Effectiveness of wellness intervention on physical and psychological dimensions among adolescence from selected schools.

Abstract

Students and adolescents undergo academic stress which leads to many mental health issues like anxiety, depression, suicidal ideation and suicide
(Mahapatra & Sharma, 2020). Academic stress, particularly in Asian children is a result of various factors demographic differences, socioeconomic variables, education systems and cultural values (Nandagaon & Raddi, 2020). In India has a unique cultural, social and economic way,
which influences mental health of students through societal norms and expectations (Deb et al, 2015). Students face immense pressure to perform
well in exams due to parental expectations. Academic performance is a marker of self-worth and societal status. Students fear failure and often
social stigma is attached to it. Students face societal judgement and discrimination on basis of academic pressure. This leads to anxiety and discrimination
among children (K. Singh et al, 2015; Ninan et al, 2019). Mental health program at school level is important to counter the psychological problems and prevent
extreme violence or suicidal indentation in children. There are no comprehensive mental health programs that can be introduced at school levels (Kumar D 2021).
The World Health Organization (WHO) recommends that mental health intervention in schools should be at four levels: Level 1: Promotion of psychosocial
competence which needs to be integrated in the school curriculum; Level 2: focus on mental health education and should be part of the general health curriculum;
Level 3: focus on those children who may need additional psychosocial interventions in school; and level 4: specifically for those children who are in need of
professional help due to their mental health issues. (Kumar D 2021). India is a geographically vast and diverse country with varied socioeconomic conditions.
Schools differ in terms of resources, socioeconomic background of children, educational level of parents, etc. Schools are hold under different boards such as the
central boards and the state boards. Central and state ministries have their roles and responsibilities and function related to child health and development. Framing
a comprehensive mental health program that covers the whole country and takes care of all these diversities is complex and difficult to implement (Kumar D 2021).
Using structured and well implemented mental health programs will play crucial role in understanding efficacy and further improvement required in
the plan. This can be considered as basis for planning, designing and implementing major programs at national level in all the schools uniformly