Stress Control in Schools: Supporting Teen Mental Health

With mental health problems on the rise among young people, schools are under increasing pressure to find effective ways to support their pupils. Anxiety, depression, panic, poor sleep, low self-confidence and low self-esteem are now common experiences for many teens—issues that can severely affect wellbeing, academic achievement, and future prospects. In fact, 50% of adult mental health problems begin before the age of 14.

Yet access to support is limited. Services are overwhelmed, meaning that many pupils don't receive the help they need, and opportunities for early intervention or prevention are often missed. That’s where Stress Control Schools comes in.

What is Stress Control Schools?

Developed by Dr Jim White, a consultant clinical psychologist and international expert in stress management, Stress Control Schools is an evidence-based programme adapted from the highly successful adult version of Stress Control, widely used across the NHS and internationally.

Designed for pupils aged 14–17, this school-based programme is delivered by trained Personal and Social Education (PSE) teachers. It equips students with practical tools—rooted in Cognitive Behavioural Therapy (CBT), mindfulness, and positive psychology—to help them understand and manage common mental health challenges such as anxiety, depression, poor sleep, panic, low wellbeing, low self-esteem, and low confidence

Easy to Deliver. Easy to Understand.

Stress Control Schools has been designed to fit seamlessly into existing PSE timetables. Teachers can be trained in a single day, and the course is delivered over eight weekly single-period sessions. Lessons are structured but flexible, allowing teachers to adapt the content while sticking to the evidence-based framework. The programme uses simple language, avoids jargon, and ensures that pupils are not required to discuss personal issues, making it accessible and non-stigmatising.

Each session is supported by easy-to-read workbooks, with relaxation and mindfulness resources freely available on our website. Pupils work individually, in pairs, or in small groups—encouraging engagement across the entire year group, including those who are often harder to reach.

Real Results, Backed by Research

Pilot studies have shown just how effective the Stress Control Schools programme can be. At St Paul’s High School, located in a highly deprived area of Glasgow, 40% of fourth-year pupils initially scored in the ‘borderline’ or ‘clinical’ range for anxiety and depression. Nine months after completing the programme, that figure had dropped to just 21%, alongside a significant increase in overall wellbeing scores.

Encouraged by these results—and feedback from teacher and pupil focus groups—we carried out a controlled trial at St Andrew’s High School, also in a disadvantaged area of Glasgow. Fifth-year pupils (aged 16) took part in the programme, while fourth-year pupils (aged 15) formed a no-intervention comparison group. Both groups completed standardised measures of anxiety, depression (RCADS), and wellbeing (WEMWBS) before and after the programme.

The no-intervention group showed no change, with some non-significant declines in scores. In contrast, the Stress Control group showed highly significant improvements across all measures, with improvements in anxiety, depression, and wellbeing sustained at the 12-month follow-up—demonstrating the programme’s long-term impact.

Schools also reported practical benefits, including fewer referrals to counselling services, and strong support from both teachers and students. Both schools continue to run the programme today.

 

"The Stress Control programme, developed by Dr Jim White is excellent – it has been very well received by our pupils and staff. We introduced it at a time when we were becoming increasingly aware of the impact that stress - anxiety and depression - was having on some of our young peoples’ health, well-being and achievement. After a highly successful pilot study, we have now fully integrated it into our S4 Health and Well-being programme. The young people engaged with it very well and the feedback was extremely positive. It certainly has had a noticeable positive impact on our young people - helping them to take more ownership of their health, well-being and stress management. We would highly recommend this programme to all schools looking for a stress management programme for pupils at stages S4-S6”  [15-17 year olds]

Pauline Logan, Depute Headteacher St Pauls High School, Glasgow

 

Building a Shared Language Around Mental Health: Killing Three Birds with One Stone

Stress Control Schools doesn’t just support pupils—it also helps foster a shared understanding of mental health across the wider school community, including teachers and parents. We're now working to expand this model with a simple yet powerful approach:

• Pupils: Teachers deliver Stress Control Schools during PSE lessons to all pupils in a year group. This provides early intervention and, potentially, prevention.
• Teachers: A Stress Control trainer runs the adult version of the course after school hours for staff, with the aim of reducing absenteeism and presenteeism by improving staff wellbeing.
• Parents and Community: In the evening, the same trainer delivers Stress Control to parents and the wider community, using the school as a community mental health hub.

This joined-up model builds synergy across the school. With pupils, teachers, and parents learning the same skills and speaking the same mental health language, the whole community is better equipped to support one another.

This isn’t just another wellbeing course—it’s a movement that’s changing the way mental health is taught and supported in schools.

Looking to bring Stress Control to your school?

If you work in a school, education board, or related organisation and want to empower your students with life-changing mental health skills, we’d love to hear from you. Please get in touch via our enquiry form to learn how Stress Control Schools can support your pupils’ wellbeing and academic success.

 

References: 

White, J. (2017). Killing three birds with one stone? Stress Control in schools for pupils, parents and teachers. Division of Clinical Psychology – Scotland Review, British Psychological Society, 16, 26-31.

White, J., and Logan, P. (submitted). ‘Stress Control Schools’: Training PSE teachers to deliver a CBT-based intervention for common mental health problems. The Cognitive Behaviour Therapist

White, J., and Gallacher, L. (in preparation). ‘Stress Control Schools’: A controlled trial of a CBT-based intervention for common mental health problems.