I think that the increasing focus on academic learning in schools, particularly over the last few decades, has a lot to do with this. I've seen it at the sharp end - a lot of nice noises get made about wellbeing, but when it comes down to it, the school's "mission" is invariably to achieve high academic results, with the wellbeing aspects being a bolt-on that is secondary to the hell-for-leather dash towards GCSE results and university admissions.
It's going to take a top-down initiative to prioritise wellbeing, if necessary above academic achievement, and proper resourcing of schools, to enable that to happen. We need to relegate the "educationalists" from their present position of primacy, and start accepting that education is only but a part of a bigger developmental, emotional growth, nurturing picture. Into which it can fit quite nicely, but at the moment, we're in the business of making seedlings grow quicker by giving the stems a tug upwards every day. Rather than, like, watering and nourishing them.
This pandemic will, I fear, be a missed opportunity to make some really radical changes to the way our society has come to operate, and look at all the things that don't have a pound sign in front of them that matter equally, if not more, despite their inability to turn a profit and/or make some wealthy people even more wealthy.