School Stress and Educational Policy as Co-Determinants of the Mental Health Crisis Among Students

The deteriorating mental health of children and adolescents in Poland has become one of the key challenges of contemporary education. This article analyzes the impact of educational policy on students’ mental well-being, with particular emphasis on school-related stress caused by exam pressure, overloaded curricula, and limited access to psychological and pedagogical support. The study employs an analysis of strategic documents and reports from national institutions (e.g., the Ministry of Health, the Supreme Audit Office) as well as international recommendations (European Commission, OECD, WHO, UNICEF). The findings reveal systemic staff and financial shortages, along with implementation gaps in preventive measures that reduce the effectiveness of support. It has been confirmed that excessive focus on exam results diminishes students’ well-being, while shortages of specialists and unequal access to services remain significant barriers. At the same time, social-emotional learning (SEL), peer mentoring, and formative assessment can enhance mental health outcomes if integrated into both educational and health policies. The conclusions highlight the need to close the gap between policy declarations and practice through stable funding, workforce development, regional monitoring, and the implementation of evidence-based interventions.