Mental health has overtaken screen time and bullying as the health issue troubling Australian educators most, according to a new survey of more than 2,000 educators.
The State of Mental Health in Education 2026 Report by mental health organisation Beyond Blue, found 63% of educators identify mental health as their leading concern for children and young people, ahead of 60% citing excessive screen-time and 38% pointing to bullying.
The findings are drawn from Be You’s National Mental Health in Education Survey, a nationally representative survey of more than 2,000 educators across Australia that has been conducted since 2018 as part of Beyond Blue's mental health in education initiative, Be You.
Schools ready for mental health support, just not for a crisis
Despite growing recognition that supporting wellbeing is now core to the job, more than half (53%) of educators either disagree or are unsure whether children and young people in their care are mentally healthy, a gap the survey says demands greater capability, confidence and resourcing from schools – and from the systems that support them nationally.
“The sheer volume of mental health and wellbeing programs available can make it difficult for educators and leaders to know what works, what’s evidence-based and where to focus their limited time and resources,” Head of Be You, Kate Memish told The Educator.
“Educators are also facing increasing workloads and competing priorities, which can make it difficult to engage with and embed mental health and wellbeing practice in a meaningful way.”
This is not a new issue, Memish noted.
“As more programs, reforms and expectations have emerged across both the education and mental health sectors, the complexity of the landscape has only grown,” she said.
“That’s why there is a real opportunity to build a more coordinated and connected approach. Rather than asking schools to navigate a crowded landscape, we need to make it easier for them to access trusted, evidence-based support that aligns with their needs.”
As the national mental health in education initiative, Be You helps schools and early learning services cut through the complexity, Memish said.
“The initiative provides an evidence-based approach to promoting mental health and wellbeing, building educator capability and supporting whole setting change through professional learning resources, tailored implementation support and expert consultant guidance.”
‘Having a plan alone isn’t enough’
The report also found that while targeted postvention support (delivered after a death by suicide) still lifts educators’ confidence in responding to a critical incident, overall confidence that schools and early learning services are prepared for one has fallen, from 71% in 2024 to 63% in 2026.
Memish said while the survey did not specifically investigate the reasons behind the decline, Australian schools are responding to a broader range of critical incidents and wellbeing challenges.
“For example, in the lead up to and during the survey period, media coverage focused on several significant events, including the Bondi terrorist attack and subsequent gun law reforms and extreme heat and bushfires across Australia,” she explained. “These events may have heightened awareness of the support required following crises and critical incidents.”
She said confidence to respond appropriately in these moments comes from preparation.
“Recovery outcomes are stronger when schools have plans, processes and support systems in place before an incident occurs, but having a plan alone isn't enough,” she said.
“School leaders need to ensure both leadership teams and classroom educators have the training, shared language and practical tools needed to respond effectively.”
Memish said teachers are often on the frontline during a critical incident while also managing their own emotions and wellbeing, adding that opportunities to debrief and access support are equally important.
“Encouragingly, the State of Mental Health in Education report showed that educators in settings where Be You is embedded, or where targeted postvention support has been provided, report greater confidence in their preparedness following a critical incident,” she said.
“This shows that when leaders and educators have access to guidance and support it can strengthen response planning and support them to feel more confident navigating complex situations.”
‘Wellbeing must be a whole-of-setting responsibility’
The report also highlights a striking gap between intention and certainty. Some 89% of educators now in agreement that supporting student wellbeing is part of their job, yet 53% still don't agree, or are unsure, that the young people in their care are mentally healthy.
Memish said this finding is a telling one in terms of how school leaders should be prioritising wellbeing.
“This finding is a clear signal to school leaders that mental health and wellbeing must be prioritised as a whole-setting responsibility,” she said.
“If educators feel responsible for supporting student wellbeing but are not confident that the young people in their care are mentally healthy, it highlights the need for greater investment in systems, skills and supports that help staff recognise and respond to concerns.”
For principals and school leaders, that means viewing mental health and wellbeing as a core enabler of learning, rather than an add-on, Memish said.
“It involves investing in staff capability, creating time for professional learning, establishing clear support pathways and ensuring mental health and wellbeing is embedded into school planning and culture,” she said. “Importantly, responsibility should not rest on the individual alone.”
Memish said leaders play a critical role in creating the conditions that enable staff to act with confidence, supported by consistent processes and a shared approach across the school community.
“When wellbeing is prioritised and resourced, educators are better equipped to support children and young people, and schools are better positioned to create learning environments where students can thrive socially, emotionally, academically and mentally.”
What does meaningful support look like?
The findings also turn a spotlight on the wellbeing of educators themselves. Just 42% of leaders reported confidence that staff in their learning community are mentally healthy, a figure that sits well below the confidence leaders report in their own capability to support students.
Memish said the study’s findings show that educator wellbeing is not shaped by one thing.
“It is influenced by a combination of individual, workplace and system factors,” she said. “This is why Be You promotes a whole-school approach to educator wellbeing, including working with leaders to create positive workplace cultures.”
Memish said school leaders play a critical role in creating environments where help-seeking is normalised, and staff feel safe to discuss challenges.
“Meaningful support could look like creating practical opportunities for wellbeing throughout the workday,” she said. “This could include protected planning time, peer support opportunities and regular wellbeing check-ins.”
How leaders prioritise their own wellbeing also plays an important role, said Memish.
“When leaders demonstrate boundaries, seek support when needed, and prioritise wellbeing alongside performance, they help create a culture where staff understand that looking after themselves is an essential part of a healthy and effective workforce.”
Where the conversation needs to go next
Taken together, the findings paint a picture of a sector that is more capable and more engaged than ever but still seeing persistent gaps in preparedness and confidence.
Memish said the hope is that in five years’ time, mental health and wellbeing is recognised as both an educational and workforce priority.
“Governments, education systems and sector organisations all have a role to play in ensuring educators have access to evidence-based professional learning, specialist support and sufficient time to engage with mental health and wellbeing as part of their everyday work,” she said.
“The conversation should move from responding to concerns after they emerge, to creating environments that actively promote wellbeing, resilience, belonging and connection for all children, young people, and educators.”
Memish said this requires mental health and wellbeing to be “viewed as fundamental parts of everyday education and learning.”
“When educators are supported to build capability and schools are supported to sustain change, the benefits extend across students, staff, families and the broader community.”