–  Seema Rekha, Founder & Managing Director, Antarmanh

The environment in which today’s children are growing up is completely different from the world their parents and teachers knew. They are navigating an ever-evolving digital landscape, constant connectivity, rising academic expectations, changing social interactions and an uncertain future. Although these factors provide young people with endless opportunities, they also create psychological stressors that need to be addressed during the most crucial stages of their lives.

As children’s emotional wellbeing is increasingly recognised as an essential part of their overall development, educational institutions can no longer view mental wellness solely in terms of crisis management. Anxiety, emotional difficulties, withdrawal, behavioural problems and lack of motivation are rarely symptoms of something that developed overnight. Rather, they may indicate unresolved emotional issues in a child’s life. Preventive measures are therefore needed within educational settings to help children build emotional resilience.

According to the World Health Organization (WHO), one in seven adolescents aged 10–19 experiences a mental disorder, while nearly half of all mental health conditions develop before the age of 14. These statistics highlight an important reality: childhood and adolescence are not only periods of academic learning but also crucial stages in the development of emotional and behavioural patterns. When a child’s psychological difficulties go unnoticed, they can affect confidence, relationships and academic performance later in life.

One of the most important challenges is that emotional distress does not always manifest itself in conventional ways. A child who becomes withdrawn, struggles to concentrate on studies, avoids social interaction, displays unexplained irritability or experiences physical symptoms such as headaches and stomach aches should not simply be dismissed as “naughty”.

Early identification is particularly important for children with anxiety disorders, attention-deficit/hyperactivity disorder (ADHD), learning disabilities and other neurodevelopmental or emotional conditions. These children have the potential to succeed at school and beyond, provided they receive appropriate support and accommodations. Without such assistance, however, they may encounter educational and personal obstacles that negatively affect their school experience and self-image.

Modern learning environments also present additional challenges. In addition to homework and academic responsibilities, children attend extra classes, participate in physical activities, take examinations and remain constantly connected through digital devices. The online world has blurred the boundaries between education and family life, leaving many children with little opportunity to relax and enjoy themselves without stress or comparison. Constant exposure to idealised lives on the internet, cyberbullying, fear of missing out and the pressure to perform can significantly affect a child’s psychological wellbeing.

This evolving situation requires educational institutions to develop a deeper understanding of mental wellness. It is not about assuming that every child will experience a mental health problem. It is about establishing systems that identify difficulties before they become serious, reducing the stigma associated with seeking help and ensuring that children develop the emotional skills needed to manage challenges. Another vital aspect is equipping teachers and staff with the knowledge required to recognise potential warning signs.

Globally, organisations such as WHO, UNESCO and UNICEF advocate a whole-school approach to mental wellness. Under this approach, children’s emotional wellbeing is addressed through school policies, teacher training, classroom practices and support services. This recognises that student wellbeing cannot be addressed through the counselling office alone.

As education policies evolve to meet the demands of today’s fast-paced world, mental wellness must become a priority. Just as educational institutions devote considerable effort to academic excellence and digital and physical safety, they must also ensure that children develop emotional literacy and receive appropriate mental health education.

The purpose of education is to nurture competent adults who can participate in and contribute to society. Mental health is not separate from this objective but integral to achieving it. By creating a preventive mental wellness environment, educational institutions will not only be better prepared to support children during crises but also equip them with the tools to understand themselves, regulate their emotions and seek help without shame.

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