Transforming School Mental Health in India: Embracing a Comprehensive Approach
-A discussion of the publication “School mental health program in India: Need to shift from a piecemeal approach to a long-term comprehensive approach with strong intersectoral coordination” - By Devvarta Kumar
Introduction
Mental health has emerged as a critical concern among school-going adolescents in India, a country with a vast and diverse youth population. Addressing mental health issues within the educational system is of paramount importance. In a recent publication titled "School mental health program in India: Need to shift from a piecemeal approach to a long-term comprehensive approach with strong intersectoral coordination," the urgent need for a transformative shift in how mental health is approached in schools is highlighted. This blog post will look into the key insights and recommendations from this publication, emphasising the importance and benefits of adopting a comprehensive approach to school mental health. Additionally, we will explore how the SAMA project exemplifies this call to action by showcasing practical applications and novel initiatives that pave the way for a transformative approach to school mental health in India.
Overview of the Publication
The publication, authored by Dr. Deepak Kumar, published in the Indian Journal of Psychiatry in January-February 2021, emphasises the limitations of the current piecemeal approach to school mental health in India. It advocates for a paradigm shift towards a long-term comprehensive approach that involves strong intersectoral coordination. The paper discusses the challenges faced in addressing mental health issues within the school system and proposes strategies to enhance the effectiveness of school-based mental health programs.
Dr. Deepak Kumar, critically examines the existing approach to school mental health in India, which primarily focuses on isolated interventions and fragmented initiatives. These approaches, while well-intentioned, often fall short of addressing the complex and interconnected factors contributing to mental health issues among students. The lack of coordination among various stakeholders and limited intersectoral collaboration hampers the effectiveness and sustainability of these programs.
Throughout the paper there is a call for a comprehensive approach. Dr. Kumar argues that a comprehensive approach is necessary to tackle school mental health challenges effectively. This approach encompasses various dimensions, including preventive interventions, early identification and intervention, capacity building for teachers, collaborative partnerships, and community engagement. By addressing mental health comprehensively, schools can create a nurturing environment that supports the overall well-being and academic success of students.
The publication emphasises the significance of intersectoral coordination, stressing the need for collaboration between education, health, and other relevant sectors. Integrating mental health services into the educational system requires collaborative efforts from policymakers, educators, mental health professionals, parents, and the community at large. The paper highlights the benefits of intersectoral coordination in terms of resource sharing, expertise exchange, and streamlined service delivery.
To facilitate the transition towards a comprehensive approach, the publication puts forward several recommendations. These include developing a national policy framework for school mental health, establishing mental health support teams in schools, providing adequate training and support for teachers, integrating mental health education into the curriculum, fostering partnerships with community organisations, and leveraging technology for better reach and accessibility of services.
How is Project SAMA meeting this call to action?
The SAMA project potentially answers this call to action, demonstrating practical applications and new initiatives that pave the way for a transformative approach to school mental health in India.
Understanding the SAMA Project
The SAMA project, jointly spearheaded by the University of Leeds (UK) and the National Institute of Mental Health and Neurosciences (India), is a research project with the aim to co-produce and test school-based interventions to provide Indian adolescents with information and strategies to take care of their emotional well-being and to improve school cultures, including teacher and parent mental health literacy to support the well-being of its young people.
The ultimate goal of SAMA is to promote emotional well-being and reduce the prevalence of anxiety and depression in school-going Indian adolescents. Project SAMA is informed by the ‘bioecological systems theory’ which considers the ways that various systems (micro, meso, exo and macro) collectively interact to influence a person’s well-being and behaviour. SAMA proposes that the emotional well-being of school-going adolescents can be shaped by these systems. That is why SAMA has created four interventions that focus on each system in ways that complement each other. The SAMA interventions do not focus solely on an individual’s capacity to cope (micro level) but also consider the everyday environments and relationships around them that can support or challenge their well-being.
Through its four work packages (SAMA with Youth, SAMA with teaches, SAMA with Schools and SAMA with Parents), SAMA addresses the multifaceted challenges faced by students, educators, parents, and communities. By combining evidence-based research and co-produced interventions, Project SAMA aims to bridge the gap between theory and practice, generating tangible solutions for improved mental health outcomes.
The SAMA project serves as an example, aligning closely with the vision of a comprehensive and coordinated approach to school mental health outlined in Dr. Deepak Kumar's publication. Project SAMA initiatives address several key aspects emphasised in the publication, fostering synergy and amplifying the impact of both endeavours.
Similar to the publication, the SAMA project recognises the importance of preventive interventions. By implementing mental health awareness campaigns, stress reduction programs, and resilience-building activities, SAMA promotes proactive measures to foster positive mental well-being among students (via the SAMA with Youth program). This aligns with the publication's call for a shift from reactive to preventive approaches.
Early identification of mental health issues is crucial for effective support. The SAMA project's program for teachers (SAMA with Teachers) acknowledges that teachers play a prominent role in students' well-being. Given the average class size of Indian schools, which often exceeds 40 students, teachers have multiple responsibilities and may feel overwhelmed. In this context, it can be challenging for teachers to fully understand the complexity of adolescence.
Although corporal punishment is prohibited, the use of harsh practices in the classroom, such as disciplinary measures, remains widespread. The cultural embeddedness of the proverb "Spare the rod, spoil the child" may drive this behaviour. SAMA with Teachers aims to work with teachers to increase their mental health literacy and supports the use of positive teaching practices that protect adolescent emotional well-being without compromising academic expectations and ambitions. By enhancing teachers' understanding of common adolescent experiences such as anxiety and low mood, they become better equipped to comprehend student behaviour in the classroom, both academically and emotionally. This echoes the publication's plea for early identification and intervention as a means to prevent the escalation of mental health concerns.
Furthermore, intersectoral coordination is a fundamental aspect highlighted in the publication. The SAMA project goes a step further by actively fostering collaborations between schools, mental health professionals, policymakers, and community organisations. By creating a suite of interventions that work synergistically together, the project helps foster a wider community network of support. It enhances the comprehensive approach, bringing stakeholders together for collective action.
Our four co-produced interventions (WP1-4) will work synergistically targeting various stakeholders, consisting of:
Project SAMAs various stakeholders and interventions
By recognising that creating a supportive environment extends beyond the school walls, the SAMA project emphasises that community engagement is essential for scalable and sustainable change. Through partnerships with local communities, the project encourages active involvement, promotes awareness, reduces stigma, and facilitates access to mental health resources.
In conclusion, the SAMA project demonstrates the importance of adopting a comprehensive approach to school mental health in India. By integrating preventive interventions, early identification, teacher training, collaborative partnerships, and community engagement, the project addresses the multifaceted challenges faced by students, educators, parents, and communities. It aligns closely with the vision outlined in Dr. Deepak Kumar's publication, emphasising the need for a transformative and coordinated approach.
As the SAMA project progresses and expands its reach, it continues to generate valuable insights and tangible solutions for improving mental health outcomes among school-going adolescents. By bridging the gap between theory and practice, SAMA serves as a beacon of hope, paving the way for scalable and sustainable change in the field of school mental health in India.
“Stay connected with Project SAMA as we share our ongoing progress, insights, and the voices of our young people, contributing to the broader conversation and shaping the future of school mental health in India and beyond. Together, we can create nurturing environments that support the emotional well-being and academic success of Indian school-going adolescents.”