America’s Obsession with Success Is Fueling a Youth Mental Health Crisis
America’s obsession with success, money, beauty, and polished lifestyles—especially as broadcast through social media and cultural norms—is a profound driver of worsening mental health among youth. The statistics from 2023–2024 reveal the urgent scale of this crisis: suicide remains the second-leading cause of death for individuals aged 10 to 34. Over 20% of high school students seriously considered suicide in the past year, and nearly 9% attempted it at least once. Among young adults aged 18 to 25, more than 12% had serious suicidal thoughts within the past year (American Foundation for Suicide Prevention [AFSP], 2023; Jed Foundation [JED], 2023–2024). These figures are stark reminders that beneath America’s glamorous ideals, many young people are struggling with overwhelming dissatisfaction, shame, and internalized pressure.
The Culture of Comparison
The cultural fixation on success and flawless appearances—amplified by social media platforms—fosters relentless comparison. Adolescents are inundated with curated images of wealth, beauty, and accomplishment that are often unrealistic and unattainable. Time spent on social media exceeding three hours daily doubles the risk of depression and anxiety among teens, as they measure themselves against polished facades (Twenge & Campbell, 2018; Huang, 2017).
This constant comparison feeds a toxic cycle of discontentment: youth feel pressure to appear perfect and successful, while any sign of struggle or imperfection becomes deeply stigmatized.
The Paradox of “Double Suffering”
This obsession with success creates a paradox where natural human experiences—like suffering, silence, and mundane moments—become sources of anxiety. Cultural messages suggest one should not be anxious or unhappy. So when youth inevitably feel these emotions, they suffer doubly: first from the feeling itself, then from anxiety and guilt over feeling it (Kabat-Zinn, 1994).
This “double suffering” exacerbates mental health problems, as young people become anxious that they are anxious and angry that they are angry—intensifying feelings of isolation and despair.
Toxic Achievement and Its Consequences
The pressure to achieve perfection correlates with increased rates of depression, anxiety, and suicidal ideation. The “toxic achievement culture” in America causes many to set unrealistically high standards, leaving them vulnerable to chronic stress and self-criticism (Wilkinson & Goodyer, 2011).
The pursuit of external success often leads to feelings of emptiness and worthlessness, as material achievements fail to fulfill deeper psychological and emotional needs.
The Silence Around Mental Health
Silence around mental health struggles deepens the crisis. Many youth feel unable to express vulnerability for fear of judgment or appearing weak in a culture that prioritizes success and positivity. This silence amplifies loneliness and hopelessness—conditions strongly correlated with suicide risk.
These issues are widespread across demographics, with female and LGBTQ+ youth disproportionately affected by added pressures of marginalization and discrimination (AFSP, 2023).
A Contrast: Lessons from Low Youth Suicide Countries
The Netherlands
Dutch youth consistently rank among the highest in happiness in developed countries. Key factors contributing to this well-being include extensive cycling infrastructure, strong family and social bonds, a shorter average workweek, less competitive schooling, and a culture that values life satisfaction over academic pressure. High income equality and open workplace cultures further buffer against stressors common in other societies (Financial Times, 2024).
Nordic Countries and Australia
Finland, Norway, Sweden, and Australia have had significant reductions in suicide rates in part due to comprehensive national suicide prevention programs (NSPPs) emphasizing early intervention, public health strategies, and accessible mental healthcare (Peltonen et al., 2019).
Sweden’s School-Based Approach
Sweden incorporates mental wellness education through school curricula, including programs that normalize suicidal thoughts and teach coping strategies. Teachers receive training to support students and foster open dialogue around mental health (National Academies Press, 2003).
South Korea’s Multi-Component Strategy
South Korea enacted the Suicide Prevention Act in 2011, establishing networks of mental health welfare centers offering public awareness campaigns, improved media reporting guidelines, screening for high-risk individuals, means restriction, and “gatekeeper” education for teachers and community leaders (Wikipedia, 2024; Time, 2024). However, challenges remain regarding funding and data sharing.
Culturally Adapted Programs for Indigenous Youth
Initiatives such as the Zuni Life Skills Curriculum and the Qungasvik program for Yup’ik youth integrate cultural values, self-esteem, emotional literacy, and community engagement. These culturally grounded approaches emphasize communication, problem-solving, and connectedness, demonstrating promise in reducing suicidal behavior among indigenous teens (Mohatt et al., 2022; Allen et al., 2025).
School- and Community-Based Interventions
Meta-analyses show that school-based suicide prevention programs yield a 13–15% reduction in suicidal ideation and a 28–34% decrease in suicide attempts. Community-based models integrating primary care training, crisis hotlines, facilitator funding, and media campaigns have shown significant reductions in attempts and completed suicides (Khan et al., 2024).
Conclusion: A Path Forward
While America grapples with rising youth mental health struggles under cultural pressure and polished ideals, countries like the Netherlands, Nordic nations, Sweden, South Korea, and culturally grounded indigenous programs offer models that prioritize well-being over achievement. Common themes across these approaches include:
- Emphasis on balancing life satisfaction and mental wellness over competitiveness
- Accessible, community-integrated prevention systems
- School-based mental health education and early intervention
- Cultural contextualization and stakeholder engagement
- Investment in gatekeeper training, public awareness, and means restriction
Addressing the U.S. youth mental health crisis will require a substantial cultural shift—one that embraces vulnerability, normalizes imperfection, fosters connection, and invests in early and inclusive mental health infrastructure.
References
American Foundation for Suicide Prevention (AFSP). (2023). Suicide Statistics.
Jed Foundation (JED). (2023–2024). Mental Health and Suicide Statistics.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological well-being among children and adolescents: Evidence from a population-based study. Preventive Medicine Reports, 12, 271–283.
Huang, C. (2017). Time spent on social networking sites and psychological well-being: A meta-analysis. Cyberpsychology, Behavior, and Social Networking, 20(6), 346–354.
Kabat-Zinn, J. (1994). Wherever You Go, There You Are: Mindfulness Meditation in Everyday Life. Hyperion.
Wilkinson, P., & Goodyer, I. (2011). Non-suicidal self-injury. European Child & Adolescent Psychiatry, 20(2), 103–108.
Financial Times. (2024). Why Dutch youth are among the happiest in the world. Retrieved from https://www.ft.com/content/7a66685f-df17-4987-88f0-9acc7f4ec64c
Peltonen, K., et al. (2019). Effectiveness of national suicide prevention programs: A systematic review. BMC Psychiatry. https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-019-2147-y
National Academies Press. (2003). Reducing Suicide: A National Imperative. Retrieved from https://nap.nationalacademies.org/read/10398/chapter/10
Wikipedia contributors. (2024). Suicide in South Korea. Retrieved from https://en.wikipedia.org/wiki/Suicide_in_South_Korea
Time Magazine. (2024). Challenges in South Korea’s suicide prevention efforts. Retrieved from https://time.com/6982596/south-korea-suicide-prevention-centers-data-funding-insufficient
Mohatt, G. V., et al. (2022). Culturally adapted suicide prevention programs for indigenous youth. NCBI. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9671239/
Allen, J., et al. (2025). Indigenous youth suicide prevention through community engagement. Frontiers in Public Health. https://www.frontiersin.org/journals/public-health/articles/10.3389/fpubh.2025.1506321/full
Khan, M. A., et al. (2024). Impact of school- and community-based suicide prevention programs: A meta-analysis. Child and Adolescent Psychiatry and Mental Health. https://capmh.biomedcentral.com/articles/10.1186/s13034-024-00753-9
Ariel Cook 