Psychology

In the twenty-first century, global societies are facing unprecedented environmental, social, and economic challenges. Climate change, biodiversity loss, resource depletion, and social inequality have intensified the demand for leaders who can navigate complexity with ethical
responsibility and emotional resilience. Sustainability education has emerged as a crucial discipline for developing such leaders. However, traditional sustainability curricula havelargely focused on scientific, technical, and policy-oriented competencies, often overlooking the psychological and emotional dimensions of leadership. Integrating mental health curricula into sustainability education is therefore essential for cultivating resilient eco-leaders capable of sustaining long-term environmental and social transformation.

Mental health is no longer regarded merely as the absence of illness but as a fundamental component of individual and collective well-being. In the context of sustainability education, mental health literacy, emotional regulation, stress management, and psychological resilience are indispensable skills. Students preparing for careers in environmental management, social development, and sustainable entrepreneurship frequently encounter high-pressure environments, ethical dilemmas, and prolonged exposure to ecological crises. Without adequate psychological support and training, these individuals may experience burnout, anxiety, and disengagement. Consequently, embedding mental health curricula within sustainability education frameworks is vital for ensuring both personal well-being and professional effectiveness.

The Psychological Dimensions of Sustainability Leadership

Sustainability leadership demands more than technical expertise. It requires empathy, moral courage, adaptability, and long-term vision. Eco-leaders often work in uncertain contexts where progress is gradual and setbacks are frequent. Climate-related disasters, policy resistance, and corporate inertia can generate emotional fatigue and feelings of helplessness. This phenomenon, commonly referred to as “eco-anxiety” or “climate distress,” has become increasingly prevalent among young environmental professionals. Mental health curricula can address these psychological challenges by equipping students with coping mechanisms and reflective practices.

Courses in mindfulness, emotional intelligence, positive psychology, and trauma-informed leadership can help future eco- leaders maintain psychological stability while engaging in demanding work. By fostering self- awareness and emotional literacy, sustainability education institutions can nurture leaders who are not only environmentally competent but also mentally resilient.

Mental Health Curriculum as a Core Component of Sustainability Education

A comprehensive mental health curriculum within sustainability education should encompass several key domains. First, it should provide foundational knowledge of psychological well-being, including stress physiology, cognitive-behavioural patterns, and emotional regulation. Second, it should emphasise preventive strategies such as resilience training, time management, and healthy lifestyle practices. Third, it should encourage help-seeking behavior and reducing stigma associated with mental health challenges. Integrating these elements into existing sustainability programs can take multiple forms. Universities may introduce interdisciplinary courses combining environmental studies with
psychology. Workshops on mental health awareness can be embedded into leadership development modules. Peer-support systems and counseling services can be aligned with academic programs. Such holistic approaches ensure that mental health is not treated as an
auxiliary service but as an integral aspect of professional development.

Furthermore, experiential learning activities—such as community engagement projects, ecological restoration initiatives, and social entrepreneurship programs—can incorporate reflective practices and psychological mentoring. These activities allow students to process
emotional experiences constructively, reinforcing resilience and ethical commitment. Implications for Psychology Careers and Professional Development The growing emphasis on mental health in sustainability education has significant implications for psychology careers. As educational institutions and environmental organizations recognize the importance of psychological well-being, demand for professionals trained in mental health counselling, environmental psychology, and Organizational psychology is increasing.

Graduates specialising in psychology can contribute meaningfully to sustainability initiatives by designing mental health programs, conducting behavioural research, and providing counselling services to eco-professionals. Environmental NGOs, government agencies, and corporate sustainability departments increasingly require mental health experts who understand both ecological challenges and human behaviour. This convergence has created new interdisciplinary career pathways that combine psychology and sustainability. Psychology career benefits in this context are multifaceted. Professionals gain opportunities to work in socially impactful fields, contribute to global well-being, and engage in interdisciplinary collaboration. Careers in mental health counselling, particularly within sustainability-focused organisations, offer long-term professional stability, intellectual fulfilment, and ethical purpose. Counsellors who specialise in climate-related stress, workplace resilience, and community well-being are positioned to play a critical role in shaping sustainable societies.

Building Institutional Capacity and Policy Support

For mental health curricula to be effectively integrated into sustainability education, institutional commitment and policy support are essential. Educational policymakers must recognize psychological well-being as a core learning outcome. Accreditation bodies can incorporate mental health competencies into sustainability program standards. Funding agencies may prioritize research and curriculum development in this interdisciplinary domain.

Faculty development is equally important. Educators must be trained to address mental health issues sensitively and competently. Collaborative teaching models involving Psychologists, environmental scientists, and social scientists can enhance curriculum quality. Digital platforms and blended learning approaches can further expand access to mental health resources, particularly in regions with limited professional infrastructure. Additionally, partnerships between universities, healthcare institutions, and environmental organizations can strengthen support systems for students and professionals. Such collaborations facilitate internships, mentorship programs, and community-based interventions that reinforce both psychological and environmental resilience.

The integration of mental health curricula into sustainability education has far-reaching societal implications. Resilient eco-leaders are better equipped to foster inclusive decision-making, managing conflict, and inspiring collective action. Their emotional stability enables
them to engage constructively with diverse stakeholders, including policymakers,corporations, indigenous communities, and civil society organisations. Moreover, mentally healthy leaders contribute to healthier organisations. Sustainable enterprises and institutions led by emotionally intelligent professionals demonstrate higher levels of employee engagement, ethical governance, and social responsibility. Over time, these qualities translate into stronger public trust and more effective environmental Policies.

At a broader level, embedding mental health education within sustainability frameworks promotes a culture of care and empathy. It reinforces the understanding that environmental protection and human well-being are inseparable. Such perspectives are essential for achieving the United Nations Sustainable Development Goals and addressing global ecological crises.

In an era defined by environmental uncertainty and social complexity, the development of resilient eco-leaders is an urgent priority. Sustainability education must evolve beyond technical instruction to encompass psychological well-being and emotional intelligence. Integrating mental health curricula into sustainability programs provides students with essential tools for managing stress, sustaining motivation, and exercising ethical leadership. This interdisciplinary approach also expands opportunities for psychology careers, enhances
psychology career benefits, and strengthens the role of careers in mental health counselling within sustainability-driven sectors. By investing in mental health education, institutions can cultivate professionals who are not only environmentally competent but also emotionally
resilient and socially responsible.

Ultimately, the convergence of mental health and sustainability education represents a transformative model for leadership development. It acknowledges that sustainable futures depend not only on technological innovation and policy reform but also on the psychological
strength and moral integrity of those entrusted with guiding change.

 Over the years, special educator from Goa, Amelia Vaidya has understood that emotional problems are hardly ever loud. They show in small ways: a child who becomes quiet, an unexpected tantrum, or a student who used to be enthusiastic but now only looks down.

Schools when talking about mental health neglect that emotional states change with age, Amelia says. What a seven year old gets comfort from won't be enough for a sixteen year old who is stressed by exams or confused about his/her identity.

The overall situation is pretty much captured by her statement: Actually, schools have ramped up their efforts to integrate mental health education into their programs. But turning those lessons into genuine therapeutic aids remains a significant challenge.

One's mental health is just as important to be maintained as one's physical health.

On top of their academic work, students have to deal with problems such as social media comparison, peer pressure, and parental expectations. Many of them are experiencing anxiety, stress, and emotional exhaustion. To this end, schools are attempting to introduce mental health education. However, the process of doing so poses a whole new set of challenges.

Teachers: The First Line of Support

Schools often look to teachers as the first emotional anchors for students. While this trust is valuable, it also creates pressure.

“Teachers are often the first adults students confide in, but expecting them to handle mental health concerns without proper training can be unfair,” says Dr Neha Kapoor, child psychologist. “Mental health education works best when teachers are supported—not stretched.”

Teaching mental health is not the same as teaching mathematics or science. It calls for emotional sensitivity, behavioral understanding, and psychological awareness. A lot of teachers are already overloaded with their work and might not be sure of themselves if they had to talk about anxiety, depression, or trauma.

If there are no trained counselors or professionals who can give guidance, then it is very likely that mental health education will continue to be only at the surface level.

The Silent Weight of Stigma

Despite growing awareness, mental health is still a taboo in many schools. Some students feel embarrassed to share their struggles. Some parents believe emotional issues should be kept private.

“Students often want help but fear being judged,” says Anupreet Singh, school counsellor at Khaitan Public School, Noida. “Until mental health conversations feel safe and normal, many will stay silent—even when support is available.”

Students often express this quietly:

“I know the school talks about mental health, but I don’t feel comfortable saying I feel anxious.”

“If you say you’re stressed, people think you’re weak.”

Such stigma pushes students away from the very programs designed to help them.

School schedules are already packed—classes, tests, assignments, and activities. Mental health sessions often get rushed or treated as one-time workshops.

“Mental health learning cannot be rushed,” says education consultant Anil Sharma. “Emotional skills develop over time. Consistency matters far more than a single lecture.”

Interestingly, while policies like lightweight school bag guidelines aim to reduce students’ physical burden, emotional burdens still struggle to find space in the timetable.

One Program Cannot Fit Every Child

This is where Amelia’s observation becomes crucial. “Younger children and teenagers experience emotions differently,” she explains. “A lesson that comforts a primary school student may feel childish to a teenager dealing with exam stress.”

Psychologist Dr. Sameer Joshi is on the same page: "Mental health education has to evolve along with the child."

In clinical settings, psychologists observe children's behaviors, assess their emotional reactions, and figure out what kind of support would be suitable for their developmental stage. Unfortunately, schools tend to implement just one mental health program for the whole school thereby many students feel alienated.

Most public schools lack the financial resources to have a full time counselor, provide student workshops, and teachers training. When budgets are reduced, the first programs cut are usually those for mental health.

Parental awareness is also a key factor. Some parents feel that discussing mental health will take up the children's time and attention which could be better spent on studies.School initiatives will have less impact if parents do not support them.

At the same time, teachers carry emotional burdens. They are the ones who have to be constantly there for the students who are upset without getting emotional support themselves, and this is what slowly drains their energy and leads to burnout in the end, the entire system suffers.

Mental health is no longer a background topic whispered about in staff rooms or addressed only when a crisis explodes.In today’s academic environment mental health education has become a critical factor influencing how students learn, perform and grow. Schools and colleges that actively integrate mental health education are seeing a measurable improvement in academic performance, student engagement and emotional resilience. 

Academic success is not driven by intelligence alone.Focus,motivation, emotional regulation and self confidence play equal important roles. Mental health education directly strengthens these psychological foundations creating learners who are not only academically capable but mentally prepared.

Understanding mental health education and its importance- Mental health education refers to structured learning that helps students understand emotions stress anxiety relationships self esteem.It goes beyond awareness and focuses on emotional intelligence,stress management skills,self awareness and self regulation ,healthy communication and social behaviour .When students are taught how their minds work,they gain tools to manage academic pressure more effectively.

The Link between Mental health and Academic performance- Research consistency shows a strong connection between mental health and academic outcomes. Mental health education teaches relaxation techniques, mindfulness and cognitive restructuring which help students stay focused during lessons and exams. When the mind is calm, learning becomes more efficient.

Better Emotional Regulation- Students face constant evaluation and competition.Without emotional regulation skills setback feels overwhelming.Mental health education helps students handle failure constructively.It teaches to manage exam anxiety,It teaches students to stay emotionally balanced during high pressure situations.

Emotional regulated students are more likely to persist through academic challenges rather than disengage.

Reduce Absenteeism and Dropout Rates- Poor mental health often leads to absenteeism burnout and in extreme cases dropout. Schools that prioritize mental health education report improved attendance and stronger student commitment.When students feel supported and understood they are more likely to stay engaged with their academic journey.

Social and Psychological Benefits that Support learning-  Mental health education does not only affect individual students .It reshapes the learning environment.Students with emotional awareness, communicate better, resolve conflicts peacefully and build supportive friendships. A positive social environment reduces bullying and isolation both of which directly harm academic performance.

Improve Teacher Student Relationship- When mental health becomes part of the education culture students feel safer approaching teachers. This trust enhances classroom participation and learning outcomes.

Mental Health Education and Long-term Academic Success- Academic performance is not limited to grades. Mental health education prepares students for sustained success by teaching.Students who are relaxed minds are more likely ready for career,ready to handle pressure ,ready to handle academic transitions such as board exams ,competitive entrances and college life.

Why Mental Education is Essential in Today’s EducationSystem- Modern students face challenges previous generations did not, including digital overload social media pressure and constant comparison. Academic expectations continue to rise while emotional support often lags behind.Mental health education bridges this gap by normalizing conversations around mental health,reducing stigma and fear and promoting earlier intervention rather than crisis management. It transforms education from a purely performance driven system into a development focused one.

Education systems that invest in mental health education are not lowering academic standards.They are strengthening the foundation on which academic excellence is built. Mental health education is no longer optional.It is a core pillar of effective future ready education.

Mental health education plays a powerful role in shaping academic performance. A student with a supported mind is not just a better learner but a more confident, resilient and capable individual. Education should not only prepare students for exams ,but for life.

For decades,education systems across the world have focused almost exclusively on academic performance. Grades ranking competitive exams and outcomes became the definition of success. Somewhere along the way student wellbeing was treated like a nice to have rather than a necessity.That era is over.

Today Mental health curricula in education are no longer optional.They are essential. As students navigate academic pressure, social media overload identity struggle and an increasingly uncertain future.Schools are now rethinking and moving forward to handle mental health ,manage emotions and build resilience. Schools cannot focus only on marks and results while ignoring how students are actually feeling.Student wellbeing matters just as much as academic success,especially at the stage where students are making life shaping decisions.

What Students Are Really Dealing with-  Stress is not new,but the intensity has changed .Many students feel anxious about the future,scared of disappointing their parents, or exhausted from trying to meet impossible standards. Some feel lonely even when surrounded by people.Other struggle silently,thinking something is wrong with them. The truth is simple.Nothing is wrong with you.The system just has not taught you how to deal with pressure. This is where mental health education becomes important. It helps students understand that emotions are normal, stress is manageable and asking for help is not weakness.

What Is a Mental health Curriculam- A mental health curriculum is not about diagnosing problems or forcing students to share personal details. It is about learning skills that help in everyday life. It teaches students how to understand emotions instead of ignoring them.They teach you to handle exam pressure and academic stress.Mental Health Curriculum helps to build confidence and self awareness,develop emotional intelligence.These skills not just help you just in exams,it teaches you to handle family relationships and future career.

Why Student Wellbeing Impacts Learning Outcomes- Student wellbeing is not separate from education,it is the foundation of it. Research consistently shows that students with strong emotional and mental health support better focus and memory,improve academic performance ,strong motivation engagement and reduce behavioural issues.Marks matter but they are not everything they understand when they know to balance emotions.Emotional intelligence is what helps students to stay calm during exams bounce back from poor results and communicate their feeling clearly.

Class 12th is a turning point.Decision made here shape future paths,but students cannot make healthy choices if they are not emotionally overwhelmed.Ignoring mental health leads to burn out self doubts and long term stress. Supporting mental health creates confident, balanced students who can handle challenges without breaking under pressure.Mental Health Curricula in education exists to remind students that success does not come at the cost of wellbeing.You are allowed to aim high and take care of yourself at the same time.

You are not weak for feeling stressed.You are human.Education should teach you how to succeed without losing yourself in the process.

What needs to be changed- mental health should be integrated ,not isolated.It should be accessed regularly in the schools ,every child is different and has different levels of emotional intelligence and handling behavioral skills. However schools must access the child behavior,emotions quotient and the reaction and responses they give when they are appearing  in the exams, or attending the school in the normal life.Schools initiate to include mental health as curriculum so students will understand that studying mental health curricula is as important as  maths or science is.

At Edinbox,conversations around mental health education, emotional intelligence and student wellbeing aim to support students beyond textbooks,helping them grow into confident learners and resilient individuals.

Youth distress cases show alarming growth in our nation, and the fewer mental health professionals in Arunachal Pradesh have made it a land where youth distress significantly impacts the community.

So the question must not be whether we need to provide support to students with mental health issues, but rather how quickly we can mobilise and react. Educational Institutions represent a significant opportunity for intervention, where we can provide supports to students through introducing Psychology into our students' curriculum and by implementing it into our Institutional Structure as a source of support.

Psychology does more than just give students insight into potential career paths. It also teaches fundamental life skills such as self-awareness, resilience, emotion regulation, empathy, and healthy coping strategies. As students experience a variety of challenges that may create a psychosocial stress environment (such as academics, identity issues, family expectations, and a changing society), it is important that they learn how to recognize and manage their own emotional well-being. Students who do not have the means to articulate their emotional distress or regulate their emotions will remain silent until the point of developing emotional distress to the point of complete breakdown.

Promoting this initiative in our state would offer substantial advantages, and serve a dual purpose. Academically, it would open pathways for local students to pursue the subject without leaving the state, gradually strengthening Arunachal’s mental health workforce. At present, many youths are forced to move elsewhere for their education in this field, as no schools and only two higher education institutes in the state (department of psychology at Rajiv Gandhi University and St Claret’s College, Ziro) offer seats in the discipline.

The establishment of Campus Health Centres for Children in Schools will be a preventative means to establish campus counselling services and student assistance programs, develop peer form-based support initiatives for mental health, and create safe environments where students can seek support without fear, stigma or judgement. By developing a fundamental understanding of psychological concepts, students, teachers, and administrators will be able to identify early warning signs, respond with sensitivity, and lower stigma and provide psychological first aid to people in crisis situations. It is anticipated that through this shared understanding of basic psychology, a Culture of Kindness will emerge on Campus Health Centres for Children in Schools. In all of the Centres for Children in Schools, we anticipate that awareness of psychological concepts will, ultimately, support a culture of kindness in which people will help each other and support each other emotionally. In a Culture of Kindness, those who are feeling distressed will seek assistance rather than experiencing it as a sign of weakness; instead they will consider it to be a strength.  Awareness of these issues will result in the establishment of safe environments for all students and the entire education community, therefore decreasing the overall burden of mental health on everybody.

There are also national policy frameworks providing direction and assistance for the need for mental health support for students. For example, The National Education Policy, 2020 acknowledges mental health, emotional well-being, and life skills as integral elements of a comprehensive education system. The policy specifies that every educational institution must have trained counselors, social workers, and mental health professionals on their staff. The policy also stresses the importance of educating the public (both educators and parents) about mental health, stresses the need to provide early warning signs for psychological distress and also includes the need to train all teachers and students in emotional regulation, stress management, and psychosocial support. Similarly, The University Grants Commission has repeatedly directed higher education institutions to provide structured counselling services, hire appropriately qualified psychologists, and create accessible mental health support systems for students. At the K-12 level, The National Council of Educational Research and Training recommends Guidance and Counselling Programs, Peer Support Programs, and Socio-Emotional Learning Frameworks to enhance Resilience in Children and Adolescents. However, creating and promulgating policy is inadequate in itself. What Arunachal needs is effective implementation of these frameworks within the education sectors to impact local realities.

Today, educational institutions need to become more than just buildings where students come to learn, they must also become safe spaces where students can come to discuss their emotional well-being, wants and needs. Adding psychology to the curriculum and providing counselors on campus is an academic structural change, but rather an investment toward emotional safety, the feeling of belonging and hope for a bright future. In order for Arunachal to create a community of resilient, mentally healthy, and hopeful students, we need to work together as a community to turn such dreams into a reality.

A 24-year-old MBA student from Tripura, Anjel Chakma, died of injuries on December 26 because of a ruthless stabbing triggered by racial slurs in Uttarakhand's capital. The incident, which happened on December 9 in Selaqui, has sparked protests demanding justice and a national law against hate crimes targeting Northeast Indians.

The incident occurred when Anjel and his younger brother Michael, both studying in Dehradun for more than a year, were on their way to buy groceries when they encountered a group of six men who used abusive terms like "Chinese". In defiance, Anjel, not one to take things lying down, shot back, "We are not Chinese. We are Indians. What certificate should we show to prove that?" The reply was immediate-the knives lashed at the neck and spine of Anjel, leaving him critically injured. Michael, 21, suffered serious injuries and was still admitted to the hospital.

The figure, however, is not going to be symmetrical.

Friends remember Anjel as soft-spoken and affable; his last assertion of identity, a heart-wrenching resistance to xenophobia. The body was airlifted to Agartala on December 27, where grief gave way to anger. All support to the family came from Tipra Motha Party chairman Pradyot Bikram Manikya Debbarma, who lashed out at the attack: "It’s tragic that patriotic Northeast people are called Chinese and assaulted. These incidents divide us when unity is vital." Youth Tipra Federation’s Suraj Debbarma drew out the hypocrisy at play: while the Northeast opens its doors to northern students out of hospitality, in return, it faces routine xenophobia abroad. The nursing career structure, as requested. 

The police first registered the FIR on December 12 based on Michael's complaint under BNS sections for hurt, intimidation, and weapons. By December 14, charges had escalated to attempted murder and conspiracy, and when he died, charges of murder [103(1)] and common intention [3(5)] were added. Five accused were arrested, of which two were juveniles. The prime suspect, Yagya Awasthi, managed to flee to Nepal, and a reward of Rs 25,000 was announced, with pursuit teams deployed. It was previously unthinkable and unheard of for our nationals to be interrogated or tortured by Central or local agencies for anything. Protests erupt in Northeast colleges and Dehradun, voices rise louder for systemic changes against racism that feeds on regional identities.