Education Adviser, Claire Steele, discusses the true picture of male mental health, offering guidance on how educators can better support young men…

As I sit down to write this blog, a recent conversation with a close friend is ringing in my ears. She works within the farming community and is a mental health advocate for those farmers who need support. Yet, despite the signposting and awareness work she does, she has recently lost another friend – a young male farmer – to suicide.

As heartbreaking as this is, it highlights a troubling reality: men’s mental health remains an area of silence, despite the tireless work of many organisations to raise awareness and offer support.

There is a frequently quoted statistic in discussions about men’s mental health: suicide is the leading cause of death among men under 50. Yet even as this message is repeated, real progress in reducing stigma and encouraging open discussion remains limited.

So, what is the true picture of male mental health?

As an educator, and as a mother of two young men, I want to bring these issues into the light and encourage meaningful discussion. While young women are often more open about their mental health concerns, young men frequently face conflicting messages about what it is acceptable to talk about.

Charities such as Boys in Mind and initiatives like Boys Get Sad Too work hard to promote the message that it is okay to talk, but significant barriers remain.

Stigma and shame continue to surround male mental health, reinforced by stereotypes of men as strong, resilient and capable. Traditional patriarchal views can make it difficult for young men to admit they are struggling or to seek support, for fear of being seen as weak by their peers.

While awareness has improved in recent years, stress, anxiety, loneliness and depression continue to affect men of all ages – and if left unaddressed, these can have profound consequences.

So how can we better support young men to seek help?

The encouraging news is that, slowly, the tide is beginning to turn. More young men are finding ways to talk about their worries and the impact on their mental health. Education has a vital role to play in promoting positive mental health and preventing crisis, and this work must begin early.

When we talk about feelings in PSHE lessons with our youngest learners, we must be available to truly listen. Too often, these activities are rushed: once everyone has spoken, we move on. What matters is that we follow up on the concerns raised and offer reassurance and support. By doing this, we teach children that their feelings are valid, that adults will listen, and that sharing concerns can lead to solutions.

If young people grow up feeling that speaking out makes no difference, it is little surprise that older boys and young men keep their worries to themselves. This commitment to listening and responding must continue throughout a child’s school journey and beyond. As young men enter adulthood – facing peer pressure, social media influences, and narrow ideas of masculinity – we must ensure they know their feelings are valid and will be listened to.

We need to create environments where all young people, and particularly boys and young men, feel able to talk openly about their feelings, ask for help without judgement, and understand that mental health concerns are no different from physical health issues.

This culture must exist across all stages of education and extend beyond school into places such as sports clubs and community settings.

Where do we start in school?

Here are some practical ideas to support this work in your setting:

• Review your PSHE curriculum with a critical eye – are you allowing space in these sessions to create a culture of talk and sharing concerns – and encouraging follow up to take place afterwards?
• Display posters with conversation starters that young men can use, such as “I’ve not been feeling myself lately – can we talk?” Place these in low-pressure spaces like toilet cubicles where boys can digest the information and come back to it if needed.
• Encourage staff to use open, reassuring language, for example: “It’s okay to find things difficult” or “We all have ups and downs.”
• Introduce quick daily check-ins: emotion cards or visual scales in primary settings, and “How are you really?” prompts during tutor time in secondary schools. These conversations build trust that school is a safe space to talk.
• Create wellbeing areas in classrooms, libraries, or staff rooms with calming visuals, positive affirmations, handouts or cards with QR code links to key websites, and sensory resources. Use these rooms to promote organisations outside of school where boys and young men can look for support, as well signposting in school support.
• Share “wellbeing wins” in staff briefings and promote staff mental health strategies – model to pupils that adults also need to care for their mental wellbeing.
• Begin or end lessons with brief breathing exercises, stretches, grounding activities, or quiet starts to help regulate emotions.

Small, consistent actions can make a significant difference. By embedding these practices into daily school life, we send a clear message to young men: you are heard, your feelings matter, and support is available.

If you want to read more about some of the issues facing young men in our society today take a look at my colleague Jo’s blog ‘Adolescence’ The Netflix Series – What Does it Tell Us and How Can We Respond?’ where she talks about the issues of the manosphere and toxic masculinity.

If you found this blog useful, you may also be interested in reading the following blogs:

Government consultation on children’s social media use: will it protect young people’s wellbeing and ensure safer online experiences?

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  About the Author

Claire Steele - Adviser, Services For Education

With over 20 years of experience in primary education, Claire Steele is a respected and committed school leader who has worked across a diverse range of schools and multi-academy trusts.

Her previous roles include Assistant Principal, Designated Safeguarding Lead (DSL), SENCo, and Senior Mental Health and Wellbeing Lead. She has also worked extensively with partners to support the delivery of a wide range of National Professional Qualifications (NPQs). Claire also holds the NPQSL and NPQLTD.

Claire is deeply passionate about creating safe, inclusive, and nurturing school environments, where the well-being of pupils is at the heart of practice. She brings her extensive knowledge, dedication, and enthusiasm to Services For Education, supporting schools in embedding effective and compassionate safeguarding and SEND practices at every level.

As part of the team of advisers at Services For Education, Claire champions SEND and equality, ensuring these values remain central to all aspects of her work. Most recently, she has developed the newly launched SEND offer from Services For Education. She also delivers high-quality safeguarding training and conducts comprehensive safeguarding audits in schools.