The Exam Stress Trap: How Pressure at 15 Haunts Mental Health Into Your 20s

Exam stress during teenage years isn't just a temporary headache—it can trigger depression and self-harm that lasts well into your 20s. Researchers at University College London tracked nearly 5,000 young people born in 1991 and 1992, finding that those who experienced the most academic pressure at age 15 were significantly more likely to struggle with mental health problems years later.

How Much Does Exam Stress Really Impact Mental Health?

The numbers are striking. For every additional point of academic pressure reported at age 15, teenagers were 25% more likely to experience depression by age 16, and 8% more likely to self-harm. But the damage doesn't stop there. These effects continued into their early 20s, suggesting that the stress teenagers feel during crucial exam years can have lasting psychological consequences. Even more concerning, 24-year-olds who experienced high academic pressure at 15 were 16% more likely to report having attempted suicide.

The study, published in the Lancet Child and Adolescent Health, examined academic pressure through questionnaires at age 15 and then tracked mental health regularly from ages 16 to 22, with self-harm monitoring continuing until age 24. This long-term follow-up approach revealed patterns that shorter studies might miss.

Why Are Young People Under So Much Academic Pressure?

According to researchers, the problem is widespread. "Young people report that academic pressure is one of their biggest sources of stress," explains Gemma Lewis, a professor of psychiatric epidemiology at University College London. The pressure comes from multiple directions—worry about schoolwork itself and family expectations to perform well academically both contribute to the overall burden.

Recent data from Young Minds supports this observation. Nearly two-thirds of 15- to 18-year-olds said they struggled to cope in the run-up to GCSE and A-level exams, with a quarter reporting panic attacks, two-fifths experiencing worsened mental health, and one in eight self-harming or feeling suicidal.

What Can Schools and Families Actually Do?

Rather than simply teaching students to cope with excessive pressure, experts argue that the focus should shift to reducing pressure in the first place. The research suggests several concrete approaches:

• School-Level Changes: Implement whole-school initiatives that enhance social and emotional learning and teach relaxation skills to all students, not just those in crisis.
• Assessment Reform: Reduce the number of high-stakes tests and create a mix of assessment methods instead of relying heavily on end-of-year exams.
• Family Support: Encourage parents to reduce academic pressure at home while promoting physical activity, socializing, and adequate sleep.

Paul Noblet, head of external affairs and research at Young Minds, emphasized the urgency of change: "The evidence could not be clearer: academic pressures harm young people's mental health. The focus needs to shift from end-of-year exams and include a mix of assessment methods".

The UK government has acknowledged the issue, with a spokesperson stating that mental health support teams are already intervening early with children experiencing mild to moderate issues, and that access to mental health professionals in schools is being expanded. Additionally, a landmark curriculum review is intended to reduce overall exam time and strengthen pupils' sense of belonging.

Dr. Sam Jones, a mental health officer at the Royal College of Paediatrics and Child Health, noted that exam stress is just one piece of a larger puzzle affecting young people's wellbeing. He called for national action addressing child poverty, housing, access to safe green spaces, digital harms, and school stress.

The takeaway is clear: the teenage years matter far more than we might think. The stress young people experience at 15 doesn't simply disappear after exams end—it can reshape their mental health trajectory for years to come. Addressing this requires systemic change, not just individual coping strategies.