Author: Dr. Surajit Ghosh
DOI Link: https://doi.org/10.70798/Bijmrd/04061001
Abstract: Mental Health is an essential condition in life, as well to factors similar to aptitude, awareness, knowledge and behaviour. Mental health is defined not straight except ultimately by its indicators – Personal happiness, Job satisfaction, touching permanence, adjustment, inspiration universal interpersonal relatives, sense of humour and undertaking in life. Mental health of teachers is not only a individual requirement but a particular conscientiousness as well. A teacher with sound mental health is possible to facilitate a classroom climate contributing to mental health of students.
Defensive behaviour of teachers is not influenced by category of school and teaching knowledge but influenced by area of specialization. The relationship between mental health and defensive behaviour is negligible. Globally the relationship connecting Mental Health and Defensive Behaviour is negligible. Hypothetically the relationship must be negative. Though practically since some Defensive Behaviours facilitate Mental Health to some amount, when one attempts to channelize one’s unconstructive emotions into healthy avenues, mental health gets boosted.
Keywords: Mental Health, Defensive Behaviour, Secondary School.
Page No: 1-5
Author: Dr. Debasish Das
DOI Link: https://doi.org/10.70798/Bijmrd/04061002
Abstract: Mental health challenges among school-aged children and adolescents are increasingly recognized as significant barriers to learning and overall development, placing teachers at the forefront of early identification and support. Mental health literacy training programs for teachers have emerged as a critical strategy to enhance educators’ knowledge, attitudes, and skills related to student mental health. This study examines the effectiveness of mental health literacy training programs in improving teachers’ understanding of common mental health conditions, reducing stigma, and strengthening their confidence in recognizing and responding to students’ mental health needs. Drawing on existing empirical studies and program evaluations, the paper explores key components of effective training, including content relevance, duration, delivery methods, and ongoing professional support. Findings suggest that well-structured mental health literacy programs significantly improve teachers’ knowledge and attitudes, promote early intervention practices, and foster supportive classroom environments. However, challenges such as limited training time, lack of institutional support, and variability in program implementation continue to affect outcomes. The study underscores the need to integrate mental health literacy training into pre-service education and inservice professional development to equip teachers with essential competencies. Strengthening teachers’ mental health literacy is presented as an educational imperative for promoting student well-being, inclusive learning environments, and sustainable school mental health systems.
Keywords: Mental Health Literacy, Teacher Training Programs, Student Well-Being, School Mental Health, Professional Development.
Page No: 6-9
Author: Dr. Arindam Pal
DOI Link: https://doi.org/10.70798/Bijmrd/04061003
Abstract: In recent years, mental health concerns among students have increased at an alarming rate, drawing serious attention from educators, policymakers, and researchers worldwide. Academic pressure, examination stress, social expectations, and uncertainty about future careers have significantly contributed to students’ psychological distress. In this context, digital peer support platforms have emerged as innovative, technology-driven psychosocial support mechanisms within educational settings. These platforms enable students to share experiences, provide emotional support, and foster mutual understanding through technology-mediated peer interactions.
This paper critically examines the role of digital peer support platforms in promoting student well-being by analyzing their opportunities and challenges. The study adopts a documentary research method followed by a qualitative analytical approach. Findings indicate that digital peer support platforms offer significant opportunities such as enhanced accessibility, reduced stigma through anonymity, increased social connectedness, support for inclusive education, and cost-effectiveness. These platforms are particularly effective for marginalized learners, students with disabilities, and those reluctant to seek traditional face-toface counselling services.
However, the study also identifies several challenges, including concerns regarding the quality and reliability of peer-provided support, lack of professional supervision, digital divide and equity issues, privacy and data security risks, and the potential for cyber bullying and negative online interactions. The paper concludes that while digital peer support platforms can effectively complement formal mental health services, they cannot replace professional psychological interventions for severe mental health conditions. The effectiveness of these platforms depends on ethical design, institutional oversight, peer training, and integration into comprehensive school mental health frameworks. When implemented responsibly, digital peer support platforms can serve as sustainable and inclusive strategies for enhancing students’ psychosocial well-being in contemporary educational environments.
Keywords: Digital peer support platforms; student well-being; opportunities; challenges; educational institutions.
Page No: 10-13
Author: Dr. Arun Maity
DOI Link: https://doi.org/10.70798/Bijmrd/04061004
Abstract: College and Career Readiness (CCR) programs have emerged as a crucial framework in modern education systems, aiming to bridge the gap between academic learning and real-world professional demands. These programs are designed to equip students with the knowledge, skills, and dispositions necessary for success in higher education and the workforce. This article critically examines the concept, objectives, components, and impact of CCR programs, while also analyzing their role in promoting equity, employability, and lifelong learning. Drawing upon contemporary research and educational practices, the study highlights how structured readiness programs enhance students’ academic outcomes, career awareness, and socio-emotional competencies. Furthermore, it identifies key challenges in implementation and proposes strategies for strengthening CCR frameworks, particularly in developing contexts. The paper argues that effective CCR initiatives are not merely supplementary interventions but foundational pillars of a responsive and future-oriented education system.
Keywords: College and Career Readiness, Academic Achievement, Employability, Skill Development, Educational Equity, Workforce Preparation, Experiential Learning.
Page No: 14-19
Author: Dr. Abhishek Mukherjee
DOI Link: https://doi.org/10.70798/Bijmrd/04061005
Abstract: Artificial intelligence is increasingly being discussed as a tool for strengthening school-based mental health programs. Schools are often the first institutional setting where emotional distress, anxiety, depression, social withdrawal, bullying-related trauma, learning stress, and behavioral changes become visible. However, many schools face shortages of trained counselors, limited referral systems, stigma around help-seeking, and difficulty providing continuous support outside school hours. AI-enabled tools such as mental health chatbots, early-warning analytics, adaptive screening systems, digital triage platforms, sentiment analysis, and personalized psychoeducational applications offer new opportunities to identify risk, provide low-intensity support, improve access, and assist teachers and counselors. At the same time, the use of AI with children and adolescents raises serious ethical and practical concerns, including privacy, consent, bias, algorithmic opacity, over-reliance on automated advice, crisis-management failures, and the risk of replacing human care with machine-mediated interaction. Recent reviews show that AI has potential in adolescent mental health care, but the evidence base remains uneven, especially in school settings and among diverse student populations. Ethical concerns are especially important because students are minors, emotionally vulnerable, and embedded in power relationships with schools, parents, teachers, and technology providers. This article examines the promise, pitfalls, and ethical challenges of AI in school mental health programs. It uses a descriptive mixed-methods design and presents an illustrative schoolbased survey dataset to analyze awareness, perceived usefulness, trust, privacy concerns, and implementation readiness among students, teachers, and counselors. The findings suggest that AI may be most useful as a supportive and preventive tool rather than as a replacement for trained mental health professionals. The study concludes that school-based AI mental health programs should be human-centered, evidence-based, transparent, privacy-protective, culturally sensitive, and supervised by qualified professionals.
Keywords: Artificial Intelligence, School Mental Health, Adolescents, AI Chatbots, Digital Counselling, Student Well-Being, Ethical AI, Privacy, Early Intervention, Educational Technology.
Page No: 20-29
Author: Prasanta Kumar Bera
DOI Link: https://doi.org/10.70798/Bijmrd/04061006
Abstract: The contemporary world is experiencing a profound technological transformation driven by the rapid growth of Artificial Intelligence (AI). Educational systems across the globe are increasingly integrating AI-based technologies into teaching and learning processes, especially in mathematics education. Intelligent tutoring systems, adaptive learning platforms, automated assessment tools, virtual learning environments, and data-driven educational technologies are reshaping the ways students interact with mathematical concepts. While these developments offer significant opportunities for personalized learning, academic accessibility, and improved mathematical understanding, they also raise serious concerns regarding mental well-being, emotional health, cognitive stress, social isolation, and psychological adjustment among learners.
This research article critically examines the relationship between Artificial Intelligence, mathematical learning, and mental well-being in contemporary educational contexts. The study explores the positive and negative impacts of AI-assisted mathematics education on students’ emotional stability, cognitive development, self-esteem, motivation, creativity, and social behavior. It also discusses mathematics anxiety, digital fatigue, ethical concerns, technological dependency, and the changing role of teachers and parents in supporting learners’ psychological health. The article argues that although AI possesses transformative potential for mathematics education, the mental well-being of students must remain central to educational planning and technological innovation. A balanced, ethical, and human-centered approach is therefore essential for ensuring that technological advancement contributes to both intellectual growth and emotional flourishing.
Keywords: Artificial Intelligence, Mental Well-Being, Mathematics Learning, Mathematics Anxiety, Emotional Health, Digital Education.
Page No: 30-37
Author: Dr. Moumita Mitra
DOI Link: https://doi.org/10.70798/Bijmrd/04061007
Abstract: Mental health is a fundamental component of overall health and well-being. It influences how individuals think, feel, behave, cope with stress, relate to others, and make decisions. In the contemporary world, rapid social changes, technological advancements, economic pressures, and global crises have significantly impacted mental health across all age groups. Mental health disorders such as depression, anxiety, stress-related conditions, and substance abuse have become major public health concerns worldwide. Despite increasing awareness, stigma and misconceptions continue to prevent many individuals from seeking professional help. This article explores the concept of mental health, its determinants, common mental health disorders, causes, impacts, and strategies for promotion and prevention. The study emphasizes that mental health is not merely the absence of mental illness but a state of psychological, emotional, and social well-being that enables individuals to lead productive and meaningful lives.
Keywords: Mental Health, Well-being, Depression, Anxiety, Stress, Psychological Health, Mental Illness, Mental Health Promotion.
Page No: 38-44
Author: Paramita Paul
DOI Link: https://doi.org/10.70798/Bijmrd/04061008
Abstract: Psychology is the scientific study of human behavior and mental processes. It plays a significant role in understanding how individuals think, feel, and act in different situations. This article examines the importance of psychology, its historical development, major branches, key theories, and practical applications in mental health, education, workplaces, and social interactions. Through the analysis of psychological concepts and research findings, the study highlights how psychology contributes to personal development, improved mental well-being, effective learning, organizational success, and healthier social relationships. The article concludes that psychology remains an essential discipline for understanding human behavior and addressing contemporary social and psychological challenges.
Keywords: Psychology, Human Behavior, Mental Health, Cognitive Psychology, Social Psychology, Learning, Personality, Psychological Theories, Behavioral Science, Human Development.
Page No: 45-52
Author: Dr. Niladri Sekhar Dara
DOI Link: https://doi.org/10.70798/Bijmrd/04061009
Abstract: Mental health well-being has emerged as a significant concern in higher education, particularly among students enrolled in professional courses such as Bachelor of Education (B.Ed.). B.Ed. students are future teachers who will play a vital role in shaping young minds; therefore, their mental health is of utmost importance. The rigorous academic demands, teaching practice, evaluation stress, and transition into professional roles often place considerable psychological pressure on these students. This paper aims to explore the concept of mental health well-being, examine the importance of mental well-being for B.Ed. students, identify common mental health challenges they face, analyze factors influencing their mental wellbeing, and suggest strategies for promoting positive mental health within teacher education institutions. The paper emphasizes the role of institutions and teacher educators in creating a supportive environment to ensure holistic development of future teachers.
Keywords: Mental Health, Well-Being, B.Ed. Students, Teacher Education, Stress, Counseling.
Page No: 53-56
Author: Swarna Kamal Patra and Dr. Anju Tiwari
DOI Link: https://doi.org/10.70798/Bijmrd/04061010
Abstract: Today Mental health is most important in daily life. Many people are dying from cancer and heart disease. Physical health and mental health are link each other. So many experiments have found that the mental health is interpreted on physical health. It is seen that live shorter lives when compared to those who do not have condition. Others studies have demonstrated the benefits of music, including improving heart rate, motor skill, brain simulation and immune system enhancement. Music can improved positivity, supportive and proactive.
Keywords: Music, Indian music, Mental health, Indian ancient music, positive emotion, Musical therapy.
Page No: 57-60