The push for 5 C’s and above has placed a considerable amount of pressure on schools, students, teachers and parents to achieve. This can definitely be a bit too much and is for many. Much of the pressure that students go through without a mentor to reassure and support them impacts on their well-being and is a great reason why every child needs a mentor.

Many students are affected by mental health issues such as anxiety, worry, depression and panic attacks during exams season, which would be lessened if they had a significant adult to speak to besides their parents during these times. If you ask most students what have been the most stressful times in their entire school lives, over 90% will point to either year 10 or 11, which is the GCSE C and above zone.

With a greater emphasis on which schools are the best to develop students in and the school league table points (which is like a premiership for schools) those schools who are more successful are able to attract better staff and students (supposedly) and in doing so, are able to strive for and continue to attain the success they have previously experienced. For schools that do not do well, they have Local Authority intervention, become academies or earn central government attention (some schools in 2008 who achieved under 30% 5 C’s and above in English and Maths were placed on the National Challenge register in view of all to see).

I understand the pressure, but this is another reason for such a shift in the world of schooling and the educational experience of young people who need to deliver the goods when the majority lacks any additional mentoring support. What about the students? I have engaged with numerous young people from schools, universities, sixth forms, colleges, correctional facilities, on the streets, in faith groups and at social events. I have done this via speaking, delivering and coordinating mentoring programmes, motivational sessions and one to one’s etc. The pressure of life and school that students are exposed to because of this new regime of raising standards and achievement really does affect some in a bad way.

With an increase of anxiety, worry and insecurity of not living up to the expectations of teachers, their school, parents (who sometimes have expectations beyond their children’s true capabilities) as well as older siblings, with whom many are compared to. This has a psychological and emotional impact on them. No wonder many students just disengage, especially when they do not have a mentor or significant adult to keep them on track to encourage them during the low times, as they do come.

Whether we want to admit it or not, a lot of young people are experiencing mental health issues because of the intense school environment and the now essential needs to succeed academically. This includes those who are not naturally academic and scholastically inclined but may be musically, socially or physically intelligent, however many schools are not set up for such students to benefit as much as their academically gifted counterparts.

I guess this is the way that it is and many may say what’s the point… but the point is children are people first and students second and if this point is considered more chidden and young people would be nourished, nurtured and appropriately prepared to succeed which may mean schools making more effort to ensure all of their children experience some form of professional mentoring not just those students who are doing well or struggling but those in the middle too.

If you are interested in how you could provide mentoring for more of your students in house by your existing staff that could also gain CPD accreditation points please feel free to contact me.

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