Before we talk about how to help children with their mental health it is important to remind ourselves of a safety instruction used on airplanes- put on your oxygen mask first before helping others.
Why have I called it an algorithm? Because mental health needs the following –
Decomposition- breaking the task into smaller, manageable tasks. Breaking mental health into smaller, manageable things to do every day
Pattern recognition- finding a pattern in how children behave when confronted with certain situations or stress
Abstraction- teaching ourselves to focus on what matters and ignore the other things, so when children misbehave focus on the why and not the how, what, and other clutter.
Algorithmic thinking- creating a set of steps to follow to help children cope with their emotions, talk about mental health and be happy.
Can young children suffer from depression, anxiety, stress, and trauma? The answer is yes. But what does this look like? It can be any of these behaviors or a combination of them-
Children start having tantrums and start misbehaving
Become moody
Become aggressive
They start bedwetting, and nail-biting.
They are unable to focus or remember new learning
They start over or undereating.
Suffer from lack of sleep and start dozing off during the day.
Parents and teachers should be worried if these last for more than two weeks consistently.
Dr. Maria Kovacs, professor of psychiatry at the University of Pittsburgh School of Medicine says that when young children are depressed “the primary mood is irritability not sadness- children come across as being very cranky. The best way for parents and teachers to recognize depression in young children is not so much by what a child says as by what the child does- or stops doing.”
Dr. Helen Egger until recently the chair of child and adolescent psychiatry at NYU Langone Health says, “ in a preschool-aged child depression may look like a behaviour problem but is really driven by what the child is feeling inside.”
But before we talk about how to help children with their mental health it is important to remind ourselves of a safety instruction used on airplanes- put on your oxygen mask first before helping others. Adults who take care of children especially teachers must first take care of their mental health and give it importance because if they do not consider it an important aspect of holistic health then they will never be able to take care of the mental health of their students. Teachers go through a lot of stress, and anxiety which if bottled up for a long time can trigger serious mental health issues.
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Causes of stress in teachers-
Inability to handle workplace politics
Struggling with issues at the home and family front
The guilt of not being able to give their best to the special needs children in their class
Inability to handle workload due to lack of time management, prioritization and other issues.
Nervousness about handling upset parents.
So let’s code teacher’s mental health-
Taking care of your mental health should become a part of your daily routine, make time for it and prioritize it –
Set some time aside every day to unwind.
Plan and prioritize – time management is an extremely important life skill, but is not taught to us in any course. Learn and imbibe it. Don’t use your brain to remember tasks, for that keep a diary or a reminder on your phone. Brains get stressed when we only use them to remember things, brains are for logic and thinking.
Set boundaries- especially for your texts, messages and emails, and most importantly social media.
Appreciate your skills and learn new ones- never stop learning, as they say still water stagnates.
Move. Move. – don’t ignore physical exercise.
Seek help. Seek support. Seek advice- don’t struggle alone with your personal or professional dilemmas, seek the right support.
Teaching Coping and resilience-
It is said that those who survived the pandemic without facing mental health issues are those who were resilient. What is resiliency? It means the ability to bounce back from difficult situations, it means the ability to feel the negative emotions, let them wash over you like a super wave but not allowing them to engulf or drown you, it means surviving with your emotional health intact.
To be resilient one has to learn coping skills, and these need to be taught to children from a young age. Children learn by imitation so they will learn how to cope with the adults in their environment, hence it is important that we display good coping skills.
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Coping is nothing but the ability to ‘turn down’ your reaction to a situation, emotion, or stress.
Some coping skills to teach children are-
Self-soothing- engage the body in a ritual of natural calming- deep breathing, counting to ten etc
Distraction- redirecting your attention to something more interesting and positive- look outside the window, start dancing, clap your hands, etc
Mindfulness- focussing on your feelings and what is happening to your body and how to calm down and reclaim your emotions. – deep breathing, labelling the emotion, knowing positive ways to react to that emotion instead of choosing negative ways.
Try these breathing games with children
Mindfulness is the key…
The ability to reflect upon what is happening, while it is happening is called Mindfulness. Mindfulness helps children be aware of their emotions and feelings and they are then better able to control and voice out their emotions. It works for everyone, have you ever said something that you later regret? Well, it means you were not ‘mindful’ about your speech, you blurted out whatever you were thinking and feeling! You responded to a stimulus without pausing and ‘thinking’. Mindfulness is the pause that you take between a stimulus and a reaction. Teaching this to children will help them move from ‘I can’t, I don’t want.” to understanding ‘I can, Why I don’t want, what should I do.’
Mindfulness is being aware or mindful of your body and its needs and condition and meditation is the ability to control your body to calm your thoughts. That is why meditation requires an upright-seated posture. Deep breathing exercises while sitting upright with the eyes closed, is a great combination of both mindfulness and meditation.
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One of the simplest mindfulness activities is to get children to close their eyes and listen to their breathing. Ask questions like-
Can you hear your breathing?
How is it fast or slow?
Put your hand on your chest, can you feel your heartbeat?
Now make them do rigorous jumping and then stop and again ask them the same questions, and ask them what is the difference in their breathing and heartbeat now? Now make them sit down, close their eyes, and take deep breaths in and out – now how do they feel?
The above will help children feel their breath, and their heartbeat and understand how their breathing and heartbeat change when they do any physical activity, it also changes when they are upset or angry. Explain to them what to do when they experience these feelings…take a deep breath to calm down and think.
Emotional labelling –
Out-of-control emotions can make smart people stupid.- Daniel Goleman
In the early years, emotions and feelings are something that children are experiencing for the first time and it can lead to a lot of confusion if we always ask them to ‘behave’, ‘don’t cry’ etc. because then they throw tantrums and have meltdowns. But there is a way we can have a balance between ignoring a strong emotion and completely indulging in it, it is called ‘affect labelling’ or ‘emotion labelling’. By labelling something we are able to understand and acknowledge it and thus able to deal with it or quell it.
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In any stressful situation, children experience a range of emotions and feelings of fear, boredom, irritability, sadness, etc. How we help them acknowledge those feelings or help them find acceptable ways of releasing them, will define their positive emotional development, which will also impact their social and cognitive development.
How can early childhood educators and parents help enhance emotional development in the early years?
Help children identify and label their feelings and thus enable them to deal with them appropriately. Use sentences like these to help them label emotions, “I see you are angry because you did not get the blue crayon…..”, or “I see you are sad that your friend did not sit next to you…..” and then extend the sentences to help enable them to cope with the emotions, “….but you can colour with the red one till the blue one is available.” Or “….but you can sit with Yash today and maybe share with him all the fun.”
Stories and story characters can be used as an important tool to help kids cope with and understand emotions. Use appropriate stories and then use discussion starters like-
Talking and discussing the emotions shown by the story characters, both positive and negative.
Asking the children how they think a character felt at the end of a story or when something important happened in the story. E.g. “How do you think baby bear felt on seeing his chair broken?”
Asking the children what they would do to help the character in the story feel better. E.g. “If you were Goldilocks what would you do to make the baby bear feel better?”
Accept emotional responses; learn to teach them to reject the emotional behaviour or to channel it. For example, if a child bites someone, the feeling is of anger or frustration. So teach the child to acknowledge the emotion by saying, “I know you are feeling angry or frustrated that you are unable to get a chance on the slide but you can talk to me about it but it is not acceptable to bite or hit someone.”
Use this new version of ‘Where is Thumbkin?’ to help children label emotions and understand safe and acceptable ways of showing emotion or dealing with it.
Let’s talk about mental health and arm the child with the ability to cope, and this comes from emotional intelligence, so understand children’s emotional needs and give the support and care required to strengthen their emotional armour and mental health.
Happiness can always be found, even in the darkest of times, if only one remembers to turn on the light.” – Dumbledore.
About the author:
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Dr. Swati Popat Vats is President, Early Childhood Association India, Association for Primary Education & Research, and Podar Education Network.
There are only a handful of experiences in everyone’s life that get etched in one’s heart for a lifetime. My visit to Jhamtse Gatsal qualifies as one such experience; special, unforgettable, and forever a part of me.
View from Jhamtse Gatsal: Tawang Chu River marks the border with Bhutan on its left.
‘Jhamtse Gatsal’ literally, translates to ‘garden of love and compassion’. Standing true to its name, it’s a place where young souls are nurtured with love and tended to with compassion, much like seeds sown in a garden. It was opened in the year 2006, with 35 kids under its care and today it is home to 128 children.
The physical location of Jhamtse Gatsal is as enchanting as the philosophical essence behind its inception. About 50 Km away from the noise and bustle of the district headquarters in Tawang, it is located in the remote and picturesque Lumla sub-division. Built atop a hill, it is surrounded by majestic mountains that are lush green during summer and sparkling white during the winter. It overlooks the mystic Tawang Chu River meandering through the foothills and demarcating the international border with Bhutan to its left.
Far from the madding crowd and nestled in nature’s bounty, it is not an overstatement to say that the place satiates the yearnings and heals the maladies of the soul. Jhamtse Gatsal is a world in itself; complete and self-sustaining. The story of how it came into existence is nothing short of awe-inspiring.
Jhamtse Gatsal is the brainchild of Mr. Lobsang Phuntsok, the former monk who left his fairly comfortable and thriving life in America and came back to his birthplace Tawang, to give back to the place and its people, all that was in his capacity. He is fondly addressed as Gen-la (‘Gen’ is a Tibetan term for an honored teacher and La is added to indicate respect. Together, Gen-la translates to ‘honorable teacher’), by everyone in Jhamtse Gatsal community and beyond it, by others in Tawang. Gen-la’s vision, grit, and conviction to transform lives and mold them, comes from the childhood he lived.
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A sit-out spot on campus overlooking Bhutan.
Born to an unwed mother, he was looked upon as “an uninvited guest in the universe”. Even though the pain and embarrassment his birth brought to his mother and family are not the best memories to go back to, he does not shy away from embracing and sharing his story. He rather acknowledges its instrumentality in shaping the person he is today. He recalls being a difficult child; often detested by the villagers for his notorieties. His loving grandparents saw no way out to mend his ways and finally at the age of 7, with the earnest hope for his life to take a better turn, he was sent away to a Buddhist monastery down south of the country to live a monk’s life. Notwithstanding, he recalls his young self continuing with his old ways in the monastery. Eventually, the faith, patience, and compassion shown by his Gurus set him on the path of self-transformation. Reaffirming the fact that behind different facades, lies the inherent human goodness in each one of us.
The children fostered by Gen Lobsang La at Jhamtse Gatsal share stories similar to his own; where the mere accident of birth in a certain family or circumstance left them in a position of pain or disadvantage. His mission is to give these children a fair chance at life and more importantly, guide them to transform themselves into better humans capable of being agents of change wherever they go, in making this world a better place to live in. He shares that, to love, care, provide for, and see the children happy is like time traveling back to his formative years; giving him a chance to relive his childhood through them and experience everything he missed out on. It is true indeed that the love we give is the love we keep. The only way to retain love is to give it away.
Sharing knowledge.
In his 50s now, Gen Lobsang la has the exuberance of youth and his passion is evident in the joy with which he shares about his mission and the future plans he has for Jhamtse Gatsal. He is backed by a team of dedicated teaching and non-teaching staff, who are not only competent in their respective specialties but also share some common core values. Benign in their approach, they are professional with a human touch and value, laying the base of a healthy work environment.
Jhamtse Gatsal campus is at present, broadly divided into three main sections – the children’s residential complex, the academic block, and an area designated for building a residential colony in the near future. Together, they make up the Jhamtse Gatsal Community. Every aspect of Jhamtse Gatsal is well thought-out and holds meaning. The children’s residential complex is sectioned into four parts, each one of them a ‘Khemsang’, meaning a family house’. The four khemsang have been named – Panggyen, Ganghla, Serchen, and Gurkumafter rare plants with medicinal properties and healing capabilities. The thought behind this is to bespeak and symbolize self-healing and then, the the ability to heal others. It is rightly said,
“Hurt people hurt people. And healed people heal others. Free spirits free others, enlightened people enlighten others”.
Each khemsang and its children are looked after and taken care of by one ‘Ama-la’ (‘Ama’ means mother, ‘La’ is added to express respect. ‘Amala’ translates to respected/beloved mother). The four Ama-La(s) manage the four Khemsang(s) just like a mother does in a family. Along with the family-like set up with a mother figure, the older children are also taught to look after and care for the younger ones just like siblings do in a family.
It leaves no room for bullying or domination and instead, develops qualities of affection, a sense of responsibility, and mutual love between children of different age groups. These are just a few subtle and manifest ways in which the system devised at Jhamtse Gatsal empowers children and nudges them to a better path.
Gen-La with house mothers/Ama-la(s)
Keeping the ideals of a family, the mess at Jhamtse Gatsal has no fixed menu that repeats week after week. The Ama-La in charge decides what is to be fed. From ‘Thentuk’ (Hand-pulled noodle soup with mixed vegetables) to healthy curries, every meal is cooked with love and dedication.
Happy children posing for a photo after their morning study hour.
One of the inspiring routine events I was privileged to take part in, was the weekly one-meal fast (Wednesday dinner). It is not compulsory for guests or even for others in the community to participate, it is a completely voluntary choice. Dinner is still served for anyone who decides or feels the need to eat, along with the younger lot who are strictly exempted from participating.
The apportioned ration for those days is saved and donated to the needy in the villages around. In explaining the idea behind this observance of fast, Gen-La re-defined the notion of charity and sacrifice for me. He says the right way to gauge our dedication and love for fellow human beings is to see what we can forgo for someone else. He says, to be generous, donate, help only when there is an overflowing abundance, or give away that which we don’t want/wish to discard, hardly captures the spirit of charity or qualifies as one.
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Taking a moment to thank before the meal.
This made me rethink the idea of donating clothes we don’t want, and the leftover food on our plates that we give away, as an act of kindness. Sure, something is better than nothing and to feed an empty stomach is better than dumping it in a thrash bin. But it made me wonder that perhaps, cutting out from our portion for someone else is to treat the other person with respect, as equal sentient beings to share and care for, and not subjects of our kindness born out of a condescending privilege. Along with the standard curriculum for each class, children are engaged in a myriad of extracurricular activities, skill training, and other creative projects. The goal is to ensure an all-around development encompassing emotional, spiritual, mental, and physical health.
Each child is counseled, encouraged, and helped to polish their unique strengths by abled teachers and Gen-La, together. Instead of trying to fit everyone in a specific predesigned box, each child is allowed to bloom at its own pace and shine in their unique domains. Teaching the science and art of sustainable living is a major focus and the base on which the edifice of Jhamtse Gatsal Community is built.
Children in the queue for an afternoon snack.
Children are exposed to lessons and activities that arm them to live scientifically and in harmony with nature, through fun and interesting engagements. From plastic recycling, waste management, and vermicomposting to arts and crafts, the children at Jhamtse Gatsal are taught and trained by teachers, Ama-la(s), and enthusiastic allies from across the world. Other than professional and academic lessons, it is ensured that children learn basic life skills – cooking, cleaning, and self-care across genders.
Jhamtse Gatsal is a beacon of hope for the world we live in today. In a world of information overload and easy access to social media, it is sometimes dispiriting to witness the tragic events happening across the world. At such a time, Jhamtse Gatsal is a place that felt refreshing and reaffirmed my faith in a shared brotherhood of humanity with the promise of a better, kinder, and harmonious world. In my assignment to write for The Borderlens, I feel fortunate to have discovered my Shangri-La at Jhamtse Gatsal Children’s Community; a place that felt like a remotely hidden, beautiful utopia.
The author holds a Master’s degree in Sociology from Jawaharlal Nehru University, Delhi, and is an avid reader with a keen interest in the intersection of gender, class, and identity.
As the world observed Computer Literacy Day this past Saturday, December 2nd, we must discuss how Indian schools can take proactive measures to enhance computer literacy among students.
Computer literacy is the ability to use computers and related technologies effectively and efficiently. It is a vital skill for children to learn today, as computers are ubiquitous and indispensable in almost every aspect of life. Here are some reasons why computer literacy is important for children to know:
Cyberbullying and cybercrimes: As more and more children use the internet and social media, they are exposed to the risks of cyberbullying and cybercrimes, such as harassment, identity theft, fraud, and hacking. Computer literacy can help children to protect themselves from these threats, by teaching them how to use online security tools, such as passwords, antivirus software, and encryption. It can also help them to recognize and report cyberbullying and cyber crimes, and to seek help and support when needed.
Artificial intelligence (AI): AI is the technology that enables machines to perform tasks that normally require human intelligence, such as learning, reasoning, and decision-making. AI is transforming various fields and industries, such as education, health care, entertainment, and transportation. Computer literacy can help children to understand and interact with AI, by teaching them how AI works, what its benefits and limitations are, and how to use it responsibly and ethically.
School curriculum and career opportunities: The school curriculum and the job market are increasingly demanding computer literacy skills, such as coding, web design, data analysis, and media creation. Computer literacy can help children to excel in their academic and professional pursuits, by teaching them how to use various tools and software that are relevant and useful for their learning and work. It can also help them to explore and discover new interests and passions, and to develop their creativity and problem-solving skills.
However, many schools are behind in teaching students about actual tools and software that they must know. They are only taught the basic HTML, MS Office, and some redundant software which are now becoming obsolete. They must teach students beneficial software and exercises, such as:
Coding basics: This exercise introduces students to the fundamentals of programming, such as variables, loops, functions, and logic. Students can use online platforms such as Code.org, Code For Life, Microsoft MakeCode, Machine Learning for Kids, or Scratch, these are free-to-use tools available to create interactive games, animations, and stories using block-based or text-based coding languages.
Web design: This exercise teaches students how to create and design their websites using HTML, CSS, and JavaScript. Students can use online editors such as Codemoji, Weebly, Adobe Express, Google Sites, and WordPress.com to write and run their code and see the results in real-time. They can also learn from tutorials and examples on YouTube.
Media creation: This exercise encourages students to express their creativity and communication skills through digital media, such as images, videos, and podcasts. Students can use online tools such as Canva, Pixlr, Storybird, Padlet, and Tellagami, to edit and create images, WeVideo or Animoto, VNor Photogrid to edit and create videos, and Spotify, Anchor or SoundTrap to record and produce podcasts. They can also share their media creations with their peers and teachers on online platforms.
Online research: This exercise trains students to find and evaluate information from various online sources, such as search engines, databases, and websites. Students can use online tools such as AI Tools named Bing or ChatGPT to search for information on different topics, Google Scholar orZotero to generate citations and references, and Grammarly to check and improve their writing.
Digital citizenship: This exercise educates students about the ethical and responsible use of technology, such as online safety, privacy, and cyberbullying. Students can use online resources such as Common-Sense EducationorThe Achievery to learn about the best practices and guidelines for being a good digital citizen. They can also participate in online discussions and activities that foster digital citizenship skills and awareness.
In the vibrant tapestry of education, there exists a transformative force often relegated to the sidelines of comprehensive sex education. As we celebrate a year of embracing openness and understanding, the time is ripe to confront the enduring stigma surrounding HIV/AIDS.
HIV/AIDS, once shrouded in whispers, continues to suffer beneath the weight of myths and misinformation, impacting millions globally. Education, beyond being a conduit for facts, serves as a bastion of empathy, capable of dismantling barriers and dispelling fallacies. Embedding sex education in school curricula emerges as a guiding light, steering the younger generation toward a future free from the chains of ignorance. “The stigma surrounding HIV/AIDS affects our entire community, hindering access to information, testing, and treatment. As members of the school community, we can reshape this narrative. By educating ourselves about HIV/AIDS—its transmission, prevention, and dispelling myths—we wield knowledge as a powerful tool against stigma. Fostering open dialogue creates a non-judgmental space, supporting those affected by HIV/AIDS.”– Anju Luthra, Deputy Director- The Lexicon Schools.
At its core, comprehensive sex education transcends biology, embracing discussions on consent, healthy relationships, and the power of empathy. By nurturing emotional intelligence, students become advocates for change, challenging societal norms and shattering stigmas that surround HIV/AIDS. This education becomes a beacon, guiding informed individuals into adulthood, and shaping broader attitudes that echo understanding and acceptance. “Leveraging technology for social media campaigns and creating safe spaces for discussions further contributes to destigmatizing HIV/AIDS. Together, through education and awareness, we can dismantle prejudices and foster a society that is well-informed, empathetic, and committed to eradicating the stigmas.”– Dr Jayanthi Ranjan, Dean Academics, Sharda University.
Lack of sex education can lead to unrealistic expectations of sex when children grow up. What they see on the internet is often fabricated and not really how it works in real life. Sex education can help children understand the diversity of sexual orientations, preferences, and expressions, and respect the choices and consent of others. It can also help them develop healthy relationships and communication skills with their partners.
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Sexual health is just as important for teens as it is for adults. They need to be aware of intimate hygiene and healthy sexual practices, such as using condoms, getting tested for sexually transmitted infections, and seeking medical help when needed. Unhealthy sexual practices can lead to irreversible damage to a child’s physical and mental well-being, such as unwanted pregnancies, abortions, infections, trauma, or depression.
“According to the National Family Health Survey 5 (2019-21), more than 4/5th of girls aged 15-19 and 9/10th of boys of the same age group had heard about HIV / AIDS. However, only half of them had the knowledge that using condoms and having only one partner was key to reducing the risk of being infected with HIV / AIDS. Only 0.9% of girls aged 15-19 and 4.0% of boys of that age reported having sex with someone they were not married to or living within the past year. What this data suggests is that awareness is but the first step and that attitudes, skills, and behaviors related to sex need to be discussed with adolescents to impact their behaviors meaningfully.” Said Dr Anand Lakshman, Founder & CEO, AddressHealth.
Indian parents often refrain kids from watching anything remotely intimate in their vicinity, thinking that it will protect them from the influence of sex. However, this does not stop the kids from watching it in private, without any guidance or supervision. Instead of shying away from the topic, families need to start having open conversations with kids about sex and sexuality and provide them with reliable and age-appropriate resources. A good example of this is the Netflix show Sex Education, which depicts the struggles and experiences of teenagers and their parents humorously and realistically.
Recognizing the diverse nature of classrooms today, inclusive sex education becomes a force for breaking down walls of prejudice. Respecting cultural differences and incorporating LGBTQ+ perspectives into the curriculum ensures that no student feels marginalized. By championing inclusivity, sex education becomes a transformative power against the shadows of ignorance surrounding HIV/AIDS.
Yet, integrating sex education faces its challenges, notably resistance from conservative viewpoints. Advocacy for evidence-based, age-appropriate content becomes crucial, requiring collaboration between educators, parents, and health professionals. Navigating these challenges ensures a holistic approach that caters to the unique needs of each community. “It is crucial to create an awareness that understanding and empathy are the antidotes to prejudice. Empower young individuals to be advocates for HIV/AIDS awareness.”– Dr. Kalpana Gangaramani, Managing Director, Target Publications, Pvt. Ltd.
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As we mark a year of enlightened education, let our classrooms resonate with understanding, dispelling the shadows of ignorance surrounding HIV/AIDS. By championing comprehensive sex education, we pave the way for a future unburdened by the weight of stigma, where knowledge empowers and a world where HIV/AIDS is understood, not feared, is within reach.
“In our ongoing commitment to learner’s holistic development, at Chaman Bhartiya School, we have integrated comprehensive sex education into our curriculum to combat HIV-AIDS stigma. This proactive step aims to provide accurate information, promote healthy attitudes, and foster a safe space for discussions. By equipping our middle-year students with knowledge and understanding, we hope to break down misconceptions and eliminate the stigma surrounding HIV-AIDS.” Said Nishita Israni, Vice Principal, Chaman Bhartiya School when asked about how institutions are incorporating these changes.
According to the Joint United Nations Programme on HIV/AIDS, over 50% of people harbor negative and discriminatory attitudes towards those living with HIV. The severe effects on mental and physical health, economic stability, and access to care necessitate a call to action.
HIV stigma and discrimination act as barriers to testing, prevention, and treatment services. Education emerges as a potent HIV-prevention tool, empowering young people with the skills, attitudes, and values needed to combat HIV-related stigma.
Comprehensive sexuality education (CSE) emerges as a key component, covering human development, relationships, gender identity, and HIV prevention. Despite its transformative potential, CSE often faces resistance, necessitating a collective effort to overcome obstacles.
Policies reducing stigma and discrimination are pivotal to ending the HIV epidemic by 2030. Talking about the resistance from educators for sex education, Lt Col A Sekhar (R) Principal, Hyderabad Public School said, “Sex education is, now, less of an educational issue, much more a socio-cultural challenge with the patriarchal society resisting sensibly balanced, grounded learning big time in the name of ‘tradition’.” Taking into consideration that, in our society, patriarchy is the root cause of many such stigmas and issues we discuss. And the solutions we seek, lie within us.
Some of the prominent universities in the world have their origins in the UK. The Universities of Oxford and Cambridge, and colleges like the Imperial College are well known and have been beacons of education historically. The UK offers a wide range of relevant graduation and postgraduate programs in various disciplines that can appeal to the diverse student diaspora throughout the world. This diversity offers opportunities for students at multiple colleges and academic institutions. Further, the education system of the UK is unique in a number of aspects. These are –
Emphasis on Research
Importance of Projects like Capstone Projects.
Internships
Development of skills, thinking, and applications of the various courses of study.
From an Indian perspective, the degrees and diplomas awarded by UK-based institutions are recognized & accepted the world over.
The main requirement from a foreign student would be proficiency in the English Language which is validated through various tests like IELTS, Pearson PTE, ESOL, etc. This is mandated as the mode of instruction for the UK-based colleges and institutions is primarily in English. The major advantage for the Indian students is the cultural diversity and acceptance at the UK-based universities. Students from various parts of the world converge in the UK making it a cultural conundrum of countries, races, religions, and exposures. This is one of the greatest advantages of studying in the UK.
The UKVI norms allow for a student to intern during his studentship. This adds a separate dimension to the work experience of the students. The students will be free to convert their student visas to work visas post the completion of their academic commitments. Networking among students is also a great way to earn employment. UK universities allow for events such as job fairs wherein the recruiters and the students can meet and exchange their requirements. This remains one of the most popular methods of gaining employment in the UK. Alumni referrals also facilitate employment. The alumni are the ambassadors of education at UK-based Universities as students can reach out to them and understand about cultural differences, changes in the academic structure at UK, Internship opportunities, assessment systems, etc.
Finally, a UK-based academic program may be perceived as costly. However, this requires a micro detailed research as earning and interning opportunities will end up renumerating in UK Pounds which is a strong currency. The currency differentials will make the program viable. Secondly, the UK-based institutions will offer employment or internships in world-class organizations that will offer worldwide exposure.
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Hence, a UK-based education offers exposure, excellent academics, internship opportunities, the best cultural interfaces, reputed universities, and colleges, etc. that will offer education of world standards.
Authored By: Dr. Raju Varghese, Director PGDM & Global Programs, Lexicon MILE
Digital learning has become an essential part of education in the 21st century. It has transformed the way students access information, engage with content, and interact with educators. However, the implementation of digital learning in K-12 education in low-income countries faces a unique set of challenges.
Difficulties and Challenges
Lack of Infrastructure and Resources: One of the primary challenges in implementing digital learning in low-income countries is the inadequate infrastructure and resources. According to a report by UNESCO, only 10% of low-income countries had sufficient facilities to ensure the safety of all learners and staff in early 2021. This lack of basic infrastructure, including access to clean water, sanitation, and hygiene, creates a challenging environment for effective digital learning.
Limited Access to Digital Devices and Internet Connectivity: A significant obstacle to digital learning in low-income countries is the limited access to digital devices and internet connectivity. The Boston Consulting Group (BCG) reported that half of the 1.5 billion students affected by school closures worldwide faced economic and technical barriers to online learning, with the majority of these students residing in developing countries. This lack of access to devices and the internet hinders students’ ability to participate in digital learning.
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While these challenges are significant, there are also opportunities that can be leveraged to reimagine K-12 digital learning in low-income countries. Reports indicate that digital technology is becoming more accessible to the bottom segment of the population in low-income countries. This trend suggests a growing need to invest in digital infrastructure and education, making digital learning a reality for more students.
Open Educational Resources (OERs)
Open Educational Resources (OERs) are a powerful and transformative concept in education. They represent a wide array of educational materials and resources, including textbooks, lectures, videos, quizzes, and more, that are made freely available to the public. OERs have the potential to revolutionize education by eliminating financial barriers, expanding access to quality learning materials, and fostering a culture of collaboration and sharing. Unlike traditional textbooks and proprietary educational resources, OERs are typically released under open licenses, such as Creative Commons, which allow users to access, modify, and redistribute the content. This openness not only reduces the financial burden on students who no longer need to purchase expensive textbooks but also empowers educators to adapt and customize materials to better suit their students’ needs and local contexts.
Moreover, OERs promote innovation and pedagogical diversity. They encourage educators to experiment with new teaching methods, as they can easily access a wealth of materials to support their instructional objectives.
This freedom to adapt and tailor resources to individual students’ needs fosters a more inclusive and personalized learning environment. OERs enable international collaboration and knowledge sharing, breaking down geographical barriers and allowing educators and learners to access high-quality educational content from around the world. As the OER movement continues to grow, it has the potential to make education more affordable, adaptable, and inclusive, ultimately contributing to improved learning outcomes and a more equitable educational landscape.
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OERs are freely accessible, openly licensed educational materials that can include text, media, and other digital assets. OERs provide a solution to the lack of access to traditional textbooks and educational materials in low-income countries. These resources can be tailored to local contexts and are a cost-effective way to enhance learning.
Strategies for Reimagining K-12 Digital Learning in Low-Income Countries
To make digital learning a reality in low-income countries, a multi-faceted approach is needed:
Investing in Digital Infrastructure: Governments and stakeholders should invest in digital infrastructure, including high-speed internet connectivity, reliable electricity supply, and computer labs in schools. Adequate infrastructure is essential for effective digital learning.
Providing Digital Devices: Governments and organizations should provide digital devices, such as laptops or tablets, to students who cannot afford them. This initiative ensures that all students have equal access to digital learning resources.
Developing Context-Relevant OERs: Governments and stakeholders must focus on the development of open educational resources that are tailored to local contexts and curricula. These OERs can replace traditional textbooks and be made accessible to all students, regardless of their economic background.
Teacher Training: To implement digital learning effectively, it is crucial to provide teachers with training on how to use digital devices and integrate technology into their teaching. Teachers play a vital role in delivering quality education through digital means.
Collaboration with the Private Sector: Governments can collaborate with private sector companies that specialize in educational technology solutions. This partnership can result in affordable and context-relevant educational technology solutions for schools.
Reimagining K-12 digital learning in low-income countries is a complex and critical task. These strategies can not only enhance educational opportunities but also contribute to reducing educational inequalities and promoting economic development in low-income countries.
The work of Leonardo da Vinci is regarded as the pinnacle of human brilliance in the archives. He was a Renaissance polymath who made significant contributions to science, architecture, and many other disciplines in addition to his artistic talent. The tale of Da Vinci serves as a powerful symbol of the importance of interdisciplinary knowledge. The Indian National Education Policy (NEP) has welcomed the idea of multidisciplinary with open arms in today’s interconnected world where the lines between disciplines are becoming more hazy. The expanding tendency of colleges to offer a broad range of subjects from numerous fields reflects this policy change.
Fast forward to the 21st century, we live in a society that appreciates multiple skill intersections more than ever. Individuals who can adapt, innovate, and work across disciplines are needed to meet the challenges of today’s globalized, rapidly evolving job environment. Higher education institutions are redesigning their educational programs to offer multidisciplinary programs that give students a wider range of skills in response to these requirements.
From 2023, many advanced management programs in India will start to offer interdisciplinary skills. These programs emphasize that current employees require a toolset that cuts across disciplines rather than merely a restricted specialization in one area. This change in education is a reflection of what students themselves want.
In a poll by TeamLease Edtech, a shocking 94% of students reportedly expressed a significant interest in studying multidisciplinary degrees. Additionally, 70% of respondents favored hybrid learning settings, which blend conventional classroom instruction with online and on-the-job training. This preference for a variety of educational opportunities highlights the dynamics of modern education
Online education, once viewed with skepticism, is now gaining acceptance among students. More than half of the students surveyed (55%) said they would pay for online degrees offered by renowned professors. This represents a change in how students view the benefits of online learning, particularly when it originates from respectable schools.
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Furthermore, according to 60% of students, online courses should be cheaper than conventional in-person ones, reflecting the evolving economics of education. The landscape of higher education is changing as a result of the availability of quality education from the convenience of one’s home or place of work.
The New Education Policy (NEP) of the Indian government is a forward-thinking policy that precisely reflects the changing requirements and ambitions of students. In recognition of the fact that the workforce of the future needs a synthesis of knowledge and abilities from diverse fields, this policy has prepared the way for multidisciplinary degrees.
The NEP also introduces the idea of “Professors of Practice,” an initiative meant to encourage hands-on learning. Experienced professionals from a variety of industries are invited into the classroom to give students practical knowledge that is essential in today’s job market.
Recognizing the value of online education in the age of technology, the University Grants Commission (UGC) has also taken action by promoting online course credits. This change in policy embraces the flexibility and accessibility that online education can provide in addition to recognizing the value of multidisciplinary.
The change is undoubtedly difficult in higher education towards multidisciplinary and online learning. But it also has a great deal of promise. It promises to provide students with a wider range of skills, better preparing them for a labor market that is continually changing. In order to reach students in the most remote areas of the nation, it claims to make education more inclusive and accessible. It guarantees that graduates are prepared for employment right out of school by bridging the gap between academia and business.
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The Indian National Education Policy’s embracing of multiple learning routes and multidisciplinary degrees is a noteworthy move in a world where Leonardo da Vinci’s ideology of multidisciplinarity is as important as ever. It reflects students’ shifting requirements in a changing educational landscape and workforce. Moving forward, we must continue to support these programs in order to ensure that education remains an empowering force for future generations. Just as Leonardo da Vinci’s talent overcame boundaries, so can India’s multidisciplinary education system create a better future for everybody.
Authored By- Avya Jain
Avya Jain, a passionate high school freshman, explores her deep interest in geopolitics and history. With a keen eye for global affairs and an insatiable curiosity about the past, Avya delves into complex narratives, viewing history and geopolitics as threads weaving our world together. Committed to unraveling these stories, she brings a fresh perspective to topics like the role of technology in wildlife conservation, showcasing her skills in research and content creation.
Television, often labelled as the ‘idiot box,’ paradoxically stood as a formidable force that reshaped the educational landscape in India. Its influence, both before and after the internet era, was transformative, leveraging the power of visual and auditory stimulation to enhance learning experiences. This medium, with its broad reach, played a pivotal role in overcoming barriers to education, acting as an inclusive educator that transcended geographical, linguistic, and socio-economic boundaries.
Educational programs address issues ranging from social justice to environmental sustainability, instilling values of democracy, diversity, and tolerance. The medium serves as a conduit for raising awareness and sensitizing viewers to the pressing challenges faced by society. One remarkable example is the vast array of educational programs under the PM e-Vidya initiative, with India boasting the largest number of educational TV channels globally, totaling 280. This initiative underscored television’s potential as a tool for democratizing education, making quality content accessible even in the remotest corners of the country.
Television’s impact on academic performance is substantiated by a study from the National Council of Educational Research and Training (NCERT), revealing that watching educational TV programs could improve students’ academic performance by a significant 10 to 15 percent. These findings emphasized the educational value embedded in televised content.
The rural penetration of television, as highlighted by a survey conducted by the Centre for Media Studies (CMS), was striking. More than 80 percent of rural households in India had access to television, and over 60 percent of rural children regularly engaged with educational TV programs. This extensive reach underscored television’s role as a key player in disseminating educational content to a diverse and widespread audience.
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India-specific shows further exemplified television’s prowess as an educational tool. The iconic ‘Mahabharata’ and ‘Ramayan‘ adaptations by BR Chopra and Ramanand Sagar, respectively, not only popularized ancient Indian scriptures but also conveyed enduring values to a vast audience. These epics became cultural touchstones, imparting lessons of duty, loyalty, courage, and morality.
‘Bharat Ek Khoj,’ a historical series based on Jawaharlal Nehru’s book, offered a panoramic view of India’s history, tracing its evolution from the Indus Valley Civilization to modern times. This show served as an educational journey, enlightening viewers about the diverse and complex tapestry of India’s past.
‘Shaktimaan,’ a superhero series, did not just entertain but also educated a generation. Through the protagonist’s battles against evil forces, the show imparted knowledge on scientific, social, and environmental topics. It stood as a testament to television’s ability to combine entertainment with education, fostering a sense of responsibility and curiosity among its viewers.
Further enriching the educational spectrum was the show ‘Tarang‘ on Doordarshan, which was instrumental in making learning interactive and engaging. ‘Kaun Banega Crorepati,’ the Indian adaptation of ‘Who Wants to Be a Millionaire,’ not only continues to entertain but also encourages millions to expand their knowledge base through a quiz format. ‘Panchtantra Ki Kahaniyan‘ on DD, with its fables and moral stories, contributed to character-building and ethical understanding. In the realm of science, ‘Khud Bud: Khel Vigyan Ke‘ carved a niche. This show, with its focus on scientific principles and experiments, not only entertained but also educated, nurturing a scientific temperament among its audience.
The vastness of television’s reach, has potentially redefined the landscape of teacher education and, consequently, the quality of education imparted across the country. Television, once labeled an ‘idiot box,’ has proven to be a dynamic educational tool, reaching far beyond its initial moniker. It continues to shape the educational narrative in India, bringing knowledge, inspiration, and social consciousness to millions. As we celebrate the transformation wrought by this medium, it becomes evident that the ‘idiot box’ was anything but foolish—it was a catalyst for intellectual growth and societal progress.
The Ramayana, an epic saga that unfolds the life and adventures of Prince Ram, is not just a story; it’s a cornerstone of Indian culture and spirituality. This revered scripture, attributed to the brilliant mind of Valmiki, goes beyond being a mere narrative. It is a reservoir of moral teachings, spiritual wisdom, and timeless ideals that continue to resonate with millions of people across the globe.
The Literary Marvel of Ramayana:
Valmiki’s poetic brilliance shines through the nearly 24,000 verses of the Ramayana, composed in the eloquent Shloka or Anustubh metre. Divided into seven Kandas or books, it intricately weaves a rich tapestry of characters, dialogues, and allegories. Within these verses lie not just a story but profound life lessons, making it a literary masterpiece that transcends time and culture.
Beyond its literary eminence, the Ramayana has inspired countless artistic expressions. From classical Indian dance dramas to intricate temple carvings, the characters of Ram, Sita, Lakshmana, and Hanuman have been immortalized in various art forms. The epic’s narrative depth has provided fodder for filmmakers, writers, painters, and performers, ensuring its legacy lives on through diverse mediums.
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The Ramayana isn’t confined to the realms of literature and art; its influence permeates the socio-political fabric of India. Mahatma Gandhi, the Father of the Nation, drew inspiration from Ram’s unwavering devotion and adherence to truth for his non-violent struggle against British colonialism. The concept of Ram Rajya, an ideal state envisioned by Ram, has been invoked by leaders as a blueprint for just governance and societal harmony.
Ramayana in Educational Landscape:
In the educational landscape, the Ramayana is not just a story but a holistic lesson. It’s a historical document, a linguistic treasure, and a moral guide. In schools and Gurukuls across India, students delve into its verses to understand the complexities of morality, dharma (righteousness), and the human psyche. The epic serves as a foundation for cultural knowledge, fostering a deep sense of identity and pride among the youth.
The Ramayana, as a cultural phenomenon, has transcended linguistic and geographical boundaries. Over 300 versions of the epic exist, each adding a unique cultural hue to the narrative. Tulsidas’sRamcharitmanas in Hindi, Kamban’sKambaramayanam in Tamil, and Madhava Kandali’sSaptakanda Ramayana in Assamese are testaments to its adaptability across languages and cultures.
Beyond its cultural significance, the Ramayana has piqued the interest of scholars worldwide. Scientific investigations into its astronomical references, geographical locations, and historical context have added layers of understanding. The epic has become a subject of rigorous analysis, contributing to the interdisciplinary dialogue between literature, history, and science.
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Shailesh Prithani, Founder & CEO, Jumbaya writes about Ramayan’s impact on children. He says, “Ever since we can remember, our parents and grandparents have tried to get us interested in the Ramayana. They’d tell us its stories or sit us down to watch TV adaptations. Today, I completely understand why they emphasised this literary masterpiece so much. The Ramayana, believed to be written by Maharishi Valmiki around the 5th century BCE, holds a distinguished place as one of the most ancient historical documents in the Indian subcontinent. Through this narrative, Valmiki imparts the life of Lord Rama, the noble prince of Ayodhya, to his sons Lav and Kush. Beyond being a mere story, the Ramayana is a profound source of life lessons, with themes of virtue, duty, and the eternal triumph of good over evil. Its influence continues to inspire people from all walks of life. I’ve particularly gleaned invaluable lessons on facing obstacles headfirst and maintaining calm in the face of adversity. These teachings are especially pertinent for today’s children.
I firmly believe that children need more than just language, maths, and science lessons. While these subjects are undeniably vital, they form only part of the broader education required. Children should also learn about society, morality, emotions, and everything that shapes them into well-rounded individuals. And what better way than the Ramayana? This epic conveys every emotion & virtue in the right proportions – love, hatred, jealousy, friendship, loyalty, sacrifice, selflessness, righteousness, respect, courage, acceptance, forgiveness, and much more.
Indeed, our society’s civility isn’t just about how we behave outwardly; it’s about our culture, our inner thoughts, knowledge, and ethics. In simple terms, our culture defines our behaviour. The Ramayana has played a vital role in developing the identity of human civilization and will always be a guiding light for morality and ethical living.
This profound essence is beautifully captured in the Sanskrit verse:
This means that- Till there is a hill or mountain on earth, Ramayana will be.”
In essence, the Ramayana stands not just as an epic tale but as a testament to the enduring power of literature to shape minds and societies. Its influence, both profound and far-reaching, continues to weave its magic, bridging the past and the present, making it a timeless beacon of wisdom and cultural heritage. With every generation, its legacy lives on, ensuring that the tale of Ram remains etched in the hearts and minds of humanity.
In the modern landscape of education, nurturing not just academic intellect but also emotional intelligence has become imperative. A key stride in this direction is the integration of mental health education directly into school curricula. Schools, traditionally viewed as centers of academic learning, are now becoming bastions of emotional resilience, ensuring students are equipped to handle life’s challenges with confidence and understanding.
Integrating mental health education seamlessly into the fabric of school learning offers several advantages. It breaks the stigma surrounding mental health issues, making it a regular topic of discussion. By weaving it into various subjects, students are introduced to the nuances of emotional well-being from a young age, fostering a generation that is empathetic and considerate.
Schools worldwide are adopting innovative methods to incorporate mental health education. Lessons are designed to be interactive, relatable, and sensitive to the varying emotional needs of students. This approach not only imparts knowledge about mental health disorders but also teaches coping mechanisms, stress management, and the significance of seeking help when needed. Empowering teachers with the knowledge and skills to navigate these conversations is pivotal. Specially designed training programs equip educators to handle delicate topics with care and professionalism. This, in turn, fosters an environment where students feel safe to express their feelings and concerns.
Archana Padhye, Head of Department- SEN & Counseling, Orchids The International School said, “Within the realm of education, mental health stands as a fundamental pillar in crafting any curriculum. To achieve this, incorporating Social Emotional Learning and essential life skills tailored to each child’s unique needs and capabilities is required. We should nurture the importance of guarding boundaries, embracing individualities, fostering positive and sustainable social awareness. We must design a curriculum that holds the power to shape a child’s capacity for learning, memorization, and the delivery of effective outcomes. The curriculum should empower our children to understand and support peers with special requirements and diverse mental capacities. We should also cultivate a collective mindset that guides students and parents towards a more open and accepting view of mental health within schools.”
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Schools that have embraced this holistic approach report positive transformations. Students display enhanced emotional intelligence, allowing them to understand their feelings and those of others. This empathy creates a supportive atmosphere where peer interactions are respectful and understanding. Academic performance often sees an uptick, as students are better equipped to handle stress and anxiety, resulting in improved focus and productivity.
On how schools can shape a student’s future through positive mental health conversation, Mamta Shekhawat, Founder, Gradding.com explains, “A student spends almost 6-7 hours of their day in the school. These few hours have a unique impact on each student. This phase of their lives builds their emotional character for the world. It is one of the major reasons students are looking for mental health courses abroad. So, for a stronger and emotionally stable future generation, we should include mental health awareness in our curriculum.”
Crucially, the integration of mental health education extends beyond the school gates. Schools actively involve parents, encouraging them to reinforce these teachings at home. This partnership between school and home ensures a consistent message about the importance of mental well-being, creating a robust support system for the child.
While progress is being made, challenges remain. Limited resources, societal stigmas, and varied cultural attitudes toward mental health can hinder these initiatives. Dr. Pooja Misal, Founder and Director, SMEF’s Group of Institutions discusses the challenge that exists, “In today’s world, terms like stress, depression, anxiety, trauma, PTSD, and panic attacks have become an essential part of our daily vocabulary. Despite their prevalence, many individuals who could greatly benefit from external support in the form of counseling or therapy often believe they don’t require it. The misconception that suppressing negative emotions equates to strength still persists, with detrimental consequences.”
Collaborations between schools, mental health organizations, and governmental bodies are vital. By pooling resources and expertise, a comprehensive, nationwide approach to mental health education can be developed. Aashna Jain, Counsellor, Rajmata Krishna Kumari Girls’ Public School, Jodhpur mentions, “In the realm of education, nurturing the mind and soul is paramount. Integrating mental health education, following UMMEED guidelines from the Ministry of Education, is a beacon of hope for students grappling with inner struggles. RKKGPS, Jodhpur, incorporates life skills sessions in the curriculum, fostering awareness and providing avenues for expression. This proactive approach destigmatizes mental health, fostering empathy and inclusion through open dialogues.”
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The integration of mental health education into school curricula marks a pivotal shift in the education paradigm. It not only equips students with the knowledge to understand and manage their mental health but also cultivates a society that values empathy and emotional well-being. Dr. Uma Warrier, Professor & Area Chair (Research, Training, Consultancy & Projects- OB & HR), CMS B-School, Ex Chief Counsellor, JAIN (Deemed-to-be University) said, “At JAIN, we understand the challenges students face, impacting their emotional well-being. Depression and escalating suicide rates highlight this crisis. Integrating mental health education into our curriculum is our proactive response. Our aim is to destigmatize mental health conversations, emphasizing seeking help as a sign of strength. These programs enhance emotional intelligence, empathy, and coping skills.”
By fostering emotional intelligence alongside academic brilliance, schools must shape individuals who are not only academically adept but also emotionally resilient, poised to face the complexities of the world with grace and understanding.
NOTE- On the occasion of World Mental Health Day 2023 observed on October 10th, ScooNews dedicated this week to #ScooNewsforMentalHealth- a campaign amplifying the voices of the education fraternity on the Inclusion of mental health in our curriculum.
The WHO defines Mental Health as, “Mental health is a state of mental well-being that enables people to cope with the stresses of life, realize their abilities, learn well and work well, and contribute to their community. It is an integral component of health and well-being that underpins our individual and collective abilities to make decisions, build relationships and shape the world we live in “.
As we mark Mental Health Day 2023 in the month of October, it is a moment to ponder the progress we have achieved and the distance that still lies ahead.
Mental health in India presents a pressing concern, marked by a complex interplay of factors, and hindered by longstanding stigma. Reports indicate a significant gap between the need for mental healthcare and its actual utilization. Studies by UNICEF and Statista highlight the reluctance in seeking support, with only 41% of young Indians recognizing the importance of mental health assistance. Approximately 14% of the population suffers from mental disorders, with older adult females being predominantly affected. Despite efforts like the National Mental Health Programme (NMHP) and the Mental Healthcare Act, a staggering 80% of Indians do not access mental healthcare due to reasons ranging from lack of awareness to financial constraints and societal stigma. This discrepancy has far-reaching consequences, impacting physical health, cognitive functions, relationships, productivity, emotional well-being, and even leading to self-harm and social withdrawal.
On the dire statistics of mental health in India, Shailesh Prithani, Founder & CEO, Jumbaya said, “The Indian Journal of Psychiatry’s report highlighted a stark reality: 50 million Indian children grapple with mental health challenges, with 80 to 90 percent remaining untreated. Shockingly, there are only 0.75 psychiatrists per 100,000 patients in India. Given this situation, it is imperative that India introduces a mental health awareness curriculum in schools. Many childhood mental health issues go unnoticed due to a lack of awareness. This initiative is a crucial preventive measure, ensuring that today’s children grow into mentally resilient adults, cherishing their carefree childhoods and taking active steps to prioritise and care for their mental health.”
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The repercussions of poor mental health extend across various aspects of life, including physical health problems such as cardiovascular issues, impaired cognitive functions affecting academic and work performance, and strained relationships leading to isolation and conflict. Prof. (Dr.) M. Viswanathaiah, Director, IFIM College said,“Mental health problems can have a significant impact on students’ academic performance, relationships, and overall well-being. Without proper support, students who are struggling with mental health problems may be more likely to drop out of school, engage in risky behaviors, or even commit suicide. By incorporating mental health awareness into the educational curriculum, schools can play a vital role in helping students develop the skills and knowledge they need to maintain good mental health.”
Furthermore, it diminishes productivity in both academic and professional settings, potentially causing missed opportunities and career setbacks. Emotionally, individuals experience persistent negative feelings, which, coupled with substance abuse as a coping mechanism, can lead to addiction. Physically, mental health issues manifest as headaches, digestive problems, and muscle tension, while severe conditions may result in self-harm and an increased risk of suicide. “According to a 2019 report by the World Health Organization, India has the highest suicide rate among youth aged 15-29 in the world. Additionally, a 2020 study by the National Institute of Mental Health and Neurosciences found that nearly 14% of Indian students experience depression and anxiety.” He further elaborated on the consequences of the lack of awareness. There are financial consequences due to treatment costs and decreased productivity, further exacerbating the problem. While efforts have been made to address mental health in India, a collective shift in societal attitudes, coupled with increased awareness and accessible services, is crucial to bridging the existing gaps and ensuring a mentally healthier nation.
Mental Health in Schools
Mental health awareness is a crucial aspect of a student’s well-being. According to the World Health Organization, half of all mental illnesses begin by the age of 14 and often go undetected and untreated. The COVID-19 pandemic has further exacerbated the situation, with students facing unprecedented levels of stress and anxiety.
To address this issue, schools in India need to prioritize mental health awareness. One way to do this is by incorporating psychology as a major subject in the curriculum. This will help students understand the importance of mental health and equip them with the tools to manage their own mental health. Schools can also appoint psychologists or psychiatrists to provide counselling services to students who need it. Hemant Gaule, Dean at SCoRe (School of Communications and Reputation), emphasises on the need for students to take charge of this narrative. He said, “The biggest injustice to mental health that academics can do is to treat it as another item on a checklist. Unless it is truly understood, it does not work. In an environment that increasingly consists of Gen Z, who are not only more aware of, but rightfully prioritising their mental health, it is paramount for academia to familiarise and sensitise itself on the tenets of mental health, and integrate it seamlessly into curricula. That’s why at our institute we encourage our students to lead this conversation from the front, provide direction that the institution can take, and we merely act as enablers to create the ideal environment where they can thrive.”
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The government can also play a role in promoting mental health awareness. It can support schools in organizing mental health awareness programs and provide funding for research on mental health issues in schools. “In the realm of education, nurturing the mind and soul is paramount. Integrating mental health education, following UMMEED guidelines from the Ministry of Education, is a beacon of hope for students grappling with inner struggles. Our school incorporates life skills sessions in the curriculum, fostering awareness and providing avenues for expression. Students, amidst various challenges, gain resilience, emotional literacy, and self-care skills. This proactive approach destigmatizes mental health, fostering empathy and inclusion through open dialogues.” said Aashna Jain, Counsellor at Rajmata Krishna Kumari Girls’ Public School, Jodhpur.
“Indian subcontinent highlights that the unique challenge of having 1 out of every 7 Indians affected by mental health and wellbeing issues can only be met through a comprehensive understanding of the psychosocial risk landscape followed by concrete and coordinated action.” Said Dr. Vikram Vora, Medical Director at International SOS.
One organization that is working towards promoting mental health awareness in Indian schools is The Live Love Laugh Foundation (TLLLF). TLLLF’s “You Are Not Alone” school program aims to increase students’ and teachers’ awareness about mental health and reduce stigma around the subject.
It is important to note that cultural obstacles such as shame and stigma associated with conversations around mental health can hinder progress. Therefore, it is essential to create a safe space for students to discuss their mental health issues without fear of judgment or discrimination. Schools in India need to prioritize mental health awareness by incorporating psychology as a major subject in the curriculum, appointing psychologists or psychiatrists, and organizing mental health awareness programs.
Deepti Sharma, Director, ThinkerPlace talks about introducing mental health as a subject. “I firmly believe that mental health awareness should be an integral part of our curriculum. Just as we teach math and science, we must also teach our children how to understand and care for their own mental well-being. Incorporating mental health education into our curriculum is not just a choice; it is a necessity. Providing children with education about emotional resilience, stress management, and self-care is important.” She spoke. It is imperative to create a safe space for students to discuss their mental health issues without fear of judgment or discrimination.
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NOTE- On the occasion of World Mental Health Day 2023 observed on October 10th, ScooNews has dedicated this week to #ScooNewsforMentalHealth- a campaign amplifying the voices of the education fraternity on the Inclusion of mental health in our curriculum. Stay tuned for the whole week, as we will be coming up with stories and articles on mental health in education.
