Safeguarding Pupils:The Impact of Perfectionism
Schools have always encouraged pupils to achieve their potential. However, in recent years, many educators have become increasingly concerned about the growing number of children and young people whose drive to succeed has become overwhelming.
For some pupils, the pursuit of perfection is no longer motivating; it has become a significant source of anxiety, emotional distress and, in some cases, a safeguarding concern.
This concern is reflected in emerging research. A 2026 study by researchers at University College London involving pupils from secondary schools in England found that while striving to achieve high standards is not inherently harmful, pupils who are excessively self-critical or who believe that others expect them to be perfect are significantly more likely to experience symptoms of anxiety and depression.
The distinction is an important one for schools. High expectations can motivate pupils to succeed, but when self-worth becomes dependent on flawless performance, the emotional consequences can be profound.
Perfectionism is therefore not simply about working hard or aiming for excellence. Healthy ambition encourages pupils to embrace challenge, learn from mistakes and develop resilience. Unhealthy, or maladaptive, perfectionism can leave children believing that anything less than perfect is a failure. Over time, this relentless pressure can affect every aspect of school life, from academic work and examinations to friendships, extracurricular activities and attendance.
Fear of Making Mistakes
Many schools are now seeing increasing numbers of pupils who are reluctant to attempt challenging tasks because they fear making mistakes, become distressed by relatively minor setbacks or avoid school altogether because they feel unable to meet their own expectations. While examinations and assessments naturally create periods of increased pressure, perfectionism often develops gradually and is rarely the result of a single influence.
The UCL study provides valuable insight into this complexity. When pupils were asked what contributed to their perfectionist thinking, they identified a combination of factors rather than one single cause. This included pressure they placed upon themselves, perceived expectations from parents and teachers, comparison with peers, concerns about future education and careers, and the influence of social media, where carefully curated images of success can reinforce unrealistic standards.
These findings serve as a reminder that schools are only one part of a much wider picture, but they remain uniquely placed to help pupils develop healthier attitudes towards learning and achievement.
The Early Signs
Recognising the early signs is therefore essential. Pupils experiencing unhealthy perfectionism may spend excessive amounts of time completing work, repeatedly seek reassurance, become highly anxious before assessments or react disproportionately to relatively minor mistakes. Others may procrastinate, avoid submitting work altogether or disengage from learning because they fear they cannot achieve the standard they expect of themselves. Emotional symptoms such as anxiety, low mood, sleep difficulties and reduced self-esteem may also become apparent.
Schools should also remember that perfectionism does not affect every child in the same way. Pupils with special educational needs and disabilities (SEND), those identified as high attaining, and children with existing mental health difficulties may all experience perfectionist thinking, although it may present differently. Likewise, children who have experienced adversity or trauma may place unrealistic expectations upon themselves in an attempt to gain approval or maintain a sense of control over their environment.
Is Perfectionism a Safeguarding Issue?
While perfectionism is not, in itself, a safeguarding issue, it can become one when the resulting emotional distress begins to affect a child's wellbeing, attendance or safety. Persistent anxiety, emotionally based school avoidance, self-harm, eating difficulties or suicidal thoughts should never be dismissed simply as a response to academic pressure. Instead, they require an appropriate safeguarding response, early intervention and, where necessary, referral to specialist services.
The Role of Teachers
Teachers can make a significant difference by modelling positive attitudes towards mistakes, celebrating effort alongside achievement and encouraging pupils to reflect on progress rather than focusing solely on outcomes. Feedback that values perseverance, curiosity and improvement helps children understand that success is rarely achieved without setbacks and that mistakes are an essential part of learning.
The Role of Pastoral Systems
Pastoral systems also have an important role to play. Tutors, Heads of Year and pastoral teams are often well placed to notice changes in behaviour, attendance or emotional wellbeing before concerns escalate. Regular wellbeing check-ins, opportunities for pupils to discuss worries and close communication with families can all help identify children who may benefit from additional support. Where concerns emerge, the Designated Safeguarding Lead (DSL) should be informed in line with the school's safeguarding procedures, immediately if there are indicators that a child's mental health is placing them at risk of harm.
The Role of Parents and Carers
Parents and carers are equally important partners. Schools can support families by promoting realistic expectations, encouraging healthy routines and reinforcing the importance of balance between academic achievement, rest, physical activity and social time. Consistent messages from both home and school help pupils understand that their worth is not defined by grades or examination results alone.
KCSIE
The expectations set out in Keeping Children Safe in Education (KCSIE) remind schools that all staff should recognise that mental health concerns can become safeguarding concerns when they indicate that a child has suffered, or is at risk of suffering, significant harm. Although teachers are not expected to diagnose mental health conditions, they should recognise and be alert to changes in behaviour, understand when concerns should be shared with the school’s Senior Mental Health Lead and know how to access appropriate support through the school's safeguarding systems.
High expectations remain an important part of education and can inspire young people to achieve remarkable things, but this should never come at the expense of wellbeing.
SSS Learning
4 August 2026