Strengthening Young Minds:

A National Mental Strength Taskforce.

Why This Matters Now.

Today’s young people—especially those from under-resourced communities—are navigating a world more complex than ever before.

Yet, many lack the tools, support, and role models they need to succeed. With rising mental health challenges, increasing poverty, and widening educational gaps, we have a national responsibility to act.

It’s time to redefine mental strength and ensure every young person has the opportunity to build it.

The Taskforce Mission

Our Goals:

  • Create a clear, practical definition of mental strength for young people

  • Identify what helps or hinders their confidence, resilience, and emotional well-being

  • Develop targeted solutions that support growth and success — in school and beyond

We’ve launched the UK’s largest research initiative focused on understanding, measuring, and strengthening mental resilience in young people.

What This Research Will Deliver

  • A National Mental Strength Framework
    Built from robust data and lived experience, giving schools and organisations a clear foundation to support youth resilience.

  • A Diagnostic Tool for Schools & Youth Services
    Helping young people understand and develop their unique mental strengths.

  • Evidence-Based Policy Recommendations
    Informing systemic change at a national level, with a focus on equity.

  • A National Mental Strength Data Map
    Spotlighting gaps in support across regions and communities.

  • A Professional Network
    Uniting educators, researchers, and youth leaders to embed resilience-building practices in everyday settings.

  • A Public Awareness Campaign
    Sharing insights and reshaping the national conversation on youth mental strength.

Meet the Taskforce

  • Jake Humphrey

    Chair of Trustees, and Co-Host of High Performance Podcast.

  • Chloe Dannatt

    CEO and Co-Founder of the High Performance Foundation.

  • Anita Goyal

    Founder Inner Spark, Chair of The Goyal Foundation, Trustee of The Hallmark Care Homes Foundation.

  • Bear Grylls OBE

    Co-Founder, and Television Presenter, Writer, Survival Expert and former SAS Trooper.

  • Becks Boomer-Clark

    CEO, Lift Schools Multi-Academy Trust.

  • Tom Campbell

    CEO, E-Act Multi Academy Trust.

  • Lee Wilson

    CEO, Outwood Grange Academies Trust (OGAT).

  • Matt Jones OBE

    Executive Principal, Ark Globe Multi-Academy Trust

  • Jonny Uttley

    CEO, The Education Alliance (TEAL) Multi-Academy Trust.

  • Roxy Potts

    Head of Programmes and Partnerships at The Goyal Foundation and The  Hallmark Care Homes Foundation.

  • Laura Cordingley

    CEO, Chelsea FC Foundation.

  • Professor Damian Hughes

    Co-Host of the High Performance Podcast, and Visiting Professor of Organisational Behaviour and Change for Manchester Metropolitan University.

  • Don Barrell

    CEO, Greenhouse Sports and former Head of Performance Programmes and Pathways at England Rugby (RFU).

  • Nick Brook

    CEO, Speakers for Schools.

  • Paul Gurney

    Co-Founder & CEO, Becoming X.

  • General The Lord Richard Dannatt, GCB CBE MC DL

    Independent Member, House of Lords and Former Chief of the General Staff.

  • Kevin Ellis CBE

    Former Chairman and Senior Partner, PwC

  • Sam Gaskin-Kemp

    Head of Community and Education, Chelsea FC Foundation

  • Professor John Jerrim

    Professor of Education and Social Statistics, University College London Institute of Education and Research Director, ImpactEd Group

FROM RESEARCH TO IMPACT

During this phase (April - September) we will:

Create an evidence-based mental strength framework and accompanying diagnostic tool.

Collect robust data across diverse school populations to establish benchmarks and identify patterns.

Develop actionable insights that enable schools and youth organisations to foster mental strength development effectively.

Methodology

This research has been commissioned by the High Performance Foundation and conducted by ImpactEd Group in Spring 2025 as part of a wider project to understand the state of young people’s resilience and confidence in light of unprecedented challenges they need to navigate in an increasingly complex world.

Development of ‘Mental Strength’ Construct

To develop a construct for mental strength, we build on the broad ideas from the mental toughness framework but apply and adapt them so they are suitable for young people more broadly as they are navigating their way through school and into further and higher education or work.

Our working definition for mental strength is:

“Young people being equipped with the social and emotional skills they will need to succeed in the everyday challenges they face in a changing world, and as they navigate transitions between different life phases (such as primary to secondary school, secondary school to further education, higher education and employment).”

Our focus for the framework is on young people, education (particularly high-stakes moments) and preparing for future employment.

Mental strength in this framework is not fixed; young people can develop and grow their skills across different areas throughout their lives.

Development of ‘Mental Strength’ Measurement Tool

A survey tool has been designed to be piloted with young people in Years 8, 10 and 12 as part of this project. This will be framed to young people as a ‘Super Strength Finder’ Tool.

We have developed a new tool to ensure it is focused on the central mental strength concept, and appropriate for the age group of focus.

Scoring algorithm and pupil-facing outputs

Participants will receive a report with one of eight ‘Super Strength Profiles’ to help young people to understand their current strengths while encouraging growth in all areas of mental strength.

It will be emphasised that profiles can change over time and with development and effort, and they will include specific, age-appropriate strategies for building on strengths.

School and Trust outputs

School and trusts will receive a concise report presenting key aggregated data showing distribution of types and scores. This will include patterns at a school-level (for trusts), responses against benchmarks (compared to national / trust averages) for all pupils and for sub-groups by gender, and year group.

National outputs

The research will look in depth at correlations between statements/drivers and with demographic variables. This will be triangulated with other research being undertaken as part of the study to provide national recommendations and calls to action.