Children’s Mental Health: Discover the Major Risk Factors Revealed by a Public Health France Study

On 06/02/2026, Santé publique France publishes an analysis that puts precise numbers on a concern shared by many families and teachers: the mental health of primary school children. The study relies on responses from more than 8,000 children enrolled from CP to CM2, complemented by feedback from parents and teachers, with a very concrete objective: to identify the risk factors most often associated with emotional, oppositional difficulties, and attention disorders, including ADHD.

In these results, one point stands out like a spotlight in a classroom: academic difficulties are not just a topic for the homework notebook; they are statistically the marker most strongly associated with poorer psychological health. The health agency also highlights other associations: bullying, chronic illnesses, difficult life events, complications during pregnancy, parental anxiety, separation conflicts, low social support, financial insecurity, and persistent traces of the health crisis. The whole is not meant to assign blame but to better target prevention and early detection before distress becomes entrenched.

What the Santé publique France (Enabee) study shows on the mental health of children aged 6 to 11

The study published by Santé publique France on 06/02/2026 is part of the Enabee device, designed to produce indicators on children’s well-being and mental health. The scope is clear: students aged 6 to 11, enrolled from CP to CM2, with cross-collection of perceptions (child, parents, teachers). This triangulation has a practical interest: it limits the blind spot of “he’s fine, he says nothing” on the family side and “he’s discreet in class” on the school side, two statements which, put together, can make a problem disappear into the light.

A summary figure conveys the magnitude of the issue: Enabee’s first results indicated that 13% of elementary school children show at least one probable mental health disorder. This “probable” is not a jargon detail: it signals a screening measure, useful for identifying children at risk, without replacing a medical diagnosis. For the general public, it’s a bit like the difference between a fire alarm and an expert report after inspection: the alarm doesn’t say “here is the exact cause,” but it says “you need to look now.”

The core of this 06/02/2026 publication is to statistically link life and schooling contexts to the probability of presenting difficulties. This includes emotional disorders (anxiety, mood), oppositional disorders (defiant behavior, lasting irritability), and attention disorders with or without hyperactivity (ADHD). The interest, from a prevention standpoint, is to detect combinations of vulnerabilities: a child can accumulate fatigue, family stress, teasing during recess, and reading difficulties, without each isolated element triggering intervention.

In daily use, these results can help prioritize warning signs. A child who “does not like school” may be going through a normal phase, but when this aversion is accompanied by a drop in learning, isolation, or unusual restlessness, the study provides a numerical argument to not wait for “it to pass.” Child psychology reminds us that development is rapid at this age: weeks count, especially when the feeling of failure settles in.

To avoid misunderstandings, Santé publique France specifies that the observed associations do not mechanically prove causality. This is important, because some factors (for example, frequent attendance at a leisure center) may be an indirect indicator: a child already in difficulty may go there more often due to family organization reasons, or because parents seek a structured framework. The challenge is to read the results as a caution map, not as a court verdict.

Indicators, “probable disorder,” and detection: what the words mean in real life

The term “probable disorder” refers to standardized detection tools, often based on questionnaires. In practice, this serves to identify children who would benefit from a more in-depth assessment. A parent may see it as a label, but the goal is the opposite: to prevent suffering being mistaken for willful misbehavior. In class, an inattentive child is not necessarily “dreamy,” and an oppositional child is not necessarily “badly behaved.”

Effective prevention rests on a simple chain: observe, talk, refer. Observing does not mean surveilling like a secret agent; it means noting changes (sleep, appetite, irritability, somatic complaints, social withdrawal). Talking means coordinating adults because children often behave differently depending on the context. Referring, finally, means knowing where to turn: primary care physician, psychologist, CMP, school nurse, parenting support services. Early detection is all the more useful since emotional difficulties can persist into adolescence, and Santé publique France recalls, in another survey cited in this publication, that 20% of high school students report suicidal thoughts in the past twelve months, and 15% report having already attempted suicide during their life.

Numbers provide a compass, but the compass does not replace walking: concrete actions take place in school, family, and care settings.

Academic difficulties and mental health: the most strongly associated risk factor according to Santé publique France

In the analysis of 06/02/2026, academic difficulties appear as the statistical signal most strongly associated with poorer mental health in children. The association is detailed according to who identifies the difficulties, which avoids the classic duel “he manages at home” versus “he’s dropping out in class.” When both parents and teachers identify difficulties, the risk of presenting a probable mental health disorder is reported as more than four times higher than for other students. If difficulties are reported only by parents, the risk is tripled. When flagged only by teachers, it remains nearly twice as high.

These gaps do not imply that school “makes children sick.” They rather describe a common mechanism: the child struggling to read, write, or concentrate quickly finds themselves in a spiral where evaluations become repeated reminders of what isn’t working. Self-confidence takes a hit, social relationships may tense, and the body sometimes starts speaking for words (stomachaches, fatigue, recurring complaints). Child psychology emphasizes this point: at 7 or 9 years old, self-esteem is largely built through comparison, especially when learning becomes visible and quantified.

A concrete example, without fiction: reading aloud. A struggling child may anticipate failure first thing in the morning. They spend the day dreading “their turn,” which increases stress, decreases attention, and may trigger provocation reactions to avoid the situation. Viewed from a distance, this resembles insolence. Viewed up close, it resembles a protection mechanism. The result is measurable: more emotional or attention disorders identified in questionnaires.

The link between academic difficulties and probable mental disorders can also pass through the quality of social integration. A child who cannot keep up may be noticed, sometimes mocked, sometimes excluded. School, which is supposed to be a learning ground, can then become a place of tension. Wednesday afternoon is no longer “restful,” as it is used to catch up. Homework becomes a place of conflict. Adults get tired. The child too, even if they have the energy of a mini-sprinter.

From a prevention standpoint, the study calls for taking early detection seriously: learning difficulties, language disorders, suspected ADHD, “dys” disorders, and more broadly any persistent gap. A useful action is to coordinate observations: a simple follow-up notebook shared between parents and educational staff avoids discussions based on approximate recollections. The goal is not to “over-document” a child’s life but to provide concrete elements to a health professional if referral is needed.

Academic difficulty is not a mere item on a report card; it is often a tipping point for well-being when it persists and isolates.

What really helps on a daily basis: educational adjustments, pacing, and drama-free communication

Educational adjustments can reduce pressure without lowering expectations. Giving more time, offering reformulated instructions, authorizing tools (reading ruler, adapted font, audio support) changes the day for a child who exhausts themselves trying to “keep up.” Cognitive fatigue is a very concrete concept: when everything costs, nothing much remains to manage emotions.

Families can also work on rhythm. Limited, broken-up homework time, with short breaks, reduces conflicts and allows room for activities that restore self-esteem (sports, music, crafts). It is not about optimizing a schedule like a professional planner but avoiding that home becomes a classroom annex.

Effective communication between adults relies on observable facts: “3 crises during homework this week” is better than “he makes no effort.” A funny tone can exist, as long as it does not ridicule the child: humor serves to lower tension, not to deny difficulty.

Bullying, physical health, and difficult events: measured risk factors in children

The study published on 06/02/2026 by Santé publique France highlights several risk factors associated with poorer mental health in children, apart from academic difficulties alone. Bullying stands out clearly: children who are victims have a 36% increased risk of suffering from at least one probable disorder. The figure has operational interest, as it reminds us that bullying is not a “playground problem”: it is an emotional development, safety, and socialization issue.

The repercussions go beyond schooling. A bullied child may avoid certain places, change habits, lose friends, or constantly monitor what others think. This “radar on” mode is exhausting. It can also cause sleep disturbances and lasting irritability. In real life, this sometimes leads to absenteeism, then partial dropout, then isolation. The issue becomes an explosive mix: school worries about learning, family worries about safety, the child worries about everything, and mental health takes a hit.

Physical health is also involved. Santé publique France reports a 24% increased risk in children with chronic illnesses, with examples such as asthma, diabetes, or obesity. Again, the interpretation shouldn’t be moralizing. A chronic illness entails constraints (treatments, appointments, limitations), sometimes pain, sometimes visible difference. It can feed anxiety, fatigue, and a feeling of being “different.” The school setting can help by normalizing accommodations and avoiding that the child ends up negotiating their health like an adult in a meeting.

Difficult life events since birth are also associated with a 22% increased risk: death of a close one, violence, assault, or placement with child protective services. These elements recall an obvious fact worth repeating: a child does not have the same psychological availability to learn when already managing insecurity or grief. In child psychology, the notion of “emotional load” is not a metaphor. It manifests through attention disorders, defense reactions, hypervigilance, or conversely withdrawal.

The report also mentions a gender difference: boys appear more exposed than girls, with a 36% higher risk in this analysis. This result is often discussed through the lens of detection: some externalized behaviors (agitation, opposition) are more visible at school, therefore more reported. Prevention must consider this visibility, without forgetting children whose suffering is more silent.

Faced with these factors, effective responses are rarely spectacular, but they are precise: implemented anti-bullying protocol, identified referent, adapted assessments in case of illness, coordination with physician, and psychological support when symptoms settle in. Prevention here mainly consists of not leaving the child alone with a situation that overwhelms them.

A useful list of warning signs (without panicking, but without waiting either)

• Persistent changes in sleep (difficulty falling asleep, frequent awakenings) over several weeks.
• Repeated somatic complaints before school (stomach aches, nausea, headaches) without obvious medical cause.
• Unusual social isolation, loss of interest in previously enjoyed activities.
• Drop in results or regular refusal to participate in class, especially if a triggering event is suspected.
• Temper tantrums, marked opposition, or new agitation, notably after a stable period.
• Self-deprecating speech (“stupid,” “incapable”), excessive self-criticism, disproportionate fear of making mistakes.

These signals do not constitute a diagnosis, but they make discussion more concrete between school, family, and professionals.

Pregnancy, parental anxiety, conflicts, and insecurity: the massive role of the family context on well-being

The publication of 06/02/2026 emphasizes a point many parents feel without always formulating it: the family context weighs heavily on children’s mental health. First striking data: when one parent has moderate to severe generalized anxiety, the risk of psychological disorders in the child increases by 48% according to Santé publique France. The figure does not blame parents; it describes a possible transmission of stress, disrupted routines, and sometimes avoidance strategies that become, despite themselves, a living environment.

An anxious parent may, out of protection, anticipate dangers, over-explain, over-control, or conversely become exhausted and withdraw. The child picks up the atmosphere. They understand very early that some topics “cause fear,” even if no one says so. This can manifest as diffuse worry, concentration difficulties, or a tendency to ruminate. In daily life, a child may become the family’s “emotional assistant,” monitoring moods and adapting their behavior. This role is not a dress-up game: it costs a lot of energy.

Parental conflicts after separation also stand out strongly. When parents are separated and continue to argue, the risk increases by 42% according to the study. Even without apparent conflict, separation is associated with a higher risk than in families where parents live together without tension. This nuance is important: the harmful factor is not “separation” as an administrative status, but what it implies in terms of stability, communication, and emotional security.

The social and economic dimension also matters. Low social support perceived by parents is associated with a 28% increased risk. Significant financial difficulties in the household are associated with a 38% increase. The link is plausible: insecurity increases stress, limits access to certain activities, complicates care procedures, and reduces adults’ mental availability. The household can then operate in “permanent emergency” mode, which leaves little room for calm discussions, play, and reassuring routines.

Another result draws attention: complications during pregnancy are associated with a 25% higher risk of presenting a probable mental health disorder during childhood. Santé publique France mentions hypotheses, such as the influence of inflammatory mechanisms or chronic stress on fetal brain development, while reminding that the study does not establish a direct causal link. Simply put: this does not mean “difficult pregnancy = child necessarily in difficulty,” but it justifies increased vigilance, especially if other risk factors accumulate.

Family prevention in this context often looks like very down-to-earth things: asking for help, rebuilding support, stabilizing routines, reducing the child’s exposure to conflicts, and facilitating access to psychological care when needed. A bit of good news along the way: these levers are modifiable, even when everything cannot be perfect. A child does not need a problem-free home; they need adults who take problems seriously and organize themselves.

Parental prevention: realistic actions, without turning the living room into a meeting room

Setting up effective prevention often starts with clarifying roles. Separation discussions happen between adults, not in the hallway with the child as an involuntary witness. School follow-up is shared with the school, without making the child responsible for “reconciling” adults. Research in child psychology shows that stable routines (schedules, simple rules, rest times) help regulate anxiety.

Social support can also be “reconstructed” pragmatically: an identified relative for emergencies, a relay for school pick-ups, a parents’ group, or municipal services. It’s not glamorous, but it’s effective, and it reduces pressure on the household. However, organization does not replace listening: when a child expresses fear or sadness, the most useful response is often to name the emotion, then seek a proportionate solution.

Post-Covid effects, leisure center, and early detection: how to translate numbers into prevention actions

Several years after the health crisis, Santé publique France still observes associations related to the Covid-19 experience. Children who struggled during lockdowns, or whose family felt strong worry during the period, have a 16% higher risk of a probable mental health disorder according to the analysis published on 06/02/2026. The figure is moderate compared to other factors, but it reminds that the experience was not the same for all: some households went through the period with resources and enough space, others with overcrowding, isolation, or bereavement.

In daily life, post-crisis effects can manifest as increased sensitivity to separation, difficulty finding a group again, or lower tolerance for uncertainty. A child may have also developed avoidance habits (not going to birthdays, avoiding team sports) that have settled in. Here, prevention resembles a gentle re-education of “living together”: progressively resuming interactions, valuing social successes, and avoiding minimizing (“it’s fine, it’s over”) when the child is still experiencing something.

A result that sparked much discussion among parents: the association between high attendance at leisure centers (on Wednesdays and during holidays) and a 27% increase in psychological disorder risk. The health agency clarifies that this observation does not prove that the leisure center causes these difficulties. In reality, over-attendance may be an indirect marker: parents’ work constraints, family fatigue, lack of relays, or need for a framework for an already restless child. The useful reading is to ask whether the child recovers enough, and if time outside school also serves to rest, not just to “occupy.”

Early detection is the red thread of this publication. Practically, this means adults around the child must share relevant information at the right time. School has a central role, as it observes the child in a demanding and social framework. Parents see the child in intimacy, where emotions come out. Caregivers can distinguish a reaction to an event from a more structured disorder. An alliance of the three is needed, otherwise the child becomes the messenger, and they already have enough to do with their multiplication tables.

Tools exist to structure this prevention: educational meetings, follow-up teams, speech therapy or neuropsychological assessments when necessary, referral to a mental health professional. Waiting times for care can be long, which makes immediate adjustments at school and home all the more useful, even before a specialized appointment. Thus, prevention is thought in “first gestures”: reducing humiliating situations, protecting from bullying, adapting demands, reinforcing routines, and offering a space for speech.

Effective prevention assumes a simple principle: intervene when difficulties begin to disturb the child’s life durably, not when they have already invaded everything.

How to distinguish a difficult phase from a mental health disorder in a child?

A difficult phase is often related to an identifiable event and improves over time with adjustments. A probable disorder is identified when difficulties last several weeks, affect several domains (school, sleep, relationships), and cause suffering or disability. A health professional can assess the situation, especially in cases of multiple risk factors.

What to do first if academic difficulties seem linked to distress?

Start by cross-checking observations between parents and teachers, then request a structured meeting at school. Implementing immediate adjustments (instructions, pace, tools) can reduce pressure. If difficulties persist, referral to the primary care physician and, if necessary, to assessments (speech therapy, neuropsychology) helps clarify needs and prevention.

Can school bullying cause lasting disorders?

Santé publique France reports an association with a 36% increased risk of probable disorder in children who are victims. Consequences can last if the child remains exposed or if the situation is not treated promptly. The priority is protection, stopping the violence, then appropriate follow-up if the child shows anxiety, sleep disorders, school avoidance, or somatic symptoms.

Why is parental anxiety associated with children’s mental health?

In the analysis published on 06/02/2026, the presence of moderate to severe generalized anxiety in a parent is associated with a 48% increased risk in the child. The emotional climate, routines, psychological availability, and avoidance strategies can influence well-being. The goal is not to blame but to direct towards support when the burden becomes too heavy.

Do complications during pregnancy mean certain risk for the child?

No. Santé publique France observes an association with a 25% increased risk of probable disorder, but the study does not allow establishing direct causality. This result mainly calls for increased vigilance and more attentive detection, especially if other risk factors (academic difficulties, bullying, insecurity, family stress) accumulate over the years.