Learning to Survive Schooling: Academic Pressure, Student Mental Health, and the Urgent Case for Social-Emotional Learning in India's Classrooms

Abstract

This article examines the growing crisis of academic pressure and its impact on student mental health in Indian schools, highlighting a critical gap between the vision of the National Education Policy (2020) and actual classroom practices. Drawing on recent empirical studies, it demonstrates that a significant proportion of adolescents experience high levels of stress, anxiety, and emotional distress due to high-stakes examinations and societal expectations. The paper argues that the current education system prioritizes performance metrics over holistic development, leading to the normalization of psychological strain among students. In response, the study advocates for the systematic integration of Social-Emotional Learning (SEL) as a foundational component of schooling rather than an auxiliary intervention. Reviewing global meta-analytic evidence, the article establishes that SEL not only enhances emotional wellbeing and interpersonal skills but also improves academic achievement. However, in the Indian context, challenges such as limited teacher training, lack of culturally relevant SEL frameworks, and time constraints hinder effective implementation. The paper concludes that embedding culturally responsive SEL within the curriculum, supported by teacher capacity building and policy alignment, is essential for transforming education. It emphasizes that addressing student well-being is not optional but fundamental to achieving meaningful and sustainable educational outcomes in India.