Mental health and well-being are integral to the development of every individual and, more importantly, to the development of a healthy society. In the context of education, this understanding assumes even greater significance. A child does not come to school merely to learn different subjects and also a bundle of motions, aspirations, relationships, concerns, strengths and vulnerabilities. Therefore, the quality of education must also be reflected in the extent to which it enables children to develop emotional resilience, healthy relationships, self-awareness and the ability to deal with the goodness and challenge of life.
One cannot define mental health as merely equating it to the absence of mental illness. It includes the ability to understand oneself, manage emotions, cope with challenges, maintain meaningful relationships, make responsible decisions and seek support when required. NCERT’s text books, health and wellness resources Approached mental health similarly, as a continuum, and emphasizes on self-awareness, managing emotions, decision-making and problem-solving as important life skills.
The contemporary world presents young people with opportunities as well as unprecedented pressures. Academic competition, changing career pathways, social expectations, digital exposure, social media, concerns about identity and body image, loneliness and uncertainty about the future can significantly influence the emotional well-being of children and adolescents alike.
At the same time, the Indian perspective on mental well-being offers us a valuable foundation. Indian Knowledge Systems (IKS) have traditionally viewed education as a holistic process of developing the individual in harmony with the self, society and nature. The objective of education has never been restricted to accumulation of information or preparation for livelihood. As our ancient text greatly emphasises on “सा विद्या या विमुक्तये” that reminds us the true knowledge should contribute to freedom from fear, confusion and limitations.
Practices such as yoga, meditation, pranayama, selfdiscipline, reflection, dialogue, physical activity and amicable teacher–student relationships were understood as important dimensions of human development.
The Panchakosha framework, the five sheaths of Vendantic Philosophy escribed in the Taittiriya Upanishad, offers a particularly meaningful perspective on holistic development. It views the individual through five interconnected dimensions: Annamaya (physical), Pranamaya (vital life force energy), Manomaya (mental and emotional), Vijnanamaya (intellectual and reflective) and Anandamaya (experience of happiness and bliss, self-realization and consciousness) the framework emphasizes their interdependence and balance, offering a valuable conceptual foundation for contemporary approaches to mental well-being, and holistic education.
This holistic understanding remains highly relevant today. Physical, emotional, intellectual, social and ethical dimensions of development were not viewed in isolation, and, when adapted appropriately to the needs of contemporary learners, these practices, along with meaningful relationships, connection with nature and the cultivation of values, can all contribute to a balanced personality.
A significant shift in our approach to education is that mental health and well-being are increasingly being integrated into the educational process than being treated only as a specialised or remedial concern. Importantly, well-being need not always be taught through a separate lesson titled “mental health”. Stories, poems, narratives, classroom discussions and activities can themselves become powerful means of nurturing emotional and social well-being.
A sensitive story can help a child understand another person’s feelings. A poem can create space for reflection, hope and imagination. A character facing failure can help normalise setbacks. A classroom discussion can enable children to recognise emotions, appreciate differences and develop empathy. Textbooks are not merely repositories of information, they also influence the values, attitudes and ways of looking at life that students’ gradually tend to develop.
The launch of Manodarpan by the Ministry of Education in July 2020 marked an important step towards strengthening psychosocial support within the education system. NCERT and its Regional Institutes of Education across the country have also contributed through awareness generation, capacity building, stigma reduction and outreach. The Sahyog sessions, Paricharcha webinars and other digital resources provide avenues through which students, teachers and parents can engage with issues relating to mental health and well-being.
However, institutionalising mental health requires us to go beyond programmes and events. A one-day workshop can sensitise. A counselling session can provide immediate support. A textbook can initiate a conversation. But a mentally healthy school environment is created through consistent everyday practices.
It is created when a teacher listens without immediately judging, when a student can make a mistake without feeling humiliated, when asking for help is treated as responsible behaviour rather than weakness, when competition is balanced with cooperation, when physical activity, creativity, and reflection are valued alongside academic achievement, and when the school recognises that every learner develops differently.
Teachers have a particularly important role in this process. In the Indian tradition, the teacher is not merely a transmitter of knowledge but a guide and mentor, concerned with the overall development of the learner. While contemporary teachers cannot be expected to function as mental-health professionals, they can certainly become sensitive first points of support who recognise changes in behaviour, encourage help-seeking and connect children with appropriate professional assistance.
Parents, too, have an equally important role. Children need comfortable and safe spaces, where they can speak about disappointment, confusion and failure without the immediate fear of comparison or judgement. Academic achievement is important, but it should not become the sole measure of a child’s worth.
Our objective should therefore be broader than preventing mental-health difficulties. We must actively build resilience and well-being. Resilience does not necessarily mean that a child will never experience stress, sadness or failure. Children need to learn that emotions are not signs of weakness, failure is not the end of the journey, and seeking help is an act of responsibility.
The task before our education system is not to choose between academic excellence and well-being but the two must reinforce each other. A student who feels secure, connected and emotionally supported is better placed to learn, participate, persevere and realise their potential.
World Mental Health Day provides an opportunity to reaffirm our commitment to making mental health and well-being an integral part of education. The next step is to ensure that this understanding reaches every classroom and to every learner. We must continue to build the capacities of teachers, strengthen counselling and referral mechanisms, engage parents, encourage peer support and create safe and inclusive learning environments. We must also ensure that mental health education is culturally relevant, age-appropriate and sensitive to the diverse social and linguistic contexts of our country.
Ultimately, the purpose of education is not only to prepare children for examinations, higher education or employment. It is to prepare them for life. As we mark World Mental Health Day (October 10), let us therefore reaffirm a simple but fundamental principle: the well-being of the learner must remain at the heart of education. When our schools become places where children feel safe to learn, free to express, encouraged to grow and confident to seek help, we will not merely be addressing mental health, we will be building a healthier, more empathetic and more resilient India.
Prof. Dinesh Prasad Saklani is Director, NCERT.