School-related anxiety among students has reached an “epidemic” scale in Northern Ireland, with absenteeism numbers and emotional distress rates sparking urgent calls for intervention and reform. Recent reporting from the BBC revealed that 85,000 children in Northern Ireland have missed more than a tenth of school days this academic year alone, with experts warning that emotionally-based school anxiety is “off the Richter scale” and significantly disrupting education systems (BBC News). As Thailand contends with its own mental health challenges among students—exacerbated by the Covid-19 pandemic—this global surge in school anxiety offers critical lessons local educators and policymakers must urgently consider.
Why is this international trend particularly relevant within the Thai context? The parallel rise in psychological distress among students in both Northern Ireland and Thailand signals a common struggle: balancing educational demands with mental well-being, especially in the aftermath of global disruptions like the pandemic. In Northern Ireland, emotionally-based school avoidance is now a major cause of chronic absenteeism, prompting the Children’s Commissioner to launch an official investigation. Locally, a recent large-scale study among high school students in Bangkok found that over 13% reported significant psychological distress during the pandemic, with vulnerable groups such as female, transgender, and low-income students at highest risk (PMC11196123).
The BBC highlighted personal stories behind these statistics, such as a mother whose two children have not been able to attend school for months due to acute anxiety. She described how symptoms range from total withdrawal to physical “meltdown” at the prospect of going near the school gates, despite strong intelligence and willingness to learn—provided the right environment is in place. Education authorities in Northern Ireland have responded with special referrals and reduced timetables, but parents feel these are inadequate, and many are compelled to seek private educational alternatives.
Key experts, including an Omagh-based mental health consultant interviewed by the BBC, argue the current crisis cannot be dismissed as mere truancy. Instead, it reflects “catastrophic levels of fear” related to overwhelming school environments, unresolved bullying (physical and online), learning differences such as ADHD or autism, and residual impacts of Covid-19 lockdowns. The pandemic, by forcing children to adapt to isolation and remote learning, seems to have “entrenched” avoidance patterns difficult to reverse. Notably, 4,000 students with extreme absenteeism are currently referred to mental health specialists in Northern Ireland, but even this number may underestimate the true scale of the problem. As of May 2025, nearly 500 parents or guardians have been prosecuted for keeping children from school without valid excuse, and one assembly member described supporting hundreds of families struggling to access guidance or support.
Education policy responses in the UK have begun to shift in recent years. Initiatives now emphasize a “whole school approach” to mental health and wellbeing, providing practical resources for teachers and students alike (GOV.UK Mental Health), and new programs such as “Strategies for Safety and Wellbeing” teach children to normalize everyday emotions before they escalate (UCL intervention). The rise in school anxiety is further prompting a rethink of school attendance laws, support service funding, and strategies to address school bullying and online safety (GOV.UK attendance policy).
What makes Thailand’s situation both similar and distinct? Studies conducted after the pandemic among 8,345 high school students in Bangkok detail strikingly similar forms of psychological distress—social withdrawal, loss of motivation, strained relationships, and increased school avoidance—reflecting a stress landscape shaped by academic pressure, urban challenges like traffic congestion, and family insecurity (PMC11196123). Among Thai students, psychological distress was especially high among females (13.9%), transgender students (25.6%), those with health problems (19.3%), and those engaged in online learning (17.1%). Lower family income (<10,000 baht/month) and large school size were also risk factors. The study authors and local experts argue that online learning, once seen as a temporary pandemic solution, contributed to increased isolation, disrupted routines, and technological barriers that compounded anxiety for many students.
In response, Thai educational leaders have begun to pilot innovative interventions—most notably the development and rollout of the High School Mental Health Action Checklist. This evidence-based, participatory tool helps identify students’ coping strategies and encourages open communication between learners and teachers about mental health struggles (Frontiers study). The checklist, now being used in Bangkok schools, covers topics such as environmental stress, attachment, feelings, conflicts, and digital awareness, and has proven reliable for tracking mental health trajectories. Crucially, the tool enables schools to intervene early: directing troubled students to counseling, parental engagement, or even hospital care when serious symptoms like depression or suicidal thoughts emerge.
Both the UK and Thailand are grappling with how to transform these research findings into sustainable policy. In the UK, government guidelines now require schools to embed mental wellbeing into daily practice and encourage cross-sectoral collaboration with health and social services. Thai policymakers are gradually embracing similar principles. Mental health action plans and universal screening tools are gaining traction, and Bangkok’s action checklist model may soon be adapted for nationwide use, though evidence of long-term impact is still being gathered. A UNICEF-supported national cost-benefit analysis recently demonstrated the financial and social returns of preventive, school-based mental health programs (UNICEF Thailand), supporting calls for greater investment.
There remain, however, significant challenges. In both countries, families often lack access to specialist help, and stigma surrounding mental health persists. Many Thai parents, as in Northern Ireland, find themselves quitting jobs to care for children who refuse school due to anxiety—a financial and emotional strain on households. Societal questions about punitive measures for absenteeism versus supportive intervention are as relevant in Bangkok as in Belfast.
Thai cultural dynamics also shape the response. Respect for teachers and authority, high parental expectations, and collective pride in academic achievement can create both supportive and pressurizing school climates. At the same time, increased public awareness of mental health and resilience is prompting schools to adapt. Initiatives such as the Ministry of Education’s integration of life skills, emotional communication, and mindfulness meditation into curricula are part of a growing effort to normalize asking for help and discussing anxiety openly.
Looking ahead, what can Thailand learn from Northern Ireland’s unfolding school anxiety epidemic, and what practical steps can schools, families, and communities take right now?
First, schools must recognize that high absenteeism can signal serious, legitimate distress—not simply disobedience. Establishing routine mental health screening and action checklists (as piloted in Bangkok) empowers teachers to spot struggles early and direct students to tailored support. Regular collaboration between teachers, school nurses, counselors, and parents is key. Second, policies should encourage flexible learning environments: smaller class sizes, quiet spaces, and social-emotional learning to build student resilience without overburdening them. Peer mentorship programs, teacher training on mental health, and anti-bullying campaigns can reduce the sense of “overwhelm” that triggers avoidance.
For policymakers, prioritizing equitable resources for mental health—especially in underfunded or rural schools—is crucial, as is investing in pathways to connect families with specialist support services. The legal response to absenteeism should be informed by compassion, distinguishing between intentional truancy and involuntary avoidance caused by psychological distress. Education authorities must also ensure that hybrid and online learning solutions are implemented carefully, offering support for those who struggle.
Thai families play a vital role, too. Open conversations about worries, joint efforts to identify supportive school environments, and leveraging community resources such as school psychologists can make a difference. Buddhist principles of mindfulness, compassion, and acceptance may offer culturally resonant coping mechanisms for anxious students. Civil society should continue advocating for policy change that places emotional well-being at the heart of educational success.
In conclusion, the surge in school anxiety in both Northern Ireland and Thailand reflects a global shift in how children experience education post-pandemic. The crisis is real and rising, but emerging research and interventions offer a path forward. By combining early screening, open communication, teacher and parent engagement, and evidence-based support systems, Thai schools can ensure students’ minds and hearts are nurtured as keenly as their academic skills.
For Thai readers and educators: If you notice ongoing reluctance or distress in a student about going to school, try using open-ended questions to discover their feelings and concerns. Schools can implement regular, anonymous mental health screenings, aiming to create a safe space for candid discussion. Families are encouraged to reach out to school counselors or local mental health teams whenever prolonged anxiety or avoidance surfaces. Policymakers should expedite the scaling and funding of interventions like the High School Mental Health Action Checklist, and actively engage all education stakeholders—teachers, students, parents, and mental health professionals—to craft solutions suited to Thai society.
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