Three children in every classroom have a diagnosable mental health condition. Half of these are behavioural disorders, while one third are emotional disorders such as stress, anxiety and depression, which often become outwardly apparent through self-harm. There was an astonishing 52 per cent jump in hospital admissions for children and young people who had harmed themselves between 2009 and 2015.    

    Schools and teachers have consistently reported the scale of the problem since 2009. Last year, over half of teachers reported that more of their pupils experience mental health problems than in the past. But teachers also consistently report how ill-equipped they feel to meet pupils’ mental health needs, and often cite a lack of training, expertise and support from the National Health Services (英国国家医疗服务体系).

    Part of the reason for the increased pressure on schools is that there are now fewer ‘early intervention (干预)’ and low-level mental health services based in the community. Cuts to local authority budgets since 2010 have resulted in a significant decline of these services, despite strong evidence of their effectiveness in preventing crises further down the line. 

    The only way to break the pressures on both mental health services and schools is to reinvest in early intervention services inside schools.

    There are strong arguments for why schools are best placed to provide mental health services. Schools see young people more than any other service, which gives them a unique ability to get to hard-to-reach children and young people and build meaningful relationships with them over time. Recent studies have shown that children and young people largely prefer to see a counsellor in school rather than in an outside environment. Young people have reported that for low-level conditions such as stress and anxiety, a clinical setting can sometimes be daunting (令人却步的).

    There are already examples of innovative schools which combine mental health and wellbeing provision with a strong academic curriculum. This will, though, require a huge cultural shift. Politicians, policymakers, commissioners and school leaders must be brave enough to make the leap towards reimagining schools as providers of health as well as education services.

解析：D。题目问教师在抱怨什么，根据teachers complaining可定位至第二段。第二段讲到，学校和教师一直在报告学生心理问题的严重程度，超过一半的老师说现在越来越多的学生患有心理健康问题，最后还讲到，老师也一直表示在面对学生心理健康问题时，他们觉得自己能力欠缺，也缺少英国国家医疗服务体系的培训、专业知识和支持。D项与此内容相符，lack the necessary resources to address pupil’s mental problem是对第二段第三句中how ill-equipped they feel to meet pupils’ mental health needs的同义改写，故D为正确答案。

错项排除：文章主要讲了学生的心理健康问题，并没有说需要对其特殊照顾，A项属于主观臆断，故排除。B项的too much stress和counselling利用文中第三段出现的increased pressure和第四段中的counsellor进行细节拼凑，但文中说的是学校压力增加的一部分原因以及青少年更愿意在学校咨询心理问题，并不是老师给学生做咨询压力会很大，故B项排除。C项利用第二段出现的ill-equipped和第四段出现的intervention及schools进行干扰，但文中是说，老师在应对学生心理健康问题时觉得自身能力不足且缺乏支持，应该在学校重新投资设立早期干预服务，C项属于细节拼凑且表述过于绝对，故排除。