Mental Health Strategies for IB Students: Enhancing ATL Skills for Resilience

Verdant
Sep 13
6 min read

A Vital Conversation

Several students that have graduated from high schools talk about the stress and mountains they have had to climb to achieve "success". Navigating the International Baccalaureate (IB) Diploma Programme, in particular, can feel like climbing a mountain, with its challenging academic demands. Ultimately, most see it as a worthwhile and rewarding experience, superseding other more exam focused courses, such as A-Levels. However, with increased pressure, it’s critical for students, to prioritise their mental health. Students cannot and should not be alone in this journey. Therefore even if non-IB schools, teachers, and parents adopt ideas from the IB's Approaches to Learning (ATL) , their students can boost resilience and develop effective coping strategies. How can we use practical strategies so the students can enhance their mental well-being at home and school during this intense time?

Understanding ATL Skills

Seemingly most non-educators do not open, let alone flick through the several PDFs/handouts received at the start of the post-16 welcome assemblies. Its understandable as usually they are a deluge of information. Who has the time? Let's break down what an ATL skill actually is and see how we can apply them.

ATL skills include a set of important tools that help students manage both their studies and their emotional health. These skills are made up of self-management, social skills, communication, and critical thinking. Strengthening these skills allows IB students to better cope with stress and maintain a balanced lifestyle.

Self-Management Skills

Self-management means taking charge of your goals, time, and lifestyle. Here are some effective strategies for IB students to develop these skills:

Create a Study Schedule: Design a timetable that includes specific slots for studying, relaxation, and social activities. For instance, reserving two hours each evening for studying while also dedicating weekends to leisure or hobbies can limit late-night cramming and significantly reduce anxiety. The American Psychological Association found that students who create structured study schedules experience vast decrease in stress levels.
Practice Mindfulness: Integrate mindfulness practices such as meditation or deep-breathing exercises into your daily routine. Research shows that even 10 minutes of deep breathing can improve focus and reduce anxiety, leading to a more productive study session.

A chilled environment for students to study in

Social Skills Development

A ex-colleague of mine was discussing the "Gen-Z" stare, with some ridicule. Unfortunately this "stare" could be caused by something we adults, never had to endure as young people in school: COVID. We need to cultivate a social culture in school. One not intergenerational competition, non-peer competition. Strong social connections are essential for good mental health, which could be the reason a lot of younger people (particularly young men) are struggling. The WHO states that loneliness is one of the biggest health threats currently. Encouraging students to interact with peers can provide invaluable support. Here are a few suggestions:

Join Study Groups: Being part of a study group can create a sense of community. This could be online, but it would be more effective in person. Research from the University of Cambridge highlights that “peer learning has many benefits, from collaborative knowledge construction in formal settings to building a sense of community through discussion and peer-help outside of class” (University of Cambridge, 2024). Collaborating with classmates fosters both emotional support and shared solutions to mutual challenges.
Communicate Openly: Help students feel comfortable sharing their feelings and concerns with friends, family, or teachers. Open communication can reduce feelings of loneliness and promote understanding. Research shows that even one simple communication with a friend in a day (asking how they are, joking, listening) is associated with improved daily well-being and lower stress by the end of that day. (Quality Conversation Can Increase Daily Well-Being, 2023)

Critical Thinking and Problem-Solving

Enhancing critical thinking skills empowers students to effectively address challenges. Here are ways to nurture these skills:

Reflect on Experiences: After exams or major assignments, encourage students to reflect on what strategies were successful and which were not. For example, if a student finds they performed well when managing time effectively, they can apply the same approach to future projects. UNESCO’s Global Education Monitoring Report underlines that “reflecting on progress and shaping the future of education” is essential for improving learning outcomes and achieving more inclusive and equitable education systems.
Seek Feedback: Encourage students to actively reach out for constructive feedback from teachers and peers. Receiving different viewpoints can spark growth and enhance understanding, leading to improved overall performance. Some teachers take umbrage when a student takes a second opinion. This action should be welcomed and communicated properly. Deepening trust will encourage self-esteem and non-risky behaviour. Students and parents can also get professional experience from us, and other decent educational groups.

Parental Support

Parents can significantly influence their child's mental health during the demanding IB journey. Here are some effective ways to assist:

Encourage Balance: Remind students of the importance of breaks and engaging in hobbies beyond academics. For instance, dedicating time on weekends for sports or arts can enhance their overall well-being. Research shows that better sleep quality and a positive attitude toward exercise are significantly associated with higher happiness among college students (Li et al., 2025) and that people who report a sense of life balance tend also to report greater life satisfaction in large global surveys.
Be Available: Foster an open environment where students can discuss their challenges and stressors. Being a supportive listener helps students feel less isolated. Surveys show that adolescents who report high levels of family support also report significantly better mental health outcomes compared to those who do not. (WHO/Europe HBSC survey, 2022). Teens have frequently complained that parents and teachers demand things and then ghosting when it matters.

From Stress to Strength

The IB Diploma can feel intense and overwhelming at times, but keeping mental health at the centre makes a real difference. When students and parents lean on ATL skills, like self-management, social awareness, and critical thinking, they build the resilience needed to thrive. Looking after well-being isn’t just about getting through exams; it’s about setting the foundation for a balanced and fulfilling life. Something that a lot of us should take note of.

Take these strategies to heart, and remember: supporting one another is what turns the IB from a challenge into a rewarding journey.

The IB isn’t just about grades, it’s about learning to manage stress, reflect, and grow. Focusing on wellbeing, communication, and resilience helps students come out not just with a diploma, but with life skills that last. And yes, ATL skills are more than just a mysterious IB acronym (no, it’s not “All The Learning” 😅), they’re the habits that make the journey sustainable. When we keep mental health at the centre, the IB becomes less about surviving, and more about thriving. Verdant specialises in guiding students through these pivotal years: from tailored academic support to wellbeing strategies that last a lifetime.

Bibliography

Chamdani, M., Yusuf, M., Salimi, M., & Fajari, L. E. (2022). The correlation of reflective thinking and student achievement: A meta-analysis. Educational Research and Reviews, 17(7), 219–229. https://www.eriesjournal.com/index.php/eries/article/view/735

Clarke, A. (2021). Helping adolescents to feel competent and purposeful, not just happy, may improve grades. University of Cambridge Research News. https://www.cam.ac.uk/research/news/helping-adolescents-to-feel-competent-and-purposeful-not-just-happy-may-improve-grades

Li, Z., Jiang, X., & Chen, Q. (2025). The mediating role of exercise attitude and sleep quality in the relationship between physical activity and happiness among college students. Frontiers in Psychology, 16, 1421080. https://pmc.ncbi.nlm.nih.gov/articles/PMC11794275

Lim, M. Y., Hoe, J. T. T., Ong, S. J. M., & Tan, C. C. (2022). Reflective practices in public health higher education: A systematic review and meta-analysis. Frontiers in Education, 7, 938224. https://www.frontiersin.org/articles/10.3389/feduc.2022.938224/full

Sandstrom, G. M., Boothby, E. J., & Collins, N. L. (2023). Quality conversation can increase daily well-being: Evidence from a 30-day ecological momentary assessment study. Communication Research, 51(3), 299–322. https://doi.org/10.1177/00936502221139363

UNESCO. (2022). Reflecting on progress and shaping the future of education. Global Education Monitoring Report. https://www.unesco.org/sdg4education2030/en/articles/reflecting-progress-and-shaping-future-education

University of Cambridge. (2024). Peer learning. Cambridge Centre for Teaching and Learning. https://www.cctl.cam.ac.uk/enhancing-education/peer-learning

WHO Regional Office for Europe. (2024, November 13). Rising school pressure and declining family support, especially among girls, finds new WHO Europe report. World Health Organization. https://www.who.int/europe/news/item/13-11-2024-rising-school-pressure-and-declining-family-support-especially-among-girls--finds-new-who-europe-report

World Happiness Report. (2022). Insights from the first global survey of balance and harmony. World Happiness Report 2022. https://www.worldhappiness.report/ed/2022/insights-from-the-first-global-survey-of-balance-and-harmony