Behavioural and Mental Health Policies in UK Schools: Impact on Learning Outcomes and the Role of Adult Support

Abstract

This study assesses how behavioural policies, mental health interventions, dietary behaviours and adult support in UK schools influence pupils’ well‑being and learning outcomes. Using quantitative methods, study adopted Likert scale questionnaire to collect data from 100 conveniently sampled pupils in mainstream schools in the London Borough of Croydon. Conducted over seven months and completed in October 2025, the quantitative phase targeted children aged 7–15 across primary and secondary schools in all parts of Croydon. The analysis used STATA 17 and Smart PLS-SEM (Version 4), applying Ordinary Least Squares (OLS) regression and Structural Equation Modelling (SEM) to test hypotheses. Results show behavioural policies positively and significantly impact mental health and learning outcomes. Mental health itself is a strong predictor of academic achievement, while school diet independently contributes positively to results, though its moderating effect on mental health–learning outcomes relationship remains insignificant. Adult support did not significantly strengthen that link between mental health–learning outcomes. Subgroup analyses reveal stronger effects for girls, older pupils and primary‑aged children. The study concludes that schools should adopt restorative, holistic policies, promote healthy lifestyles and strengthen adult support systems to improve educational outcomes.