In recent years, the mental well-being of young people has deteriorated. Help and support for young people is usually provided through youth welfare services. However, secondary schools also have a responsibility within the framework of their task in identity formation. This task entails schools helping them with their personal development (identity formation), including meaning in life. Attention to identity formation and meaning in life contributes to mental well-being. As part of their formation task, schools therefore have the opportunity to support the mental well-being of young people, especially by paying attention to meaning in life.
However, schools often do not know how to support pupils' well-being through identity formation and meaning in life. This study therefore seeks to identify the relationship between secondary school students' mental problems, themes around students' meaning in life, and the way schools fulfil their formation task. In addition, it investigates how secondary schools can structurally pay attention to meaning in life and identity formation, so that the mental well-being of pupils improves.
Research question
How do the mental problems and themes around meaning in life that are prevalent among secondary school students relate to the identity formation task of secondary schools, and what points of interest are important in the practical design of support in these areas?
To answer this question, relevant literature is collected, school leaders are interviewed through a survey and students are interviewed. Finally, together with schools and other stakeholders, a programme will be drawn up that secondary schools can use to give more attention to meaning and identity formation in order to support the well-being of their pupils.
Results
Publication 1 (in Dutch): Moor, L. de, Kregting, J & Schilderman, H. (2024). Geestelijke verzorging op middelbare scholen. Literatuuronderzoek (External repport, no. 676). Nijmegen: Kaski
Summary of the publication:
This literature review focuses on the question: In what way and to what extent can spiritual care in secondary schools make a contribution to the recognition of themes around meaning in life among pupils and, within the objective of identity formation, contribute to the mental well-being of pupils in secondary education?
To answer this question, policy documents and scientific literature were studied concerning meaning in life and identity formation at school, its effect on the mental well-being of pupils, and the functioning of spiritual care in the Netherlands, Germany and the UK. Results show that meaning in life can be seen as a component and precondition for identity formation, and that attention to themes around meaning in life among pupils can contribute to their mental well-being. The specific themes that are relevant for pupils are mapped out, as well as existing forms of guidance in this respect from school and youth care. These currently turn out to be inadequate. In order to improve guidance from school, the use of spiritual care appears promising because of its unique expertise and competences.
Publication 2 (in Dutch): Moor, L. de & Kregting, J. (2025). Mentaal welzijn, zingeving en vorming op school. (External report, no 674). Nijmegen: Kaski
Summary of the publication:
By means of a questionnaire survey among 190 school leaders and governors of Dutch secondary schools, this project mapped out which mental problems and meaning issues are prevalent among secondary school students, and on which educational goals schools focus when supporting their students in these areas. Furthermore, an inventory was made of the extent to which there is support among school leaders and administrators to work on mental well-being, meaning in life and identity formation within the school, which barriers exist in this respect and which improvements are desirable. Differences were identified between groups of schools on the basis of ideology, level of education, location and the number of pupils with a migrant background. Results show that school leaders and administrators recognise mental problems and issues in themes around meaning in life among their pupils and recognise that these issues are interrelated with each other, as well as with the identity formation objective of the school. They therefore believe that their schools have a responsibility to promote mental wellbeing, meaning and formation among pupils. At least half of schools pay attention to meaning in life, and school leaders and administrators believe that even more attention should be paid to this for the mental well-being of pupils. Themes that need more focus mainly relate to finding life goals, dealing with others and functioning in society. In addition, schools want to promote discussing meaning in life, identity formation and well-being within the already existing educational activities. This requires expanding the expertise and range of tasks of school staff, and paying more attention to meaning and person formation within existing subjects and discussions with stakeholders.
