🚨 When the School harms instead of protecting: what 28,500 complaints reveal
🔍💡 Mental health in School: when administrative complexity exacerbates the suffering of the most vulnerable.
28,500 complaints analysed, concrete cases, transferable recommendations on the ground
📌 This report shows, based on real cases, how the 'normal' functioning of the institution can exacerbate the psychological suffering of already vulnerable individuals — students, pupils, and staff. For those who support young people or colleagues in difficulty, it is a valuable map of friction points (assessment, guidance, dematerialisation, disability adjustments, contract endings). The very concrete testimonies help to identify the 'weak signals' before a breakdown. The recommendations, transferable outside the educational field, invite better communication, explaining decisions, and securing key moments in the journey.
Source :
📒 Paying attention to vulnerabilities: acting in favour of mental health
✍️ Catherine Becchetti-Bizot, mediator of national education and higher education - Publishing structure: Ministries responsible for National Education and Higher Education - July 2026📜🔗LINK to the source
1️⃣ Analytical summary
A system under tension, a rising suffering
In 2025, the network of mediators handled nearly 28,500 requests (+ 20% in one year, + 51% since 2020). This increase reflects both a better visibility of mediation and a growing sense of distress. Users represent 76% of requests (students, families, learners), staff 24%. The report, echoing the National Great Cause, focuses on mental health and highlights situations where the complexity of the system inadvertently exacerbates existing vulnerabilities: families who are not listened to, inappropriate exam arrangements, anxiety-inducing guidance, incomprehensible digital procedures, contractual agents left without response.
From diagnosis to levers of action
Beyond the observation, the report offers numerous concrete recommendations: strengthen staff training in identifying psychological suffering, create welcome units at critical moments, allow adapted or remote assessments, better explain guidance decisions, humanely support students (mobility, family caregivers, grants), and “humanise” the HR management of agents. The guiding thread: listening, explanation and the continuity of human connection often matter more than a purely procedural response. These principles are directly useful to anyone supporting social and medico-social work.
2️⃣ Key points of the document
1️⃣ An accelerated increase in requests, revealing a sense of distress
26 489 requests received in 2025 and ≈ 28,500 handled, which is + 20% in one year and + 51% since 2020. 92% of cases are resolved in less than three months. The high volume is interpreted as a symptom of increasing anxiety in the face of societal changes. (p. 5–8)
2️⃣ The mental health placed at the heart of the analysis
In 2025, ≈ 450 reports explicitly mention the psychological distress of a student — a figure deemed underestimated and continuously increasing for four years. The report documents how assessment, orientation, and procedures can trigger or worsen the suffering. (p. 16)
3️⃣ A surge in reported violence against children
1 000 requests related to violence against children in 2025, compared to 300 in 2023 and 400 in 2024: 70% committed between peers, 30% by adults; sexual and gender-based violence represents 3%. This finding led to the creation in 2026 of a position for a Delegate for child protection in schools. (p. 10)
4️⃣ Students vulnerable due to transitions and precariousness
A third of students would show signs of psychological distress (cited OVE survey). The breaking points: Parcoursup/Mon Master ranking experienced as a “black box”, international mobility poorly supported, students as family carers, threshold effects of scholarships (up to 136 ceilings). (p. 22–26)
5️⃣ Contractual workers, the most exposed link in HR management
Non-permanent staff account for 40% of reports from staff; non-teaching contractual workers (including AESH) have surged (+ 335% in 5 years). Unissued France Travail certificates, overpayments on sick leave, denial of work-related accidents: all these “grains of sand” push agents into precariousness. (p. 9, 27–32)
3️⃣ Action points for local actors
1️⃣ Training in identifying weak signals
Drawing inspiration from the recommendation for initial and ongoing training in mental health to equip teams: recognising signs of psychological distress and engaging in dialogue without stigmatising families. Useful well beyond the school, in any setting for vulnerable audiences. (p. 17)
2️⃣ Securing critical moments through a welcome unit
Revisiting the idea of "welcome units" of trained volunteer staff, available during high-risk periods (enrolments, results, transitions). Applicable to any structure marking the year with high-anxiety periods. (p. 18)
3️⃣ Systematically explain decisions, even negative ones
The report shows that an unexplained decision can be perceived as a serious injustice. Implement acknowledgements of receipt, identified contact person, and reasoned correspondence for any refusals, including when no legal obligation requires it. (p. 33)
4️⃣ Adapt procedures to situations of invisible disability
Ensure that adjustments (IT equipment, extra time, remote assessments) do not create suspicion or obstacles. Gather early the needs of the individuals concerned to prepare calmly for each deadline. (p. 19–20, 24)
5️⃣ Support those in financial hardship
Rely on avenues regarding scholarships, family caregivers, and overpayments: clear and timely information on amounts, dates, and reasons; a reachable human contact to prevent material difficulties from becoming psychological distress. (p. 25–26, 31–32)
6️⃣ Generalise access to psychological support made easier
Relay locally the mentioned systems (My psychological support, Youth houses) and advocate for the idea of a nearby listening space or free mental health consultation, linked with care structures. (p. 21)
4️⃣ Additional references
Three external resources
Éduscol — « Act to promote the mental health and well-being of students » (updated 2026; includes the circular of 29 June 2026). Operational resources for detection and support in establishments. eduscol.education.gouv.fr/5958
Public Health France — Operational reference on psychosocial skills (Volume 1, 2025; Volume 2, 2026) and its action programme. The lever « prevention/promotion » complementary to the « mediation » approach of the report. santepubliquefrance.fr — CPS programme
CESE — « Mental health and well-being of children and young people: a societal issue » (October 2025). The political and societal framework; also cited by the mediator as a source of funding. lecese.fr — report 2025
5️⃣ Frequently asked questions (FAQ)
1️⃣ Can the Mediator address a harassment situation?
A. In principle no: harassment falls under specific provisions and procedures. But when it is brought to their attention, the mediator remains vigilant and liaises with local authorities to ensure that the situation is properly addressed and reported. Reports of "harassment" have significantly increased (970 in 2025). (p. 10)
2️⃣ What should be done when a family struggles to have their child's issues recognised?
A. The report recommends early and non-stigmatising dialogue, involvement of parents in decisions, and the implementation of tools such as the PAI (individualised welcome project) to prevent school dropout. (p. 16–17)
3️⃣ Can a very anxious student take their exams differently?
A. This is a major point of tension: the framework remains poorly adapted to severe mental health issues. The mediator recommends allowing exams in a nearby and familiar establishment, or remotely (videoconference), and clarifying the regulations in this regard. (p. 18–20)
4️⃣ Can the use of a computer as a compensation for a disability penalise a candidate?
A. Yes, due to ignorance: poorly trained examiners may suspect fraud. The report recommends securing these adjustments and training teachers and examiners to avoid any bias. (p. 19–20)
5️⃣ How can we better support the most vulnerable students?
A. Through continuity of human support: assistance service for international mobility, consideration of student family caregivers (charge points), reachable contacts and visibility on scholarships. Administrative complexity is a major cause of vulnerability. (p. 24–26)
6️⃣ Why are contract workers particularly exposed?
A. Poorly managed contract endings (France Travail certificate not issued, blocked allowances), overpayments on sick leave recovered without explanation, denial of work-related accidents. The report proposes the GAPE tool, return cells and better information from the recruitment stage. (p. 30–32)
7️⃣ Can a simple workplace accident be recognised even without visible injury?
A. Yes: since 2019, an accident occurring in the time and place of service is presumed to be attributable to the service, including for psychological harm. The report highlights a reluctance to recognise psychological suffering on par with physical injury. (p. 28–29)
6️⃣ Rewriting in Easy to Read and Understand (FALC)
The summary, in simple language
Every year, people write to the school mediator. They have a problem or a disagreement. In 2025, there were about 28,500 requests. That's much more than before.
This year, the report talks about mental health. Mental health, is well-being in the mind and emotions.
The report shows one important thing. Sometimes, the school wants to help. But its rules are too complicated. So, students, learners and adults are doing worse.
The report gives ideas to help. For example: better listen to families. Better explain decisions. Help during the difficult moments of the year.
The important points, in simple language
There are more and more requests. This means that many people are struggling.
Many young people are suffering mentally. The stress of grades and guidance plays a big role.
There is more violence against children. Most comes from other children. Some comes from adults.
Students are vulnerable during major changes. For example: entering university, going abroad, applying for a scholarship.
Staff on short contracts are very exposed. Sometimes, they do not receive their papers or their money on time.
7️⃣ Cross-analysis — values of Health Practices
Literacy : the report emphasises the explanation of documents and decisions (GEVA-sco, adjustments, scholarships) and proposes a "parents' kit" — a clear issue of understanding.
Empowerment : it values the involvement of families in decisions regarding their child, but does not describe a structured participatory approach from the beneficiaries.
Participation : co-construction is not formalised; the logic remains that of individual mediation rather than a collective design of the arrangements.
Community health: the collective dimension appears indirectly (third places, welcome cells, consultation by age group) but is not the central framework of the report.
Ethics : the situations of stigma (families "accused of laxity", disability suspected of fraud) are explicitly named as pitfalls to correct.
Human rights : equity, dignity and effective access to rights (work-related accident, grants, exams) are the foundation of the mediator's approach.
Intersectorality : the report recommends linking the school with care structures (Youth Houses, My psychological follow-up) and the social field (CROUS, France Travail).
Partnership : collaborations are recommended (care, child protection, academies) but the models are not formalised in the form of type agreements.
Fight against discrimination : the document addresses disability, psychological vulnerability and the risk of unfair treatment; non-judgment and attention to the diversity of profiles are recurrent themes.
8️⃣ Evaluation of the reliability of the resource
Scientific relevance
High for what it claims to be. Official institutional source, author identified, recent 2025 data and transparent method (real case analysis, anonymised cases). The report also relies on solid and dated external sources (DREES 2024, OVE 2024/2025, French Mutuality 2025, CESE October 2025, Enabee). A limit to keep in mind: the figures describe the activity of mediation, not the prevalence of disorders; they do not constitute a representative sample.
Operational relevance
Good but indirect. The document is not an intervention guide: it provides findings and recommendations addressed to the institution. Its value for the field lies in concrete cases (transferable as awareness-raising or practice analysis supports) and reusable action principles (listen, explain, secure transitions, connect with a human interlocutor). The check-lists and ready-to-use tools are to be found in the supplementary resources.
9️⃣ Strategic hashtags
#healthpractices #MentalHealth #HealthPromotion #WellbeingAtSchool #HealthLiteracy #SchoolInclusion #EducationalMediation #StudentHealth
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