German students face rising psychological distress amid academic and social pressures

LEIPZIG – For the first time since the end of the COVID-19 pandemic, psychological distress among children and adolescents in Germany is on the rise again. The latest German School Barometer highlights a troubling trend that has regained momentum after a period of temporary relief—and underscores how closely mental health is linked to teaching quality, socioeconomic background, and student participation in school life. Experts are calling it a "warning sign."

One in four students in Germany reports feeling psychologically burdened, according to the German School Barometer 2025/26, published by the Robert Bosch Foundation in collaboration with the University of Leipzig. This marks an increase from the previous year, when the figure stood at 21 percent. In a press statement, the foundation emphasized the urgency of the findings: "While most young people in Germany are doing well, this renewed rise in psychological distress is a warning signal we cannot afford to ignore," said Dr. Anna Gronostaj, an education expert at the Robert Bosch Foundation.

The data is based on a representative survey of 1,507 students aged 8 to 17, as well as their parents or guardians. The poll was conducted by the Forsa Institute for Social Research and Statistical Analysis between May 9 and June 3, 2025, with a margin of error of three percentage points.

A stark social divide emerges from the results. Children and adolescents from low-income families are disproportionately affected, with 31 percent reporting psychological distress. This group also exhibits above-average rates of low school-related well-being (29 percent) and poor overall quality of life (36 percent). The findings illustrate a recurring pattern in the study: socioeconomic status, school experiences, and mental health are deeply interconnected.

When it comes to well-being in school, the picture is mixed. According to the German School Portal, 16 percent of respondents report low levels of well-being at school, while 75 percent place themselves in the middle range, and 8 percent describe their well-being as high.

Compared to the previous year, the situation has improved slightly—in 2024, 20 percent of students reported low well-being. However, the data also reveals a strong correlation between psychological issues and school-related well-being. Nearly half (43 percent) of students with psychological difficulties say they rarely feel comfortable in their daily school lives.

These connections are reflected in concrete classroom experiences. The German School Portal, citing the study, reports that two-thirds of students feel overwhelmed in at least some of their classes, while one-third say they never experience such pressure. A particularly common complaint is that teachers explain material students do not understand—61 percent say this happens in some lessons, while 7 percent report feeling this way in most or all of their classes.

Overwhelm is not evenly distributed. Students with special educational needs, those with psychological difficulties, and children from low-income families are far more likely to report feeling overwhelmed in many or all of their classes. At the same time, understimulation is also a factor. Thirty-six percent of students say they often lack motivation to learn at school, 37 percent frequently find lessons boring, and 35 percent report quickly losing interest in homework out of sheer boredom.

The study suggests that both excessive demands and a lack of cognitive engagement can negatively impact mental health. Students with psychological difficulties report boredom more often than their peers without such challenges. Differences also emerge by age and gender: younger children and girls are somewhat less likely to say they feel bored in class.

A key finding highlights the importance of teaching quality and relationship-building."Our study shows what makes a difference: when teachers provide support while challenging students without overwhelming them, and when the classroom climate is positive, children fare better," says Anna Gronostaj. The press release draws a broader conclusion: "Good teaching not only boosts academic success but directly enhances children's well-being."

The analysis reveals that a significant portion of students' school-related well-being depends on instruction-related factors. According to the authors, roughly 60 percent of well-being can be explained by whether students feel supported by their teachers, perceive demands as reasonable, experience a positive classroom atmosphere, and view themselves as capable learners.

At the same time, the data underscores how deeply performance pressure shapes daily school life. 61 percent of students agree that their school sets high demands, while 47 percent report having to study on weekends to keep up. About one in five say they receive overwhelming homework or face unannounced tests. Older students, as well as those in academic-track schools (Gymnasien), feel this pressure most acutely. Girls also report higher stress levels than boys. A parallel parent survey confirms this trend: parents of 14- to 17-year-old girls more frequently describe their daughters as dejected or anxious before exams.

Beyond academic demands, the study spotlights another critical issue: bullying. A substantial share of young people experience it regularly. The press release states that "one-third of 11- to 17-year-olds are harassed by peers at least once a month, with one in ten facing it weekly or daily." Fourteen-year-olds are particularly affected, with 38 percent reporting such experiences. Overall, 68 percent of respondents say they encountered no bullying in the past school year.

The findings also show that bullying occurs more often in person than online, though cyberbullying remains present in various forms. There are signs of progress in prevention: four out of five students know where to turn for help if bullied.

Another focus of the study is student participation in decision-making, revealing a stark gap between aspirations and reality. 74 percent of students want more influence over lesson content, teaching methods, and grading criteria, yet many report having little actual say. The press release notes: "While three-quarters of students wish for greater input on topics or exam formats, four-fifths say they have almost no opportunity to weigh in."

Data from the Deutsches Schulportal (German School Portal) further illustrates this divide. About half of the students have no role in selecting course materials, while nearly one-third have only limited input. They fare slightly better in shaping classroom rules: 34 percent say they have a meaningful degree of involvement.

The study also identifies a clear link between participation and well-being. Students who perceive more opportunities for input report significantly higher school-related well-being. Conversely, only 17 percent of those with low well-being say they have a strong voice in setting classroom rules—compared to a far higher share among their peers with high well-being.

The study also highlights differing perspectives on this issue. In an earlier survey conducted as part of the School Barometer, 55 percent of teachers considered existing opportunities for participation to be sufficient. However, the latest findings suggest that students see things differently.

Anna Gronostaj comments: "When students want to be heard but teachers see no need for change, we urgently need dialogue between all parties involved. Genuine participation isn't just a 'nice-to-have'—it's the foundation for well-being and lived democracy in schools."

Study leader Professor Julian Schmitz of the University of Leipzig further emphasizes the importance of participation for quality of life: "Children and adolescents with lower quality of life have fewer opportunities for involvement, yet they often want a greater say than those who report higher well-being." This suggests that fostering participation could be an underutilized strategy for strengthening mental health.