Satya Prakash Nayak, Activist
Indian schools today are expected to produce not just students who score good marks, but citizens who are mentally strong, self-confident and capable of facing challenges. The problem is that our education system for a long time was built for the first goal, not the second. For decades, success was measured by marks, ranks and examination results, but the challenges of the 21st century are not solved by academic proficiency alone. Changing social structures, pressures of the digital world, increasing competition and uncertainties about the future are creating circumstances in which emotional strength and mental balance have become more important than ever.
This change is evident in policies, classrooms, and public discourse. The National Education Policy (NEP) 2020 emphasizes on holistic development and not just academic achievements. Education institutions have encouraged efforts such as social-emotional learning (SEL), psychological first aid (PFA), and increasing sensitivity to mental health. The discussion on the National School Mental Health Policy has also intensified. Moving beyond the scope of education, mental health has now become an important topic of public policy. Initiatives like Tele-Manas are an example of this. In recent years, India has also advocated giving greater priority to mental health at the BRICS cooperation forum, but behind these positive initiatives there is a worrying truth.
Today’s young Indians are among the most educated generations in the country’s history. They have more access to information, technology and opportunities than ever before. Yet the education community, parents, employers, and health experts continue to point to the increasing incidence of stress, anxiety, loneliness, burnout, and emotional distress. The question is no longer whether mental health is important or not. The real question is whether our institutions are adequately prepared to face this challenge?
There has been a major change in thinking at the national level regarding mental health in the last decade. The Mental Health Care Act, 2017 strengthened the rights-based approach and recognized access to mental health services as a legal right. Various national programs expanded services, while awareness campaigns helped reduce the social stigma associated with mental illnesses to some extent. These changes were necessary.
Take the example of workplaces. According to recent reports, the problem of burnout in India appears to be more serious than in many countries of the world. On the other hand, many organizations are now running counseling services, employee assistance programs and wellness initiatives. Despite this, the utilization of these services is less than expected. Many working professionals worry about how they will be viewed by colleagues or management when they seek mental health help. The problem is not always lack of services. Sometimes the problem is that people don’t trust that there will be no social or professional costs to seeking help.
The same situation is visible among the youth also. Every year more than 13 thousand students commit suicide in India. Behind every figure lies an incomplete life, a disintegrating family and an incomplete future. Examination pressure is often considered to be the main reason for this, but experts believe that blaming only the examinations would be a limited view of the problem, in fact it is not just a crisis of the education system. This is also a serious question on the social environment in which thousands of youth give up before seeking help.
Emotional problems of adolescents and youth are influenced by many factors such as social comparison, family expectations, uncertainty about the future, loneliness, digital pressure and hesitation to seek help. A major concern of teachers and education experts is that our students are prepared for examinations but not to face failures.
Social-emotional learning (SEL) is gaining increasing importance around the world. SEL emphasizes abilities such as understanding and controlling emotions, developing empathy, strengthening communication skills, establishing healthy relationships, making responsible decisions, and overcoming challenges. These are often called ‘soft skills’, but research shows they have an impact not only on mental health, but also on learning, classroom engagement and long-term development. The growing interest in SEL is indicative of changing thinking about education. Policy makers are now recognizing that schools are not just institutions that impart knowledge. They are also environments where youth learn to understand themselves, connect with others, and cope with life’s challenges.
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