The Mental Health of Grade 12 students at Earl Haig

By Nadine Alsaghir

Grade 12 is often seen as the most exciting year of high school. Between university applications, final exams, and extracurricular commitments, students often face immense pressure. While academic success is a priority, students’ mental health and possible support systems are often overlooked. 

Student Experiences

According to a recent survey of over 100 students, a significant portion reported that their mental health has worsened substantially from grade 9 to 12. In fact, 49.2% of respondents rated their mental health deterioration as 7 or above, on a scale where 10 is the highest rating. 

Extracurricular activities, which often provide stress relief, are less accessible for seniors, due to their academic workload. This reduction in participation can be professionally hindering, as these activities not only provide vital social and emotional support, but also enhance university applications. 58.9% of students surveyed stated the demands of Grade 12 had discouraged them from participating in activities they previously enjoyed. 

While teachers emphasize the importance of building skills for university, students sometimes struggle to see the value in these efforts, especially when they feel unsupported or overwhelmed. Students should feel more supported as they navigate the uncertainty of their next chapter, as a nurturing environment is key for them to develop effective skills.

Outcomes

“I found myself spending less time with friends and family to prioritize school work, but I’ve learned that maintaining healthy relationships is crucial for my well-being”, says Michelle Jeon, 2024-2025 SAC President.

The moments of connection remind students that they’re not alone in facing the pressures. Thus, students who are unable to rely on their support systems may find it more challenging to cope with the pressures of Grade 12.  As surveyed, 38.7% of students stated that Earl Haig definitely should offer more support, 45% stated they should somewhat offer more support, and only 16.2% said that they offer enough support. 

Solutions

To encourage students to stay involved in extracurricular activities, Earl Haig departments could consider making adjustments to the scheduling. For instance, teachers can reduce the amount of homework during particularly busy times, such as during large extracurricular events. Teachers could also consider reducing homework during big assessments of other courses, which requires open communication between departments. This approach would help ensure that students are not forced to prioritize one subject at the expense of another. 

Student athletes, in particular, tend to struggle balancing both academic responsibilities and athletic commitment. Providing these students with access to extra help or extensions during peak athletic seasons can decrease student stress levels. 

Even encouraging students to communicate openly with teachers about their extracurricular commitments and their workloads is crucial for change. Film major Helen Pan shared a sentiment that resonates with many, “I wish [teachers] could listen to students more and actually see things from the student’s perspective.” 

Lastly, clubs could offer flexible participation, such as virtual meetings, which can help students balance their responsibilities. 

It is clear that Grade 12 students at Earl Haig can face significant challenges in regards to mental health. By addressing the root causes of stress, while also expanding support, the school community can help ensure students feel understood and equipped to manage these pressures.