Authors Keywords: Mental Health, School teachers, school students mental health Abstract

Dear editor,

I write to express my concern and highlight regarding the mental well-being of children, the significant role played by school teachers and their literacy levels in shaping students' mental health. Childhood and adolescence are key developmental phases for mental health. During this phase, Children and adolescents acquire cognitive and social-emotional skills that shape their future mental health and are important for assuming adult roles in society. (1) According to Malhotra et al., the prevalence rate of mental health issues in children and teenagers in India was determined to be 23.33% in school and 6.46% in the community.(2) According to the World Health Organization, most mental health disorders begin to emerge around the age of 14. Teens are more vulnerable to the risk of developing mental health problems due to several factors, such as developmental changes in the brain, academic stress, lack of emotional support, poor nutrition, lack of physical-activity, excessive use of digital devices fluctuations in hormones, environmental influences, and social pressures. (3) Research indicates that mental health issues such as anxiety, depression, and behavioural disorders can significantly impact students' ability to learn, engage in school activities, and maintain positive relationships with peers and teachers .(4) Teachers play a crucial role in identifying early signs of mental health concerns among students. As frontline educators, they are often the first point of contact for students experiencing emotional distress or behavioural difficulties .(5) Evidence shows that the quality of student-teacher relationships significantly influences students’ psychological well-being. A study by Longobardi et al., 2021found that positive teacher-student relationships are linked with reduced levels of anxiety, depression, and behavioural problems among school-aged children. (6) Without proper training or institutional support, the emotional burdens carried by both teachers and students are often neglected.

Recommendations: 

Incorporate child psychology and mental health literacy into teacher training curricula. Strengthen foundational literacy programs in primary education to boost confidence and reduce academic stress. Train Teachers to recognize early warning signs and respond empathetically. Schools should embed Social- emotional Learning into the curriculum to build emotional resilience and interpersonal skills among students. Every school should have access to qualified mental health professionals to support both teachers and students.

Way forward: 

A collaborative effort is essential involving educators, parents, mental health professionals, and policymakers. Schools must shift from a purely academic focus to a more holistic approach that prioritizes emotional resilience and psychological safety. As children spend most of their formative years in classrooms, the educational system must evolve to become a bastion of support, not stress. Raising awareness and initiating structured reform in school environments will not only improve academic outcomes but also foster healthier, more emotionally stable future generations.

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References

World Health Organization. Child and adolescent mental and brain health [Internet]. [cited 2025 Jun 3]. Available from: https://www.who.int/activities/improving-treatment-for-snakebite-patients

Malhotra S, Patra BN. Prevalence of child and adolescent psychiatric disorders in India: a systematic review and meta-analysis. Child Adolesc Psychiatry Ment Health. 2014;8(1):1-9.

World Health Organization. Mental health of adolescents [Internet]. [cited 2025 Jun 3]. Available from: https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

Anderson TL, Valiauga R, Tallo C, Hong CB, Manoranjithan S, Domingo C, et al. Contributing Factors to the Rise in Adolescent Anxiety and Associated Mental Health Disorders: A Narrative Review of Current Literature. J Child Adolesc Psychiatr Nurs.2025;38(1):e70009.

Rothì DM, Leavey G, Best R. On the front-line: Teachers as active observers of pupils’ mental health. Teach Teach Educ.2008;24(5):1217–31.

Longobardi C, Settanni M, Lin S, Fabris MA. Student–teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school. Br J Educ Psychol.2021;91(2):547–62.

How to Cite

1.

ilango malar, R MPK, C L. Bridging Education and Emotion: Teachers’ Role in Supporting Student Mental Health. Indian Journal of Community Health [Internet]. 2025 Sep. 25 [cited 2025 Nov. 4];37(4). Available from: http://www.iapsmupuk.org/journal/index.php/IJCH/article/view/3345

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