Nandita Bhatla, country director India & vice president, WorldBeing, in an interview with Manash Gohain of The Times of India, described the education ministry’s upcoming National School Mental Health Policy as a "historic" opportunity to redefine education by making student wellbeing as central as academic learning. She emphasised that the policy could transform schools into spaces where children feel heard, supported and emotionally resilient.
Significance of the Policy for Millions of Students
The education ministry will announce the National School Mental Health Policy by June 1. Bhatla noted that this policy is long-awaited and congratulated the ministry on this bold step. She stated that it will redefine the experience of millions of students, prioritising mental wellbeing and inner resilience alongside learning. For the 40 million students currently without access to any wellbeing programme, this means their everyday school experience will enable them to thrive. Schools will become ecosystems where mindset, inner strengths, connections to peers and teachers matter; where students learn and are heard; where they practice overcoming challenges and stressors, resolving conflicts, and being mentally and emotionally ready. By making wellbeing a guaranteed component of education, the policy will reset education's purpose to create whole and happy individuals. This promises better things for students and the public concerned about youth mental health.
WorldBeing India's InLight Initiative
Bhatla highlighted that WorldBeing India's InLight initiative was built exactly for this purpose. Over several years, they have partnered with state governments to embed evidence-based wellbeing programming into education systems as a permanent curriculum, not just a project. This national announcement gives that work a powerful tailwind.
Teacher Capacity Building as a Core Pillar
The policy lists teacher capacity building as a core pillar. Bhatla emphasised that teachers are the only ones who can create 'magic' in the classroom. With over a decade of experience working with teachers in state education systems, she has witnessed this magic repeatedly. The most effective way to ensure teachers lead the national rollout is through their personal experience of inner transformation and wellbeing. In states where they work, teacher capacity building is built into the system: into institutions, calendars, and accountability structures. It cannot be an afterthought. State education departments, SCERT, DIETS, and TTIs have developed operational blueprints for incorporating such training into annual in-service and CPD calendars. Through InLight, they work with state governments to design and rollout practical, feasible, and effective training. Mandating dedicated time upfront and investing in deep foundational training builds lasting understanding. In-service and CPD modules offered by RIEs are crucial for national rollout, along with sustainability planning. Bihar is the first state to create a module for pre-service course requirements, ensuring every new teacher has perspective on supporting wellbeing.
Bridging the Gap Between Announcement and Implementation
Only 10.4% of schools offer psychosocial support. Bhatla outlined a comprehensive framework focusing on promotive mental health and building services. Operational plans must be evidence-backed, adequately resourced, and diligently monitored. Psychosocial support should follow a stepped care model: Level 1 (universal strength-based programmes for 85% of students, taught by teachers weekly), Level 2 (teachers identify students needing support and refer to counsellors), Level 3 (trained psychologists and psychiatrists treat mental disorders). This model lays out specific skills for personnel, creating a realistic support system. The District Mental Health Program is a convergence point between education and mental health sectors.
Alignment with Sustainable Development Goals
The policy addresses SDG 3 (Good Health & Wellbeing) and SDG 4 (Quality Education), which India aims to achieve by 2030. Bhatla noted that evidence shows mental health impacts dropout rates, early marriage, and economic participation among girls. She believes it is better late than never. Global and Indian evaluations show that systematic integration of wellbeing sessions by trained teachers can turn the tide within a year. With over six RCTs and longitudinal data, changes are lasting. Prioritising this over the next few years will show remarkable progress on these SDGs. The 'Viksit Bharat 2047' goal requires investing in healthy and resilient mindsets of students, with clear operational frameworks, accountable systems, and dedicated budgets.
Ensuring Success of the New Programme
Previous policies have faded, so Bhatla stressed that implementation is key. Specific outcome indicators for tracking are encouraging. Fixing accountability at the state level with a nodal officer, department, or committee, along with robust plans and dedicated funds, is critical. India's nationwide systems like UDISE, NAS, and School Quality Index must include wellbeing as mandatory indicators. Valid operational models created and owned by states exist, such as the InLight India Initiative, which builds wellbeing into the system's architecture. Indian philanthropy can also commit to long-term investment.
Reaching Hinterlands with Rigour
Bhatla emphasised that the hinterland is not a weaker version of the city; it has different languages, social realities, and barriers. National guidelines are essential, but state education systems must take ownership. India's Concurrent List recognises diversity. In their work across Bihar, Jharkhand, Meghalaya, and Assam, genuine contextualisation involves formative research, sustained conversations, and flexibility to adapt universal principles. Each state must draft its own wellbeing blueprint, set state-level indicators, and vest accountability with high-level committees. This extends to different school typologies like residential schools, tribal schools, and Kasturba Gandhi Balika Vidyalayas. A one-size-fits-all approach will not reach the most vulnerable children. InLight has demonstrated that rigour requires relevance, not urban resources. They stand ready to work with the ministry to ensure the policy reaches every child, especially those historically left behind.
About the Author: Manash Pratim Gohain is a seasoned journalist with over two decades at The Times of India, covering education policy, politics, and governance. He is renowned for his incisive coverage of NEP 2020, accreditation reforms, and skilling initiatives, as well as student politics and social movements.
