Ensuring Mental Well-being in Schools: A Focus on Confidence and Stress Relief

By Dr. Anjali Bhatnagar, Educationist and Researcher, Hyderabad

by Ranjith Subeditor

“School… again… WHY! Same teachers, same class, same exams, same punishments… ‘I promise I will be good at home,’ a child somewhere whines as the mother drags and pushes the child onto the school bus after a vacation. This scenario may seem quite common and thus often neglected. What is needed here is the ability to distinguish between a ‘fake tantrum’ and a ‘hidden pain’. Today, schools are continuously upgrading themselves to meet the dynamic needs and challenges of new-age learners. The focus is on global curricula, progressive pedagogy, innovative teacher competencies, and viable assessment processes to underpin the best educational practices. The child is the centre of this entire educational system, and the processes are designed to ensure their academic, physical, mental, and social well-being. In the rush to compete, academic well-being—the most visible and widely accepted parameter—takes priority, while the rest is almost sacrificed.

It is important to note that academic well-being is often equated to scores, which is a myth—though I will leave that thought here, as it is not the focus of this discussion. Mostly, physical well-being is limited to a 40-minute-per-week session, and social well-being is relegated to random activities with set limitations. The mental well-being of the child is the least attended to. It is truly harsh to witness cases of children’s pain and agony, where only a few are reported, and most are brushed under the carpet. Students are unknowingly thrown into stress and anxiety to cope with the glorified expectations of schools, parents, and society at large. This fills the child with feelings of inadequacy, low self-esteem, and, in the worst cases, depression. It is often seen that under such circumstances, the child either withdraws or has an outburst.

In some elite schools, a dedicated counsellor’s room is set up. In most cases, however, I believe it is merely a cosmetic initiative. The reason why counsellors’ rooms often serve as cosmetic initiatives is, again, not the focus of this discussion—but I may address this separately at a later time.

This, for sure, is not a pleasant scenario. As a general rule, schools, parents, and teachers want children to excel academically, physically, mentally, and socially. However, not all stakeholders act to the best of their abilities to accomplish the vision of nurturing the child’s potential to its optimum. The question then is: where is the gap? Why this growing number of mental health issues among children? It is deeply concerning to read that 1 in every 7 children and adolescents experiences mental illness, according to the World Health Organisation (WHO). The National Education Policy (NEP) 2020 actively recognises and emphasises the importance of addressing children’s mental well-being. Manodarpan, an initiative by the Ministry of Education (MoE), aims to provide psychosocial support to children, teachers, and families. The NEP 2020 also recommends mental well-being in schools be incorporated into the curriculum itself. The data is evident, and government initiatives are in place—so what is next for us as educators and parents?

Mental HealthWe need to comprehend beyond data analysis and rule book text. Start with a question: why should mental well-being be equated to academic well-being? Delving deeper into scientific evidence, it has been established that cognitive abilities are linked to social/mental well-being. It has been found that the human brain consists of three sub-brains: the innermost and most primitive is the reptilian brain, which experiences no emotions, cannot think, and merely reacts when confronted with different situations; the next is the mammalian sub-brain, which experiences emotions but cannot think; and the outermost and most evolved sub-brain is the neo-cortex, responsible for cognitive abilities. These three sub-brains must be nurtured to achieve the desired outcome. Stress activates the innermost reptilian brain, and emotions activate the mammalian brain. When these two sub-brains are activated, they effectively shut down the gateway to the thinking sub-brain—the neo-cortex. Under such circumstances, the brain either reacts without thinking or becomes mentally exhausted.

Just reflect on how many times you’ve had an unnecessary argument when stressed or been overly reactive for no reason. How good are you at making the right decisions when overwhelmed with emotions? How would you rate your performance at work the day you’re mentally drained? Now consider the child, who, due to unrealistic expectations—whether knowingly or unknowingly—feels disconnected from the learning environment, yet is expected to showcase their cognitive abilities! A child performs best when exposed to a supportive learning environment. As educators, the ability to balance the stress threshold for their diverse classrooms defines their competence. But how viable is this for educators? Again, this is another topic of discussion.

Dr. Anjali Bhatnagar, Educationist and Researcher, Hyderabad

Dr. Anjali Bhatnagar, Educationist and Researcher, Hyderabad.

So, what should the role of schools, teachers, peers, and parents be in ensuring the mental well-being of children? The learning environment is crucial. This environment encompasses the physical space (infrastructure), where the teacher (mentor) teaches (pedagogy) a subject (curriculum), assesses outcomes, and provides feedback to the class (peer).

Physical Infrastructure:

The physical space should be well-lit, ventilated, colourful, and spaced appropriately to allow optimal movement. There is sufficient evidence showing that movement enhances cognitive ability and acts as a stress reliever. I once visited a school where the exam room was thoughtfully designed to alleviate anxiety. Students entered the exam rooms with calming music and aromas. The principal shared that this practice helped students overcome the typical exam-related stress. It was inspiring to see how music therapy, colour therapy, and aroma therapy were used to reduce anxiety during exams.

Role of the Teacher:
The role of teachers is undoubtedly the most important. There is much to be discussed regarding how teachers can address students’ mental health issues. In my opinion, setting realistic expectations in mutual agreement with students is the first step. Teachers should practise reflecting, not directing, when setting and sharing expectations. Students understand expectations better when teachers engage in dialogue and share perspectives. Students are at different levels and need to be addressed accordingly. What is needed is to understand the hidden or unspoken reasons and then strategise around realistic goals.

Impact of Teaching Strategy:

Stress and anxiety arise when students fail to connect with and understand a topic. No wonder, innovative pedagogy is a top priority for schools. Cognitive load is processed in the working memory before being stored in long-term memory. Overloading or using ineffective presentation tools may hinder the information processing, preventing long-term storage and recall. That’s why graphic tools and media often engage students better. Simplifying information, connecting it to prior knowledge, using diverse audio-visual aids, and avoiding distracting information helps the working memory process information effectively.

Impact of Curriculum:
The NEP 2020 supports a holistic curriculum that addresses academic, physical, mental, and social needs. It incorporates activities and strategies that engage students in enriching experiences. Life skills such as communication, collaboration, self-awareness, empathy, interpersonal relationships, and critical thinking should be integrated into daily learning and teaching processes.

Mental Health Role of Peers:
Children spend much time with their peers and form strong bonds. Peers are often more relatable, and children feel comfortable sharing their concerns with them. Encouraging activities that promote collaboration and communication among students can strengthen these bonds. Teachers must also be vigilant to ensure that negative peer interactions, such as frequent negative remarks or peer pressure, are addressed.

Role of Parents:
Parents are the most concerned about their children’s well-being, but sometimes unknowingly, they push their children into a dark space. Parents should be educated on how harmful it is to compare their children or set unrealistic expectations. A child’s emotional state is often affected by their parents’ demands.

To sum up, “We must recognise that students’ mental health is not just a personal issue but an educational issue.” The World Health Organisation (WHO) clearly states that schools play a crucial role in promoting students’ mental health and well-being. The solution is not simple, and there are no fixed procedures. The approach must be collective, comprehensive, and individualistic. Pricking our consciousness about the immediate need for attention is vital. Children may not realise the psychological impact of what they are going through, so it is the responsibility of all stakeholders to be aware of the consequences and take action. As we equip ourselves with knowledge, we may not have all the answers, but raising our voices and seeking solutions is essential.

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