Lay a solid foundation before adolescence begins

The foundation for positive mental health is laid before adolescence. During childhood, children already develop important skills that determine their resilience and well-being in later years, such as problem-solving abilities and emotion regulation. By investing in this foundation, young people are more likely to face the challenges of adolescence with a strong foundation and a more positive self-image. It is therefore important not only to focus on adolescents, but also on the period preceding adolescence.

Middle adolescence: a difficult age?

Middle adolescence (ages 13–16) is a challenging period for promoting mental health and preventing mental health problems. During this period, adolescents mainly focus on one another and quickly feel that they are not being taken seriously. They also seem less receptive to advice from adults and often feel misunderstood. Nevertheless, this period also offers opportunities to promote mental health by taking the following into account:

  • The importance of social relationships: Young people benefit from frequent contact with peers in different settings. This helps them learn how to relate to others. As an adult, you play an important role, for example by guiding social interactions and helping them deal with emotions.
  • How we talk about mental health: On platforms such as TikTok, we increasingly see videos featuring clinical terms such as depression and trauma. The risk? Ordinary struggles that are part of growing up become exaggerated. Feeling bad can then become the social norm. A listening ear and attention to positive developments help create a positive norm.
  • The impact of social comparison: Young people constantly compare themselves with others, which can negatively affect their self-image and self-confidence. Therefore, invest in self-confidence early in adolescence, because self-image becomes increasingly stable at a later age. Give young people positive feedback and offer opportunities for experiences of success.

Late adolescence: identity and meaning in life

As young people grow older, they increasingly search for their own identity, separate from the social connections that were important during middle adolescence. Because young people in late adolescence (ages 16–18) are less sensitive to social influence, this is a good time to encourage them to make their own choices. At the same time, this search for identity can lead to feelings of uncertainty and confusion. It is important to remain alert to this and offer support where necessary.

During this period, young people also become increasingly skilled at self-regulation. They think more about their place in the world and their ambitions for the future. They become better at making and carrying out plans for the longer term. As an adult, you can play a valuable role by helping young people formulate goals and ambitions. Unrealistic expectations cause a great deal of pressure and stress, so make sure expectations remain realistic.

Tips for developers of interventions, training courses and educational programmes

  • Consider what you are doing and why. Simply making a small adjustment to interventions for children or adults is not enough. It is important to take the different developmental stages into account. A developmental perspective helps align interventions, training courses and educational programmes more effectively with:
    • The ‘what’: which skills do you want to strengthen at a particular stage?
    • The ‘how’: how do you connect with the specific stage?

For example, consider an increased sensitivity to social status. If participation in an intervention enhances status, this increases the likelihood of success.

  • Involve young people in developing the intervention: For example, consult teachers and students to assess how well the intervention meets their needs. Young people want to be taken seriously and to have their own input. With interventions that feel too much like school or too childish, you run the risk of young people dropping out. Note: an intervention that young people enjoy is not automatically effective. It is also necessary for an intervention to use scientifically substantiated techniques that align with its objectives.

Look beyond the individual: the power of the environment

Young people’s mental health is not only about the individual. You cannot view them separately from the environment in which they grow up. There is always mutual influence: parents, teachers and peers can influence this development, both positively and negatively. The atmosphere in the classroom or on a sports team can have a tremendous impact on young people’s mental health. Actions aimed at the classroom climate or team dynamics can therefore have a major impact.

Would you like to learn more about how young people develop in terms of their mental health? Then read the report ‘The importance of a developmental perspective on the basic mental health skills of young people aged 10–18’ written by the Trimbos Institute at the request of the Augeo Foundation.

Authors: Aniek de Lange and Maartje van den Essenburg.