Perfectionism, emotional resilience, wellbeing, and academic experiences in adolescence within further education

<p dir="ltr">In my study, I explore the intricate landscape of mental health in the English further education (FE) system with a focus on policy implications and the relationship between perfectionism, mental health and wellbeing within the adolescent life stage. Through my literature review, I investigate the complex relationships among perfectionism, identity formation, anxiety, depression, and emotional resilience, with particular attention to their impact on students in FE. </p><p dir="ltr">Using a phenomenological approach and reflexive thematic analysis (RTA), I interpret data from thirteen participants across four focus groups and four semi-structured interviews with adolescent FE students (ages 16-17). My findings reveal a significant gap between institutional priorities, such as low absence rates and high grades, and the lived experiences of students, which often involve pressure, stress, and anxiety. These challenges significantly impact student wellbeing by promoting maladaptive perfectionism. Furthermore, they stifle the development of emotional resilience, resulting in students feeling they need to be dishonest about the reason for any academic absence. </p><p dir="ltr">In the discussion, I critically evaluate how institutional messages shape perfectionistic tendencies and impact wellbeing. I advocate for a holistic approach that equates academic objectives with promoting students' emotional wellbeing as part of overall success.</p>