It has been well documented that mental health issues are most prevalent during adolescence and early adulthood (McGorry et al., 2024). In Australia, national prevalence surveys of youth mental health report a prevalence of 10 to 16% of any of the following disorders – anxiety, depressive, ADHD, or conduct disorders (Lawrence et al., 2016). Beyond the diagnosis of specific mental health disorders screening measures of psychological distress provide a general indication of mental health challenges of young people. In the Young Mind Matters Survey 20% of 11 to 17 year olds reported clinically significant levels of psychological distress (AIHW, 2021). There are many drivers of these high levels of distress in young people, however, the pandemic, social media, other political and economic pressures seem to have accelerated mental health challenges (McGorry et al., 2024). In this data story we report on levels of psychological distress, and reports of neurodiversity and psychological conditions of students in Year 12 in GENERATION in 2024.
32% of students reported high psychological distress in Year 12
15% of Year 12 students reported they were neurodiverse (including Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD))
18% of Year 12 students reported some form of psychological disorder (such as schizophrenia, anxiety disorders, personality disorders, stress, psychosis, depression)
Students who identified as non-binary or having another gender identity had highest reports of ASD or ADHD or psychological challenges (39% and 29% respectively)
In the GENERATION Study, almost one-in-three Year 12 students (32%) reported high distress that was clinically significant on the well established distress screening measure called the Kessler 6. This was higher for females compared to males and non-binary or young people who prefer to use another term reporting the highest levels of psychological distress.
These findings underscore that psychological distress is a real concern in youth in their final year of school. Another Australian cohort study, that also used the Kessler 6 in 2020, reported 22% of 20 year olds had high psychological distress (Longitudinal Study of Australian Youth 2015 cohort, Australian Government Department of Education 2017).
Fifteen per cent of Year 12 students reported that they had an intellectual or learning challenge including ASD or ADHD. Males reported slightly greater rates at 15% compared to females (13%) however two-in-five students who identified as non-binary or preferred another term reported having ASD or ADHD.
Even greater percentages of Year 12 students reported some form of psychological disorder (such as schizophrenia, anxiety disorders, personality disorders, stress, psychosis, depression) with 18% overall, 7% males, 24% females and 29% students who identified as non-binary or preferred another term.
7% of those who reported ASD or ADHD also reported having a psychological disorder with 11% exclusively reporting a psychological disorder and 8% exclusively having ASD or ADHD.
56% of Year 12 students have high distress if they report having a psychological condition in the last 6 months however over one-in-four have high levels of distress in the last 4 weeks even if they do not report an psychological condition likely to last 6 months or more (27%). Some 44% of neurodiverse Year 12 students also report high distress compared to those who are not neurodiverse (30%).
GENERATION participants were asked to imagine that they were the principal of their school and could change policies, provide extra services and supports. What would you change to give you the best chance of meeting your goals and aspirations for your final year? Many young people expressed they would enhance the schools support services for schools and make the mental health services more accessible for all students.
One year 12 student said they wanted to see their school implement:
"Mental Health and Wellness Programs: Implement comprehensive mental health and wellness programs that provide students with access to counseling services, mindfulness activities, and stress management techniques."
Other students wanted to make sure that it was easier to access mental health support:
"Easier access to mental health support/ make students more aware of the mental health support."
GENERATION participants wanted to see better mental health support services offered to all in the school, with some looking for a specific focus on supports provided to senior students, particularly around exam time. Students reported:
"Adding extra resources for students mental health I feel that would improve year 12 results as a whole."
"There is also not enough focus on year 12 students' mental health and wellbeing."
Young people also wanted mental health more openly discussed and accepted within their school community with one stating:
"Creating a culture where mental health is openly discussed and supported is crucial for student well-being."
Overall, rates of psychological distress were very high in Year 12 with almost one-in-three students reporting significant psychological distress. Many young people in Year 12 also report that they are neurodiverse (15%) and 18% have had an ongoing psychological condition that is likely to last 6 months or more. These conditions overlap and exacerbate levels of psychological distress as well, although even those Year 12 students who did not report any ongoing psychological condition report that in the last 4 weeks one in four have high levels of psychological distress. While the Lancet Commission on youth mental health refers to the COVID-19 pandemic and global megatrends such as “climate change, unregulated and harmful social media, declining social cohesion, and socioeconomic precarity” (McGorry et al., 2024) are driving declines in mental health in youth, it is likely that the pressure of Year 12 is yet another contributing factor to the undermining of our youth’s mental health. Following the GENERATION cohort into their post-school future will provide more definitive evidence to this question.