Planting the Right Seed

Introducing mental health early and often has long term benefits

Two weeks ago, I watched with pride as my youngest graduated. There was no cap and gown, though there were tears, plenty of pictures, and pink lemonade. Truly, it’s not every day you move from 5th grade to 6th, but the transition to middle school is a big deal and absolutely worth celebrating.

We talk about “education,” but what we often mean is academics. “What did you learn?” or “How did you do?” are the go-to questions we ask our kids, because they’re the easiest way to understand school from the outside. But we all know that’s only part of the picture. Real development happens when we treat kids as whole people through structured play, early mentorship, emotional support, and environments where they feel safe and capable.

That’s what I’ve loved most about watching my kids in school: this beautiful space where they’re allowed to make decisions, both socially and academically, and learn all the life lessons that come with those choices.

It’s hard not to see how learning the ins and outs of social interactions, emotional development, and boundary setting are foundational life skills that school helps with better than almost any other setting. And whether it’s childhood education or even after school sports programs, these small investments in the early years build the foundation for confidence, community, and resilience. These aren’t extras; no, they’re essential infrastructure for long term success.

And because of the time kids spend in school, and the trust many develop there, that make it the ideal place to support mental health.

According to the Centers for Disease Control and Prevention (CDC):

Schools that promote student mental health and well-being can improve classroom behavior, school engagement, and peer relationships.

This isn’t just theory, it’s backed by research and highlighted by educators. But recognizing the importance of mental health in schools isn’t enough; we also have to get the approach right. How we implement - get it done - matters.

It’s Not That Mental Health Education Doesn’t Work—It’s That We’re Doing It Wrong

In a recent Guardian article, psychologist Lucy Foulkes argues that universal school-based mental health lessons don’t work. She points to research showing limited results, or in some cases, even negative effects, from classroom mindfulness or cognitive-behavioral lessons.

She’s right to raise the alarm. Many programs are poorly designed. Some ask kids to close their eyes and "relax" in rooms they don’t feel safe in. Others assign emotional reflection without the proper support or context. That’s not mental health education; at best, it’s wishful thinking and a worksheet, which doesn’t feel that therapeutic.

And while I am sympathetic to design issues, I don’t think the answer should be to abandon the whole effort, it should be to stop doing it badly. Said differently, the problem isn’t the idea of supporting mental health in schools, it’s the shallow execution.

Let’s break this down a bit. Consider that real mental health support means:

• Teaching kids what mental health is and isn’t.

• Equipping them with skills not just to cope, but to understand themselves and others.

• Providing access to help from professionals, peers, and trusted adults.

Honestly, it’s hard to argue that those aren’t things we all need. And when schools get this right, the impact is real.

• A systematic review of 74 programs found lasting mental health gains from programs that integrated emotional regulation, literacy, and behavioral tools.

• A meta-analysis showed that structured, school-based interventions significantly reduce symptoms of anxiety and depression.

• Another study (Journal of Youth and Adolescence) demonstrated that tiered mental health systems improve both emotional and academic outcomes.

What Foulkes critiques isn’t a failure of school-based support, it’s a failure of imagination, design, depth, and in too many cases lack of implementing things at quality and scale.

Don’t Cut, Build Smarter

Mental health education shouldn’t be a script dumped on teachers with no training or support. It needs to be intentional. Inclusive. Grounded in evidence and culture. And yes, adaptive to the real needs of diverse students. That means:

• Not just “teaching mindfulness,” but understanding when, how, and for whom it helps.

• Not one-size-fits-all lessons, but flexible approaches backed by real evaluation.

• Not a quick fix, but sustained commitment.

Universal access to meaningful mental health support isn’t some utopian idea. As a former educator I have seen first hand how it’s a public health necessity. And perhaps most importantly, it's absolutely within reach if we stop mistaking minimal effort for meaningful action.

The Echo Years

As I watched my daughter hug her friends goodbye, I kept thinking about the years that led her there, not just the subjects she studied, but the experiences that shaped her. Yes, classroom lessons mattered. But so did the playground conflicts, the guidance from patient teachers, and the quiet strength she gained from navigating joy, disappointment, and everything in between.

That’s why mental health support in schools isn’t just a feel good activity, it’s a foundational necessity. Because kids aren’t just learning math and reading; they’re learning how to handle conflict, process stress, and figure out who they are in the world. And they need these skills to be successful! These moments, often small, often invisible, are where the real growth happens. And when schools have the tools to recognize emotional needs early and respond with care, it changes everything. It helps kids stay present, stay connected, and feel safe enough to keep growing.

For me, these aren’t fringe benefits of education… they’re the secret ingredient. Without them, we risk creating conditions where kids can recite facts and figures, but never build the foundation for health, well-being, or that all-important knowledge of self.

If we want kids to thrive, not just academically, but as people. we can’t treat mental health like a bonus round. We have to build it in, thoughtfully and fully.

Because what happens in these early years? It echoes.

And if we care enough to listen, we’ll hear it long after the pink lemonade is gone.