Mental health isn’t something that can be ignored in education. School isn’t just about lessons and exams—it’s about the people behind them, the emotions they carry and the unseen battles they fight. Bradford Grammar School (BGS) has always understood that, making mental health support a priority. From teachers to the wider pastoral staff, there has always been someone willing to listen, and that has made all the difference in my educational journey.
Every year has presented its own challenges, shaping me into the person I am today. Year 7 was a whirlwind of independence, adjusting to a new environment where expectations and responsibilities were higher. In Year 8, I felt the pace pick up and at times, I struggled to keep up. Year 9 was when my academic journey truly began, but it was also the year my world shifted. The loss of a parent isn’t something you can prepare for, and at that age, I didn’t know how to carry it. I told myself to push forward, to keep going. And for a while, I did.
By Year 10, I was balancing studies with trying to hold onto the normality of teenage life, and then in Year 11, reality hit. Mock exams were a wake-up call, and with the support of my teachers and family, I put in the work, achieving grades I was proud of. But nothing quite prepared me for the transition to Sixth Form. Year 12 was the hardest year of my life—academically and mentally. The shift in expectations, the intensity of study and the pressure to plan for the future were, at times, overwhelming.
During that time, I struggled with sleep, experienced anxiety and tried to cope with my grief. I wasn’t alone, but I felt it. The moment I reached out to the school nurses, things changed. They listened. They understood. And most importantly, they cared. Their door was always open—whether I needed a chat, a quiet space or simply reassurance that what I was feeling was valid. They checked in regularly, not because they had to, but because they genuinely wanted to help. My Head of Year showed the same support, stepping in whenever I needed guidance—academically or personally. When it came to my university applications, he ensured my extenuating circumstances were recognised, responding within a day to make sure I had everything I needed. These moments, though small, had an enormous impact.
Beyond pastoral care, the school’s commitment to equality, diversity and inclusion has been just as vital to my wellbeing. As a practising Muslim and a proud British Pakistani, my faith and culture are central to my identity. From the start, BGS has made space for that. There has always been somewhere to pray, but now, Friday prayers in the Pavilion provide a sense of community. The introduction of halal food at lunch has been another step toward making sure everyone feels represented. This year, the Islamic Society was formally established, creating a space where students can connect and celebrate their faith. BGS also held a community Iftar. But more than that, BGS has never confined itself to a single perspective or way of life. Through the curriculum, PD sessions and student-led initiatives, a wide range of backgrounds and beliefs are acknowledged and respected.
Representation isn’t just a word—it’s a feeling. And at BGS, I have always felt seen. In the moments I struggled, there were people who noticed. In the moments I felt lost, there were people who helped me find my way. That is what mental health support in schools should look like. That is what inclusion truly means.
“…at BGS, I have always felt seen”