# Adolescent Mental Health: Impact of Introducing Earlier Compulsory School Grades

## TL;DR

Introducing school grades earlier may increase mental health issues in Swedish adolescents, especially girls with average or low academic performance.

## Contribution

The study reveals unintended adverse mental health effects of earlier compulsory school grading on adolescents.

## Key findings

- Girls exposed to earlier grading are more likely to be diagnosed with depression and anxiety.
- Students with low to moderate academic achievement are particularly affected by earlier grading.
- Earlier grading is linked to increased risk of alcohol-related disorders in both girls and boys.

## Abstract

We examine how the earlier introduction of compulsory school grades affects the likelihood of receiving a mental disorder diagnosis among Swedish adolescents. We exploit a school reform that shifted the introduction of grades from grade 8 to grade 6, resulting in first exposure to grading at different ages between cohorts. Our results show that girls exposed to earlier grading are more likely to be diagnosed with internalizing disorders, such as depression and anxiety, by the end of compulsory school. This effect is particularly pronounced among students with low to moderate academic achievement. We also find suggestive evidence that both girls and boys exposed to earlier grading face an increased risk of being diagnosed with alcohol‐related disorders. These findings highlight that early exposure to grading may have unintended adverse effects on adolescent mental health. Education systems should acknowledge these potential risks and consider implementing complementary mental health support when revising grading policies.