Creating school environments where pupils feel connected, supported and valued could play a critical role in improving both mental health and attendance, according to new research from The University of Manchester’s #BeeWell programme.
The large-scale study, which tracked more than 25,000 pupils across 154 secondary schools in England over three years, found that strong relationships with school staff and a sense of belonging were among the most important protective factors for young people’s wellbeing.
For education estates and facilities leaders, the findings reinforce the growing importance of designing and managing school environments that support positive social interaction, inclusion and student engagement alongside academic outcomes.
Researchers analysed attendance records alongside three years of wellbeing data collected through the #BeeWell programme, a collaboration between The University of Manchester, The Gregson Family Foundation, Anna Freud and the Greater Manchester Combined Authority.
The study found that students who reported feeling more connected to their school community and having stronger relationships with staff experienced fewer emotional difficulties over time and demonstrated better attendance.
Conversely, increasing emotional distress was linked to a decline in school belonging and weaker relationships with staff, creating a cycle that could ultimately contribute to disengagement and absenteeism.
Importantly, the research found no evidence that simply improving attendance alone leads to better mental health outcomes. Instead, pupils’ day-to-day experiences within the school environment were found to have a much stronger influence on wellbeing.
The findings have significant implications for education estates planning. As schools increasingly focus on wellbeing, there is growing recognition that physical environments can support relationship-building, inclusion and community cohesion. Flexible social spaces, welcoming communal areas, pastoral support hubs and environments that encourage positive interaction may all contribute to stronger feelings of belonging.
The study also identified differences between pupil groups. For boys, positive relationships with school staff were particularly influential in reducing emotional difficulties, while for girls, a strong sense of belonging to the wider school community emerged as a key protective factor.
Dr Qiqi Cheng, lead author of the study, said: “While schools rightly focus on making progress on attendance, what happens once pupils are inside the school gates is equally crucial.”
The researchers conclude that strengthening everyday school experiences, alongside early identification of mental health challenges, may be one of the most effective ways to support both student wellbeing and attendance in the long term.
Photo by Vitaly Gariev on Unsplash
