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VOL. 12, ISSUE 7 (2025)
Beyond the Blackboard: Integrating Mental Health into Jharkhand’s Education System
Authors
Dr. Md Tabrez Alam, Md Irshad Ali
Abstract
The rising incidence of mental health issues among Indian school-aged
children—reflected in growing rates of anxiety, depression, and suicide—signals
a deepening crisis. In states like Jharkhand, systemic underinvestment and
cultural stigma further compound the problem. This study examines the potential
of school-based mental health interventions, especially the role of teachers as
first responders, in bridging care gaps. Drawing on secondary data from the
National Crime Records Bureau (NCRB), National Mental Health Survey (NMHS), and
reports from CIP Ranchi and WHO, the study analyzes trends in adolescent mental
health, professional shortfalls, and budget allocations. it. Findings
underscore a critical shortage of trained mental health professionals in
Jharkhand, a growing youth suicide rate, and persistent rural–urban disparities
in diagnosis and care. Despite policy advancements such as Tele-MANAS and NEP
2020, implementation remains fragmented. The authors argue for a
capacity-building model centered on teachers and supported by professional
social workers to deliver low-cost, localized mental health support. It
recommends integrated training, community linkages, and curriculum-based
emotional literacy as sustainable solutions for school ecosystems. The article
advocates for a capacity-building approach that empowers teachers to identify,
manage, and refer students in psychological distress by examining systemic gaps
and emerging best practices. The discussion highlights the context of
Jharkhand, where institutional mechanisms are still evolving, and argues that
teacher-led psychosocial support is a scalable and sustainable model that can
bridge the current service gap in school mental health provision.
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Pages:116-125
How to cite this article:
Dr. Md Tabrez Alam, Md Irshad Ali "Beyond the Blackboard: Integrating Mental Health into Jharkhand’s Education System". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 7, 2025, Pages 116-125
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