Key points:

Mental health concerns among K-12 students are reaching unprecedented levels. According to the CDC, 40 percent of high school students report persistent feelings of sadness or hopelessness, and 20 percent have seriously considered suicide. These challenges aren’t limited to adolescents–10 percent of children ages 3 to 17 have been diagnosed with a mental or behavioral health condition.

At the same time, schools are working to reverse learning losses stemming from the pandemic. The latest NAEP scores show declines in reading and math among fourth and eighth graders.

While mental health support is often viewed as a way to boost academic outcomes, the relationship between the two is more complex than it may seem.

To help students truly thrive, schools must go beyond emotional support and daily well-being; they need a more comprehensive approach that fosters a clear sense of purpose, direction, and meaning in both school and life.

Moving beyond “feeling better”

Traditional school-based mental health programs often focus on improving student life satisfaction, characterized by general well-being and emotional balance. While this is an important starting point, it only addresses part of the picture.

There’s another dimension of mental health, emphasizing deeper experiences of purpose, competence, and fulfillment. Psychologists call this deeper kind of fulfillment eudaimonia–a sense of meaning, purpose, and the belief that what you do truly matters. Unlike life satisfaction, which reflects how students feel in the present, eudaimonic well-being helps students understand their “why.”

Some schools are beginning to move in this direction, integrating purpose-driven learning, like community-based projects or social impact initiatives, and opportunities for student reflection through journaling or advisory time. It’s a meaningful shift–one that recognizes the value of helping students build not just happier lives, but more purposeful ones.

These experiences are not simply aspirational; they play a direct, measurable role in academic achievement. Research shows that eudaimonic well-being plays a more significant role in driving academic performance than life satisfaction alone.

But cultivating a deeper sense of purpose can be challenging, especially for students still navigating self-esteem, peer connections and identity development. Without support in laying this groundwork, a future-focused mindset can often feel out of reach.

Creating the conditions for purpose

The first step toward improving both student mental health and academic performance is ensuring that all students have access to essential care. More than half of adolescents ages 12 to 17 who experience a major depressive episode do not receive treatment. For many, school-based services may be their only point of access to mental health support.

While expanding access to care is crucial, many schools struggle to meet the rising demand. Fewer than half of public schools nationwide report being equipped to effectively support student mental health. Staffing shortages and insufficient funding are common barriers, particularly in rural and underserved communities where access to licensed mental health professionals is particularly limited.

To bridge this gap, schools can explore alternative methods to provide high-quality care, such as:

• Training staff to recognize early signs of mental health issues and help students set purpose-driven plans tied to personal values and interests. This approach enables schools to leverage existing resources and veteran staff while still meeting students’ mental health needs.
• Using teletherapy services to expand access to licensed professionals in areas with shortages. Virtual platforms can connect students to certified specialists, offering consistent care regardless of location.
• Incorporating purpose-building activities into counseling and advising–such as career and college readiness skill development, interest-based clubs, or guided goal-setting exercises. This provides students the opportunity to see how their passions can translate into meaningful careers.

These strategies don’t require overhauling curricula or major budget increases. They involve rethinking how existing structures and programs can support both emotional stability and long-term motivation.

Practical steps for educators

Teachers play a crucial role in fostering a sense of purpose within the classroom and have a unique opportunity to reinforce eudaimonic well-being in everyday instruction. Here’s how:

• Link academic content to real-world applications. Students are more likely to stay engaged when they understand the “why” behind what they’re learning, and how it connects to the world around them. By framing lessons with clear context and intention, teachers can foster a deeper sense of purpose, competence, and understanding.
• Encourage reflection. Regular check-ins, journaling, or small group discussions can help students articulate what matters to them and how their learning aligns with those values.
• Highlight diverse role models and pathways. Showcasing success stories from various fields helps students envision multiple routes to a meaningful future.

Importantly, these approaches do not replace traditional mental health supports; they enhance them. By layering emotional support with opportunities to develop purpose, schools can help students see themselves as capable, valued, and future ready.

Investing in student mental health isn’t just about making students feel better–it’s about helping do better inside and outside the classroom. That means expanding efforts beyond crisis management and emotional regulation to include purpose-driven care. By weaving together mental health services, career planning, and purpose-driven instruction, schools can create learning environments that not only improve academic outcomes but also shape futures filled with direction, hope, and possibility.