Support for young people: protective factors that promote youth health (family, friends, school, community, sense of purpose), the roles of health professionals, peer support, and self-care

Note: This page covers the legacy PDHPE Stage 6 Syllabus (2012), which was the HSC syllabus through the 2025 cohort. The 2026 HSC cohort sits Health and Movement Science (HMS) 11-12 (2023) instead. See /hsc/hms/ for current-syllabus content. This page is kept as reference for students using older revision material.

The previous dot points covered the issues and the determinants. This one covers the responses - the protective factors and the support systems that help young Australians thrive despite the risks.

The framing matters. Public health work that focuses only on what goes wrong misses the question of what keeps most young people healthy most of the time. The protective factors below are the answer to that question.

Protective factors

Family

Family connection is the single strongest protective factor for youth health by a substantial margin. The Australia's Youth report (AIHW) consistently finds that young people who report strong family relationships have lower rates of mental illness, substance use, self-harm, and engagement in risky behaviour - across every socioeconomic and demographic group studied.

What "strong family relationship" means in the research:

• A reliable adult to talk to. At least one parent, guardian, or extended family member who consistently shows up.
• Family meals. Regular shared meals correlate with better youth mental health and lower substance use rates.
• Parental knowledge. Parents knowing roughly where their children are, who they are with, and what they are doing without being intrusively controlling.
• Family rituals and traditions that provide structure and continuity.

Family support is not the same as agreement. Young people who fight with their parents but feel loved by them have better outcomes than young people in conflict-free but disconnected families.

Friends and peers

Peer relationships peak in importance in adolescence. Quality matters more than quantity.

• Close friendships with at least one or two people who know them well.
• Peer groups with prosocial norms (engagement with school, sport, hobbies; lower drug use; help-seeking culture).
• Belonging to a recognisable social group, which protects against isolation-related mental health issues.

Peer influence works both ways. Prosocial peer groups protect; antisocial peer groups elevate risk. Schools, sports clubs, and community groups that produce prosocial peer groups are doing public health work.

School

Engagement with school - not just attendance, engagement - is consistently protective. Young people who like school, feel they belong there, and have one or more teachers they trust have lower rates of mental illness, substance use, and risky behaviour.

What makes schools protective:

• Wellbeing programs including school counsellors, mental health literacy curriculum, anti-bullying programs.
• Pastoral care structures. Year advisors, house systems, mentoring programs.
• Extracurricular activities that build belonging and purpose.
• A trusted teacher. The single specific factor most consistently identified in research.
• Safe environment. Physical and emotional safety, freedom from bullying.

The PDHPE curriculum itself is a protective factor. Students who engage with PDHPE content show measurably better health literacy and behaviour patterns than peers who do not.

Community

Community engagement adds another protective layer.

• Sport and physical activity clubs. Soccer, netball, rugby, swimming, dance, athletics. Provide routine, social connection, achievement, identity.
• Arts and cultural groups. Music, drama, choir, visual arts.
• Volunteer and service involvement. Surf life saving, scouts, environmental groups, faith communities.
• Cultural identity engagement. For Indigenous and CALD young people, connection to cultural community is strongly protective.

Community involvement provides "structure" - the term researchers use for routine, predictable, prosocial commitments that anchor a young person's week.

Sense of purpose

Purpose - the sense that one's life matters and is heading somewhere meaningful - is a documented protective factor for mental health. Purpose can come from career aspiration, family role, community contribution, sport, creative work, or a cause.

Purpose is harder to build directly than other protective factors, but it can be cultivated through:

• Exposure to varied life options (work experience, mentorship, role models).
• Skill development that builds belief in one's capability.
• Opportunities to contribute (volunteering, sibling care, peer support roles).
• Reflection (counselling, journaling, faith practice).

The roles of support services

Health professionals

• GPs. First contact for most physical health and a frequent first contact for mental health (via Mental Health Treatment Plans). Bulk-billing and gap fees affect access.
• School counsellors and psychologists. Free, embedded in the school environment, lower stigma than external services for many students.
• Headspace. Walk-in, free, designed for 12-25 year olds.
• Specialist services. Psychiatrists, child and adolescent mental health services (CAMHS), drug and alcohol services, eating disorder services.
• GPs and youth health clinics for sexual health, contraception, immunisation, and chronic disease management.

The Australian system is structured around the GP as the gateway, with referral pathways into specialist services. The gateway is leaky - young people who do not see a GP do not enter the referral pathway.

Peer support

• Friends. First point of contact for most young Australians struggling with mental health.
• Structured peer support programs like youth ambassadors, peer mentoring, online communities moderated by trained young people.
• R U OK? Day and similar programs that teach young people how to support each other.

Peer support is high-leverage because friends are typically the first to notice that something is wrong. Programs that build peer skills (how to listen, how to ask, when to escalate) extend professional reach.

Self-care

Self-care covers the daily habits that maintain mental and physical health.

• Sleep. 8-10 hours for adolescents. Sleep deficit affects mood, concentration, decision-making, and immune function.
• Physical activity. 60 minutes a day at moderate-to-vigorous intensity for adolescents.
• Nutrition. Regular meals, varied diet, hydration.
• Time off screens and time outdoors.
• Relaxation techniques. Breathing, mindfulness, journaling.
• Help-seeking when self-care is not enough. Recognising when professional support is needed.

The mistake is to frame self-care as a solo project. The strongest self-care happens inside supportive relationships - friends who do exercise together, families who eat together, schools that protect sleep through reasonable workloads.

Connecting protective factors to outcomes

Protective factors are additive. A young person with a strong family, prosocial friends, school engagement, community involvement, and a sense of purpose has a stack of protection that compounds. A young person missing all of them is at substantially higher risk - and is exactly the cohort that public health and youth services target.

The strongest HSC extended responses on youth health pair the risk-factor framing (what goes wrong) with the protective-factor framing (what keeps young people well). That is the structure markers reward in "evaluate" and "assess" questions.