Psychology

Each year, the announcement of results by the Central Board of Secondary Education marks a turning point for over 35 lakh students across India. While the moment brings relief and celebration for many, it also opens the door to a wave of uncertainty. Questions around stream selection, career paths, and entrance exams begin to surface almost immediately, often leaving students and parents overwhelmed.

This is where career counselling plays a transformative role. Beyond simply suggesting subject combinations, it helps students understand their strengths, interests, and long-term aspirations. As Anubhav Seth, Global Head of Career Counselling and University Guidance at Global Schools Group, explains, students often face intense peer and parental pressure when making academic choices. For instance, a student excelling in science and mathematics but passionate about literature may feel compelled to choose the science stream, driven by the misconception that the humanities limit career opportunities. In such cases, structured guidance can open up alternative pathways in media, journalism, and other creative fields, aligning decisions with both aptitude and interest.

However, experts caution that career counselling cannot be reduced to a one-time session. While short interactions may offer immediate direction, they often fall short in determining a student’s long-term fit. True career clarity requires a deeper, continuous process—one that evaluates not only academic performance but also aptitude, personality traits, and exposure to diverse career options. Questions such as whether a student’s interests are sustained, whether they align with their inherent skills, and whether the student has explored enough career possibilities need careful consideration.

Career counselling after Class 10 is particularly critical, as it influences subject choices for Classes 11 and 12—decisions that can shape future academic and professional trajectories. Ideally, this process should begin as early as Grade 8, allowing students ample time to explore interests and develop self-awareness. Tools such as psychometric assessments, combined with participation in co-curricular and extracurricular activities, provide a more holistic understanding of a student’s potential.

A comprehensive counselling approach can significantly broaden a student’s perspective. For example, a student initially inclined toward literature might discover an aptitude for economics, business management, or even actuarial science through guided exploration. Conversely, they may still choose humanities—but with a stronger, evidence-based conviction. Such informed decisions not only reduce uncertainty but also increase the likelihood of long-term satisfaction and success.

As students move into Class 11 and beyond, the focus of counselling evolves. It shifts from stream selection to identifying suitable courses, universities, and entrance exams. With thousands of options available in India and abroad, even well-informed students can feel lost. Should they pursue engineering or pure sciences? Prepare for competitive exams like JEE or explore alternatives such as CUET or international pathways?

At this stage, effective counselling helps students map out both primary and backup plans. It assists in shortlisting colleges, preparing strong applications, and navigating interviews. For instance, a student aiming for engineering but showing strength in chemistry and analytical thinking may be guided toward emerging fields like material science or pharmaceutical engineering, ensuring flexibility in career pathways.

Ultimately, career counselling acts as a bridge between confusion and clarity. By offering personalised, data-driven guidance and exposing students to the evolving world of careers, it empowers them to make informed decisions. In a rapidly changing job landscape, such clarity is not just beneficial—it is essential for building a confident and future-ready generation.

Behind closed counselling room doors, a quiet truth often emerges: children of working parents are not lacking in opportunity—they are often lacking in undistracted connection.

School counsellors say the issue is rarely neglected in the traditional sense. Most working parents are deeply committed and often go to great lengths to provide the best education, exposure, and experiences. But in trying to compensate for limited time, many end up offering “more” instead of what children actually seek—presence.

“There’s a pattern of overcompensation,” counsellors observe. Packed schedules filled with tuition classes, extracurricular activities, and structured routines may look productive on paper, but they often leave little room for emotional bonding. Children stay busy, but not necessarily fulfilled.

Teachers and counsellors increasingly notice that today’s children struggle with unstructured time. Moments of simply “being”—without screens, tasks, or pressure—are disappearing. As a result, some children become restless and easily distracted, while others withdraw emotionally, appearing distant even in social settings. These are not always academic concerns, but subtle emotional signals.

Another growing concern is screen dependency. What often begins as a convenient way to occupy children gradually becomes a habit. Counsellors point out that children model behaviour more than they follow instructions. When parents themselves are constantly on devices—whether for work or otherwise—it normalises excessive screen use for the child.

“There’s often a gap between what parents say and what they do,” educators note. This inconsistency can blur a child’s understanding of discipline and boundaries, teaching them that rules are flexible rather than meaningful.

But perhaps the most significant gap lies in communication. In many households, conversations revolve around homework, schedules, and performance. Genuine, open-ended listening—where a child can speak freely without fear of judgement—is often missing.

Counsellors warn that when children feel dismissed or corrected too quickly, they begin to withdraw. Over time, parents may unknowingly become the last people their child turns to during moments of emotional need.

Importantly, educators stress that this is not about blaming working parents. Most are navigating demanding careers while trying to do their best for their families. The insight from classrooms is not about intent—but about impact.

The key takeaway is simple yet powerful: presence cannot be replaced with provision.

Even a limited time can make a difference if it is intentional and undistracted. Counsellors suggest that instead of trying to “make up” for lost time with more activities, parents should focus on creating moments of genuine connection—especially on weekends.

This doesn’t require elaborate planning. It could be as simple as a shared meal without screens, a walk, a conversation, or doing a small activity together. What matters is that the child feels seen, heard, and valued.

Because in the long run, children don’t remember how busy their schedules were—they remember how connected they felt.

The Rajasthan School Education Department is preparing to roll out a new initiative aimed at fostering inclusivity and dignity among students. Under the proposed “Sarthak Naam Abhiyan” (Meaningful Names Campaign), schools will review students’ names and work with parents to replace those considered derogatory, inappropriate, or potentially embarrassing.

Announcing the initiative, state Education Minister Madan Dilawar said that names are often chosen without fully considering their long-term impact on a child’s confidence and identity. He noted that some students may feel uncomfortable or develop a sense of inferiority due to names that carry negative connotations or social stigma.

As part of the campaign, the department has identified such names and prepared a list of around 2,000 to 3,000 alternative options. Parents will be encouraged to select more meaningful and respectful names from this list, with officials engaging directly with families to facilitate the transition.

The initiative also addresses the continued presence of caste-based or historically derogatory terms in official records. Authorities have emphasised that such language should be avoided, and more respectful alternatives should be adopted in accordance with existing government guidelines. The move reflects a broader effort to create a more inclusive and sensitive educational environment.

In addition to the naming reform, the department is taking steps to improve school culture more broadly. It plans to compile a list of staff members found consuming tobacco, gutka, or other intoxicants on school premises. This measure is intended to discourage such behaviour and prevent negative influence on students.

The campaign is expected to be implemented across government schools in Rajasthan in the coming months. By addressing both symbolic and behavioural aspects within schools, the initiative aims to promote respect, dignity, and a healthier environment for students.

In an effort to strengthen clinical psychology training in India, Amity University Uttar Pradesh has collaborated with the Government Institute of Medical Sciences (GIMS) that is offering hospital-based practical segments to university students. The pact between Amity University and GIMS has been formalized through a Memorandum of Understanding (MoU) and is aimed at creating up-to-date hands-on clinical practice as a major component of academic learning.

The foremost outcome of the project will be that students belonging to Amity Institute of Behavioural (Health) & Allied Sciences (AIBHAS) will get an opportunity of direct experience to hospital/clinical-based environment at GIMS, through this exposure their skills in diagnostics, therapeutics as well as patient-handling will be considered a major part of the component that is only class-based education. The signing of the MoU took place with the presence of senior academic leaders and researchers of both the institutions, thus opening a new pledge to promote interdisciplinary healthcare education. Officials have acknowledged that this type of collaboration will help the students to be ready in the healthcare sector for which alongside theoretical knowledge, their practical competence is also crucial.

Brig. Rakesh Gupta, Director of GIMS, pointed out that the partnership would lead to many benefits such as research collaboration and skill development so that students may, through these collaborations, gain hands-on experience in the healthcare sectors. He also highlighted that "offering students with well-structured clinical exposure via a step-by-step approach will equip them effectively for the industry especially for innovative areas such as behavioural health. "

Dr. Balvinder Shukla, Vice Chancellor of Amity University Uttar Pradesh, concurred and termed the partnership a major step towards academic and research excellence in allied health sciences. She said the " alliance would enable joint research, student exchange as well as going for innovative solutions to the emerging health challenges. "

Looking at it from a wider angle, this partnership is in line with a significant trend in Indian higher education - clinical training being integrated with academic programmes so as to comply with regulatory and industry requirements. With healthcare education getting more and more oriented towards practice, such institutional collaborations will most probably be central to the development of the workforce that is skilled and ready for the future.

By merging academic prowess with clinical facilities, the Amity-GIMS collaboration intends to develop a comprehensive learning environment - one which not only disseminates knowledge but also equips students with the skills required in live healthcare settings.

In a major step towards tackling the increasing student mental health issues, the University Grants Commission (UGC) has released detailed instructions that require higher educational institutions (HEIs) to develop and implement systems for psychological, emotional, and physical well-being. Consistent with the aim of National Education Policy 2020, the plan considers mental health as an essential element of higher education rather than an afterthought.

The guidelines stress that universities should establish areas that are safe, inclusive, and psychologically supportive in order to shield students from academic stress, discrimination and other social pressures.

Mandatory Student Support Systems

A key highlight of the UGC guidelines is the establishment of a Students Services Centre (SSC) in every HEI. This centre will function as a single-window support system, offering counselling, stress management, and mental health services through both online and offline modes.

Institutions are required to appoint trained counsellors, psychologists, and wellness experts, ensuring support for vulnerable groups, including students from rural backgrounds, diverse cultures, and those with special needs. The SSC will also maintain confidential records to identify at-risk students and design targeted interventions, aiming to reduce dropout rates and improve overall student well-being.

Tackling Academic Pressure and Emotional Distress

Recognising the intense pressure faced by students, the guidelines call for safeguards against academic anxiety, peer pressure, depression, and career-related stress. Universities are encouraged to move away from punitive disciplinary actions and instead adopt reform-oriented approaches, including counselling, mentorship, and wellness programmes.

Structured initiatives such as student induction programmes, life skills training, and value-based education are recommended to foster resilience and emotional intelligence among learners.

Fitness and Mental Health:

A Close Connection

The UGC has also highlighted physical fitness as one of the main components of mental health. Higher Education Institutions (HEIs) are advised to increase the visibility of sports, yoga, and other forms of physical activities, even offering academic credits for such participation. There are sports facilities available but still, hardly any sports students. The Commission's letter to the institutions was emphatic about them creating attractive programmes, refurbishing facilities, and most importantly, making physical activity a way of life.

Coming together and Enhancing Skills

In their fight against lack of mental health staff, universities are being invited to team up with the top institutions like AIIMS and other psychiatric centres and also to consider opening special courses for counsellor training. Teachers too will be invited to participate in counselling and mentoring training, thus supporting campuses with an all-round support system. 

Making Campuses Entirely Healthy

UGCs guidelines, along with other support like the government's Manodarpan mental health helpline, represent a fundamental change of the higher education system in India with student well-being, inclusiveness, and emotional strength becoming the focus of educational attainment. As the policies are rolled out, the greatest difficulty for the educational institutions will be to find ways to make the mental health services accessible, to move beyond the use of documents and give the actual help to the large number of students in India.

 Euthanasia Case Harish Rana's story goes beyond being a simple legal landmark. It touches the very core of human psychology, a narrative of suffering, dignity, hope and the impotence of medicine. When the Supreme Court of India allowed passive euthanasia for the 32 year old man who had been in a vegetative state for 13 years, the verdict stirred an uncomfortable yet indispensable debate on the subject of living with dignity when the very state of being conscious is in question.

The Psychological Burden of an Unstable Existence In 2013, Rana was a bright student at Panjab University who suffered a tragic accident when he fell from the fourth floor of a hostel. This resulted in his brain getting damaged beyond repair. Since then, he has been in the condition of permanent vegetative state, a state without any means of communication, movement or self dependence.

A vegetative state is when the body keeps doing the essential biological functions like breathing, blood circulation digestion etc. but the brain functions responsible for awareness, memory, and personality are absent.

The person's biological life goes on, but the psychological self thinking & feeling identity may not be present as we understand it. Consequently, the separation of physical life and psychological existence raises deep ethical and emotional problems.

The Family’s Invisible Trauma

While the patient remains unconscious, families experience a unique form of grief known in psychology as “ambiguous loss.” Unlike death, where closure eventually arrives, ambiguous loss keeps families trapped between hope and acceptance.

For more than a decade, Rana’s family lived with the psychological burden of watching a loved one survive only through machines. Such scenarios often result in the devastation of enduring emotional exhaustion, guilt, and the immobility of decision as families find it hard to deal with questions which have no pleasurable answers: Is keeping the patient on treatment a sign of love or just making the suffering last? Dignity is one of the Psychological Needs The court's focus on dignity confirms a key psychological point: humans relate their selfhood most often with freedom and their capacity to act.

If someone's life is only sustained through mechanical means, the lack of freedom might even threaten one's notion of dignity.

In directing the All India Institute of Medical Sciences in New Delhi to begin the process for passive euthanasia, the court recognised that sometimes compassion lies not in prolonging life indefinitely, but in acknowledging its natural limits.

A Society Confronting Mortality

The Rana case forces Indian society to reflect on the psychological meaning of life itself. Medical technology can extend biological survival far beyond what was possible decades ago. But psychology reminds us that a meaningful life is more than a functioning body; it is consciousness, relationships, memory and identity.

The decision does not simply end one man's prolonged medical struggle. It challenges society to confront an uncomfortable question: When life becomes only a medical condition, how do we honour the humanity within it?