Feeling connected at school supports pupils’ mental health and attendance

May 2026

New findings from The University of Manchester’s #BeeWell programme highlight something many secondary schools see every day: when pupils feel they belong and have trusted adults around them, they’re more likely to cope well emotionally and attend more consistently. The research suggests that strengthening relationships and day‑to‑day experiences in school can help protect wellbeing, alongside the work schools already do on attendance and engagement. 

Key messages 

• A stronger sense of school belonging and positive relationships with staff were linked to fewer emotional difficulties over time. 

• Better day‑to‑day school experiences were also associated with improved attendance. 

• Emotional difficulties could predict a later drop in pupils’ sense of belonging and connection to staff—suggesting wellbeing challenges can gradually drive disengagement if not addressed. 

• The study found no evidence that improving attendance alone leads to better mental health; attendance may be a signal of underlying need rather than the cause. 

What this means for schools:  

• Keep prioritising relationships. Small, consistent interactions (greeting pupils by name, tutor check‑ins, reliable follow‑up) can build trust and connection. 

• Strengthen belonging across the school day. Routines, inclusive cultures, and purposeful roles for pupils can help them feel seen and valued. 

• Use attendance conversations as an opportunity for support. When patterns change, consider what might be happening for the pupil and family—and connect them early to form tutors, heads of year, and pastoral or wellbeing support. 

• Notice who may be at risk of disconnection. The findings reinforce the importance of early identification of emotional difficulties before they lead to withdrawal from school life. 

Source: Journal of the American Academy of Child & Adolescent Psychiatry (DOI: 10.1016/j.jaac.2026.04.001).