Why investing in mental health education makes economic sense

From an economic perspective, mental health education and prevention are not optional extras but sound investments. A global analysis published in The Lancet Psychiatry estimates that depression and anxiety cost the world over $1 trillion every year in lost productivity due to absenteeism, reduced efficiency at work, and lower participation in the labour force (Chisholm et al., 2016).

Crucially, the same analysis shows that for every $1 invested in effective mental health action, countries gain between $2.30 and $5.70 through improved productivity and workforce participation.

Population data from Malta further highlights the scale of mental health difficulties. According to epidemiological estimates cited by Scerri et al. (2023), out of the population of over 535,000 people, about 120,000 individuals are estimated to be living with a mental disorder.

The reported prevalence rates in Malta stand at 6.6% for depression and 7.8% for anxiety, while schizophrenia affects 0.026% of the general population, rising to 0.4% among asylum seekers.

Of particular concern is the finding that 25.2% of individuals under the age of 14 are at risk of developing a mental disorder, a proportion that exceeds European estimates, reinforcing the urgency of early prevention and education within schools.

These figures matter because they show that mental health is not only a personal or healthcare issue, but a social and economic one. When mental health difficulties remain unaddressed, they affect how individuals learn, work, build relationships  and contribute to society.

The encouraging message, however, is that research also shows that many mental health difficulties can be reduced, delayed, or prevented to some extent, particularly when awareness, education and early support are prioritised (World Health Organisation [WHO], 2020).

Acting early reduces long-term costs and strengthens future productivity

Prevention does not mean eliminating all distress, but equipping individuals with understanding, coping skills and access to support systems before difficulties escalate into crises.

This is precisely where education and schools become central. The WHO and the Organisation for Economic Cooperation and Development (OECD) explain why schools are one of the few settings where young people are reached consistently, over long periods of time, and during critical stages of emotional and psychological development.

Within schools, prevention means creating environments that normalise conversations about mental health, reduce stigma and encourage timely help-seeking.

Every day, educators in classrooms across Malta play a crucial role in this work. As I have written in previous articles, teachers do far more than deliver syllabi, assess learning and meet administrative deadlines.

Amid heavy academic demands, extensive documentation, assessment pressures and organisational responsibilities, while they are secluded in their classrooms, many educators also carry out quieter work that is rarely documented. With that extra loving care and attention, they notice when students are struggling, create safe spaces for conversation, reduce stigma through everyday language and encourage young people to seek help when they need it.

National policy in Malta clearly recognises the importance of this approach. The Mental Health Strategy 2020-2030 places strong emphasis on prevention, mental health literacy, stigma reduction  and early intervention, acknowledging that healthcare services alone cannot address the growing burden of mental health difficulties.

Similarly, the National Education Strategy 2024-2030 prioritises its first pillar, positioning well-being at the heart of educational quality, recognising that learning outcomes, retention  and achievement are closely linked to mental health.

Research focusing on post-secondary students in Malta paints a similar picture. An empirical study carried out in a Maltese vocational post-secondary school by Abela et al. (2024) found that 64.4% of students were experiencing at least one mental health difficulty, yet only 13.5% sought support from mental health services. This gap between need and help-seeking reinforces a critical message: increasing services alone is not enough, but awareness and education must come first.

From both a human and an economic perspective, this matters deeply. The same global analysis published in The Lancet Psychiatry shows that even a modest improvement in mental health can lead to measurable gains in productivity and workforce participation. When such improvements begin early, the long-term benefits multiply.

Mental health education and prevention in schools should, therefore, not be seen as additional burdens placed on already overstretched educators. Instead, they should be recognised as long-term investments in people and in Malta’s future.

When students understand mental health, feel safe to speak and know where to seek support, they are more likely to complete their education, transition successfully into employment and contribute positively to society.

Mental health education and prevention in schools make economic sense because acting early reduces long-term costs and strengthens future productivity.

Educators are already contributing to this work within full teaching timetables and demanding professional responsibilities, often with limited non-contact time. This must not translate into additional workload or further pressure on teachers’ free lessons. Instead, it requires realistic expectations, protected time and appropriate training embedded within existing structures.

If Malta is serious about the economic and social benefits of mental health prevention, the next step is clear: policy and resources must support educators in ways that are sustainable, effective and respectful of the work they already do.

Josephine Ebejer Grech is an educator at a postsecondary school. She holds a Bachelor's in Education, an MBA, a Master’s in Applied Educational Leadership, a certification as a Neuroscience Coach and an iGCBT Cognitive Behaviour Therapy practitioner qualification. She is currently pursuing a doctorate, degree specialising in the wellbeing and academic resilience of postsecondary students.