Schools Leading the Way in Child Mental Health Reform

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The World Health Organization (WHO) estimates that one in every seven adolescents (10–19 years) suffers from a mental disorder, which contributes to 15 percent of the global burden of disease in this age group. As per the United Nations International Children’s Fund (UNICEF), anxiety and depressive disorders (42.9 percent) form the bulk of the concern, followed by conduct disorders (20.1 percent) and Attention-Deficit Hyperactivity Disorder or ADHD (19.5 percent). Globally, 45,800 adolescents, i.e. one in every 11 minutes, die from suicide each year.

In India, according to a 2022 survey by the National Council of Educational Research and Training (NCERT) titled ‘The Mental Health and Well-being of School Students’, 81 percent of students experienced acute anxiety due to studies, examinations, and results, whereas 45 percent had negative body image. This trend increased from middle (grades 6–8) to secondary levels (grades 9–12). Within the ambit of ‘commonly felt feelings’, 45 percent of children of this nationwide survey reported feeling tired and low on energy, 34 percent felt tearful, 27 percent felt lonely two to three times a week, and 14 percent felt extreme emotions (see figure 1).

Figure 1: Commonly Felt Feelings of Indian School Students

Source: The Mental Health and Well-being of School Students Survey by NCERT, 2022

The problem is more severe in certain pockets and cohorts. Maharashtra, Tamil Nadu, and Madhya Pradesh account for one-third of India’s total student suicides. Rajasthan, infamous for its coaching city of Kota, was ranked 10^th with 571 student suicides. Medical students constitute another group with a high prevalence of anxiety, depression, suicidal thoughts, and substance use disorders. The National Task Force on Mental Health and Wellbeing of Medical Students found that 27.8 percent of undergraduate medical students had been diagnosed with mental health conditions, and 31.3 percent of postgraduate students had suicidal thoughts.

Moreover, excessive social media consumption and screen time also result in higher impulsivity, reduced attention span, lower self-esteem, and higher depressive symptoms among youth and children.

Mental Health is More Than Mental Illness

Mental health exists on a spectrum, ranging from complete well-being, where individuals can effectively manage daily life, to periods of distress or temporary challenges such as illness, examinations, or coping with loss and change. At the more severe end, it includes diagnosable mental illnesses that can affect nearly every aspect of a person’s life and often require professional support and intervention (See figure 2).

Figure 2: The Mental Health Continuum

Source: Report of the National Task Force on Mental Health and Wellbeing of Medical Students, 2024

In 2005, during its European Ministerial Conference on Mental Health, the WHO endorsed the statement that ‘there is no health without mental health’. This underlines the significance of building a resilient foundation that helps students thrive and protects their well-being.

The estimated economic loss due to mental health conditions in India, between 2012 and 2030, is pegged at US$ 1.03 trillion. Economic Survey of India 2024–25 agrees that every dollar spent on students’ social-emotional learning gives a long-term economic return of US$ 11, with outcomes spanning mental health, education, and employability. Yet, with a total outlay of INR1,314 crore (approx. US$158 million), mental health receives just over 1 percent of the health budget and about 0.003 percent of the total Union government budget. Moreover, India currently has only 9,000 psychiatrists—about 0.75 per 100,000 population—significantly below the WHO’s recommendation.

The School as a Space of Prevention and Possibility

Schools are second homes for children, an ecosystem where their young minds are shaped, identities are formed, and emotional lives are negotiated. Therefore, they are rightly positioned to nurture capabilities, self-awareness, and emotional resilience among children. If done right, they are the most effective spaces for mental health intervention, particularly in a country such as India, where professional mental health support is both scarce and stigmatised.

Recognising this, India’s mental health initiatives in schools and colleges are growing, with promising models emerging in the government and private sectors.  Below is an overview of key initiatives:

Source: Compiled by the author using information from verified online sources

Besides these, the Department of School Education and Literacy advocates a whole school approach, urging that mental health concerns be integrated into the school ethos and curriculum. The Central Board of Secondary Education (CBSE) also recommends that all secondary and senior secondary schools employ counsellors and conduct psychological exercises to build resilience and coping skills among students. While these programmes reflect an evolving recognition of student mental health as a national priority, scaling them with quality, equity, and local relevance remains the next critical step.

Way Forward

Seven recommendations can be made for a comprehensive, education-led response to reverse the growing mental health crisis among children:

First, integrated mental health support in early childhood education should be strengthened through training caregivers (Anganwadi workers, primary school teachers) to recognise and respond to emotional and behavioural problems. This also requires development of resources (books, material, activities) on emotional literacy, personal safety, and coping with violence, loss or separation.

Second, while the CBSE conducts periodic webinars and workshops for principals, counsellors, and teachers, these efforts must be institutionalised. Regular participation by all teachers, through rotational attendance and peer-sharing models, can ensure widespread understanding. Teacher capacity-building on mental health must be integrated into the broader support system for teachers, with a focus on teacher wellbeing and burnout prevention.

Integrated mental health support in early childhood education should be strengthened through training caregivers (Anganwadi workers, primary school teachers) to recognise and respond to emotional and behavioural problems.

Third, is to integrate mental health metrics, such as student well-being surveys, access to support services, and emotional safety into existing school performance evaluation systems to drive accountability.

Fourth, stigma around seeking support must be tackled through open dialogues, peer-led initiatives, and mental health clubs that create safe spaces for students to share their struggles. Sustained engagement with parents and local communities is also critical to build a network of support around students.

Fifth, high-risk groups, such as students appearing for competitive exams, medical students, LGBTQ+ youth, and children with disabilities, should be targeted for additional support and provided equitable access to mental health resources.

Sixth, a shift from exam-centric education and redesigning academic frameworks to reduce undue stress. This includes flexible assessments, emphasis on formative feedback, and promotion of creativity, sports, and life skills alongside academics.

Finally, educational institutes should be encouraged to co-create these initiatives in collaboration with mental health professionals and civil society organisations to ensure holistic and student-centred approaches that integrate prevention, early intervention, and community support into campus life.

A systemic, education-led approach to mental health, through emotionally responsive classrooms and institutionally accountable schools, can shift the focus from reactive crisis support to proactive resilience-building in every child.

Arpan Tulsyan is a Senior Fellow at the Centre for New Economic Diplomacy, Observer Research Foundation.

• Healthcare
• India
• children's mental health
• early childhood education
• mental health crisis among children
• mental health crisis in india
• school and mental health
• well being in schools

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