School-related difficulties are increasingly becoming part of paediatric consultations, with doctors reporting growing concerns about children’s emotional wellbeing, social relationships and ability to cope with academic demands.
A new study by gfs.bern, commissioned by Stiftung Mercator Schweiz, surveyed 469 practising paediatricians and included interviews with 17 specialists in education, psychology and medicine. It found that 44% of paediatricians encounter school-related problems as a reason for consultation at least once a day. Among doctors treating such problems, 89% said they had become more common during their careers.
The findings do not suggest that school itself makes children unwell. Experts stressed that schools can provide structure, friendships and protection. Instead, difficulties can emerge when a child’s needs do not fit the demands, relationships and environment around them.
Symptoms can become more serious with age
Younger children may experience school-related difficulties through stomach aches, troublesome behaviour and problems concentrating.
Among paediatricians treating children in secondary school years seven to nine, however, more serious concerns were frequently reported. About 75% said they often encountered depressive moods linked to school problems, while 58% reported eating disorders, 54% self-harm and 51% suicidal thoughts.
Concentration and attention difficulties remained common across age groups.
Pressure and relationships play a major role
Doctors and specialists identified several factors that can contribute to school-related distress, including bullying, social exclusion, academic difficulties and strained relationships with teachers.
Performance pressure was another recurring concern. Marks, assessments and comparisons with others — including through social media — can add to children’s stress.
The report identifies reducing excessive performance and selection pressure as one of the most promising areas for intervention.
Relationships at school also matter. Around 70% of paediatricians frequently suspected strained teacher-pupil relationships as a cause of school problems, while 60% pointed to frequent teacher changes.
Support should begin before problems become severe
The study highlights a potential risk of treating educational and social difficulties primarily through medicine. A diagnosis can sometimes become the route to additional therapy, resources or school accommodations.
Most paediatricians surveyed believed some school-related problems could be addressed more effectively through educational measures.
The report therefore recommends making accessible educational support available before a formal medical diagnosis is required.
Better coordination could help children earlier
The researchers call for stronger links between paediatricians, schools, psychologists, psychiatrists, parents and other specialists.
Support should also begin before children enter school. Nearly one-third of paediatricians reported cases in which developmental difficulties identified before enrolment were not adequately addressed afterwards.
The report recommends adapting teaching more closely to children’s developmental needs, improving continuity with teachers and strengthening specialist support.
It also calls for interprofessional collaboration to be properly funded and included in workloads rather than relying on already overstretched professionals to find additional time.