Published March 2026 | Youth-Nex
By Sania & Mariam, teen authors
This blog is the second of three in a series of posts focusing on youth mental health and school policies.
Student mental health is becoming a big concern with schools in the U.S., especially for more academically competitive school districts where tension and pressure are more visible to students. While these academic standards can lead to achievement and success, school policies are contributing to stress, anxiety and burnout among students. Research suggests a connection between academic pressure and mental health challenges with approximately 83% of teenagers reporting school as a big source of stress.
It is important for school principals and district leaders to understand how school policies affect students, and to think about the unintended consequences of each before implementing.
Highlighted in this post are some common policies being implemented in schools, what teens really think about them, and what could change so that they don’t contribute to the youth mental health crisis.
Grading Policies
Caps on retaking assessments: Students who did not perform well on a major assessment may be able to retake the assignment, however the retake score is capped at a certain percentage (like 70%). If a student scores higher on the retake assessment they are no longer eligible for extra points above this threshold.
The retake caps on assessments makes every test feel more stressful than it already did before. It makes each test feel like a judgement, and students feel significantly more pressure. While this policy helps promote preparation and encourages students to come to assessments prepared, it increases the pressure on the exams and leaves less opportunities for academic recovery.
Instead of capping the retake grade, allow students to retake up to an 80-90 range. This range ensures the student is still given a second chance, while not fully giving them full credit. This retake range will make sure students aren’t given too little of an amount of points on retakes while still prepping them for college rigors of “no retake policies”. With this increase in retake scores it takes into account the decrease of pressure on students’ mentalhealth.
Academic Policies
Latin honors system: Some school districts are replacing traditional numerical class ranks with the Latin honors system with Summa Cum Laude (top 5%), Magna Cum Laude (top 10%) and Cum Laude (top 20%).
While the Latin honors system was designed to reduce competition among students, it still relies heavily on GPA, which means the same issues persist. Students continue to overload themselves with Honors, Advanced Placement (AP), Dual Enrollment (DE), and International Baccalaureate (IB) courses to boost their GPA, avoiding electives that don’t affect it. This maintains, rather than reduces, the competitive environment. In some ways, the Latin honors system can even be worse—since distinctions are based on strict percentage cutoffs, a student just outside the top threshold (for example, in the top 21% instead of 20%) might miss out on a title entirely. Additionally, in some school districts, students are not allowed to see their exact ranks, whether under numerical or Latin systems. This lack of transparency can increase stress and anxiety, as students are left uncertain about where they stand academically.
We recommend bringing back the traditional numerical ranking system instead of expanding the Latin honors system or moving away from GPA-based awards. Numerical ranking gives students a clearer idea of their academic standing and avoids the confusion that can come with tiered or percentage-based systems.
School Policy Reality
Of course these policies aren’t just there to stress out students, and were not randomly placed. Most school policies are placed with a good intention, and although these policies may cause other problems for some, they also benefit other students. These policies can promote accountability, responsibility, consistent feedback from teachers, and reduce extreme levels of competition between students.
But schools should not unintentionally push students beyond their limits and negatively impact their mental health.
For teens like us, the consequences along the way are burnout, perfectionism, and declining mental health.
In order to truly support students, it is important for all U.S school districts to consider adopting policies that encourage mastery through personalized learning and growth opportunities, but also support wellness through mental health resources and healthy school environments.
Other Support Needs
Although some school districts offer mental health resources such as the Multi-Tiered Systems of Support (MTSS), many students are unaware that these services are available to them. In addition, stigma often prevents teens from using these resources. Schools should place stronger emphasis on practical skill development—especially time management, a concept many students struggle with. Targeted lessons and workshops can make a significant difference in reducing stress and improving productivity. These opportunities should be accessible to all students, not just specific programs like the International Baccalaureate (IB) diploma. Regular student-focused advisories and communication that include teen input can help ensure these supports are meaningful and effectively implemented.
Sania is a high school sophomore from Northern Virginia with a strong passion for student mental health. She leads a mental health focused project in partnership with George Mason University and the University of Virginia to strengthen student well-being and foster supportive school communities. As a member of the Youth Research Council, she builds professional and research skills under the mentorship of researchers from George Mason University, Johns Hopkins University, and Georgetown University. She hopes to apply these research driven skills in the fields of health and medicine to support her community’s well-being while continuing her growth through TYDE at the University of Virginia.
Mariam is a high school sophomore in Northern Virginia and an International Baccalaureate (IB) diploma student. She is currently collaborating with researchers in GMU and programs at UVA on projects to spread awareness about student mental health, hoping to find solutions. She’s also a member of George Mason’s Youth Research Council (YRC) in order to expand on her research skills. As a founder and leader of the Muslim Student Association, a leader of her school’s Culture Club, and a member of the Health Research and Awareness club, she focuses on building strong and supportive communities. She hopes to study health, medicine, and business with the goal of creating proper accessible care and make a meaningful change.
