment  
• Mental health services now support 5.2 million referrals in 2024—up nearly 38% from 2019 
• The UK childhood mental health crisis is projected to cost £1.1 trillion in lost lifetime earnings 

This illustrates how stretched the current mental health system is, and how many children are going unsupported.

EBSA is defined as emotional distress causing refusal or avoidance of school—not truancy  

• One study showed that in specialist support settings, 85% of EBSA students improved their attendance, with 95% staying in education post-16  
• Research indicates factors like psychological safety, caring staff, and school relationships are key in supporting re-engagement 

Allowing mental health days directly addresses EBSA by lowering attendance pressure and supporting emotional recovery.

Please sign this petition to show your support for protecting and prioritising young people’s mental health. Together, we can make schools safer, healthier, and more supportive for all children.