GANDHINAGAR, Nov. 3: The Gujarat government has introduced a comprehensive mental health support framework for secondary and higher secondary school students, making emotional well being an essential part of the school education system alongside academic development.
The new regulations will apply to students studying in Classes 9 to 12 in schools affiliated with the Gujarat Secondary and Higher Secondary Education Board (GSHSEB). The initiative seeks to address growing concerns surrounding examination pressure, academic competition, family expectations, excessive social media use and anxiety about future careers.
Under the revised provisions introduced through the Gujarat Secondary and Higher Secondary Education Regulations, 1974, schools will be required to establish dedicated mechanisms for identifying emotional distress, providing counselling and responding to situations that could threaten students’ safety.
The state government has also adopted the UMMEED guidelines developed by the National Council of Educational Research and Training (NCERT) as a reference framework for implementing the programme.
UMMEED stands for Understand, Motivate, Manage, Empathise, Empower and Develop. The framework focuses on creating supportive educational environments in which students can discuss their concerns, seek assistance and develop the confidence to manage difficult situations.
The government said the decision was intended to ensure that students’ psychological well-being receives the same attention as their academic performance.
Schools to establish dedicated wellness teams
One of the central provisions requires every school offering Classes 9 to 12 to constitute a School Wellness Team (SWT) at the beginning of each academic year.
The team will be responsible for coordinating student welfare activities, identifying warning signs of emotional distress and ensuring that appropriate assistance reaches students who require support.
The school principal will head the team, while a counsellor or designated teacher will serve as its coordinator. Its membership will include one teacher each from the secondary and higher secondary sections, a representative of the School Management Committee and a non-teaching staff member.
Two student representatives, known as ‘Mano-Mitra’, will also be included, with one selected from each section.
The participation of students in the wellness structure is intended to encourage peer support and make it easier for young people to communicate concerns that they may hesitate to discuss directly with teachers or school administrators.
The teams will receive training to recognise signs of psychological distress, provide initial assistance and respond appropriately to emergencies, including situations involving possible suicide risks.
Their functioning will be reviewed annually to assess whether the support mechanisms are operating effectively and whether additional measures are required.
Qualified counsellors made compulsory in larger schools
The regulations also introduce specific requirements concerning professional mental health assistance.
Schools with 100 or more students must appoint at least one qualified counsellor, psychologist or social worker trained in child and adolescent mental health.
The requirement is aimed at ensuring that students have access to trained professionals who can provide appropriate guidance rather than relying entirely on teachers who may not possess specialised qualifications.
Institutions with fewer than 100 students will have to establish formal referral arrangements with external mental health professionals and relevant healthcare services.
These arrangements may include nearby community health centres, primary health centres, the District Mental Health Programme and Tele-MANAS services.
The referral mechanism is particularly important for smaller schools that may face difficulties in appointing full-time mental health professionals.
Through these arrangements, students requiring specialised intervention can be directed towards appropriate services without unnecessary delays.
Mano-Mitra programme to encourage peer assistance
The introduction of student peer leaders is another important component of the new framework.
Under the Mano-Mitra initiative, selected students will provide initial emotional support to classmates and guide those requiring additional assistance towards teachers, counsellors or other appropriate services.
The programme recognises that students often communicate their problems more comfortably with friends and classmates than with adults.
However, peer representatives are not expected to replace professional counsellors or independently handle serious mental health situations. Their role will be to encourage communication, provide basic support and help students access trained professionals.
The arrangement could also help schools identify concerns at an early stage, particularly when students experience isolation, bullying, academic pressure or difficulties in adjusting to changes in their personal and educational lives.
Additional support during examinations
The regulations place particular emphasis on periods when students are more vulnerable to academic stress.
Schools will be required to arrange additional mentoring and counselling during board examinations, result announcements and important academic transitions.
These include the movement from Class 8 to Class 9 and from Class 10 to Class 11, when students encounter changes in subjects, academic expectations and future educational choices.
Board examinations often create considerable pressure because students and families associate marks with admission opportunities and career prospects.
The new framework seeks to ensure that students receive appropriate guidance during these periods instead of being judged exclusively on their examination performance.
Schools have also been directed to avoid practices that could create unhealthy competition or negatively affect students’ confidence.
They will not be permitted to segregate students according to examination marks, publicly humiliate them or make comparisons that could cause emotional distress.
Instead, educational institutions will be expected to promote an atmosphere based on dignity, equality, encouragement and cooperation.
Yoga, sports and creative activities included
The government has also recognised the importance of extracurricular activities in supporting students’ emotional well-being.
Schools will be required to organise activities such as yoga, meditation, music, art, gardening, dance and sports.
Such activities are intended to provide students with opportunities to relax, express themselves creatively and develop interests beyond classroom learning.
The broader approach seeks to make student welfare a regular part of school functioning rather than limiting mental health interventions to situations involving serious difficulties.
Schools must also provide confidential channels through which students can communicate their concerns to counsellors or designated teachers.
Suggestion boxes and prominently displayed child helpline numbers will form part of the support arrangements. Contact information for School Wellness Teams must also be made accessible to students.
Staff training and emergency response
The new regulations make training a responsibility for both teaching and non-teaching employees.
All staff members must undergo training conducted by certified mental health professionals at least twice a year.
The training will cover psychological first aid, recognising warning signs, responding to self-harm concerns and referring students to appropriate services.
The rules specifically state that any indication of self-harm, suicidal thoughts or severe emotional distress must receive immediate attention.
A student who attempts suicide or engages in self-harming behaviour must never be left alone, and appropriate medical or emergency assistance must be arranged without delay.
The framework also requires schools to protect the confidentiality of students’ mental health information and counselling records. Such information can only be shared with authorised individuals directly involved in the student’s safety, treatment or welfare.
These provisions are intended to build confidence among students who may otherwise avoid seeking help because of concerns about privacy or social stigma.
Protection against bullying and discrimination
The regulations extend beyond counselling and emotional support by requiring schools to establish confidential grievance redressal mechanisms.
These systems will address bullying, cyberbullying, ragging, sexual harassment and discrimination based on caste, gender, religion, language, socio-economic background or disability.
Schools will be expected to respond promptly when complaints are received and take appropriate action to protect affected students.
The regulations also introduce provisions concerning institutional accountability.
If a school fails to take timely and appropriate action despite being aware, or reasonably expected to be aware, of a serious risk situation, and that failure significantly contributes to harm, self-harm or a student’s suicide, institutional culpability may be considered. Disciplinary or legal action could follow under applicable laws.
Career guidance and district-level monitoring
The initiative also includes regular career guidance to help students explore academic, vocational, skill-based and entrepreneurship opportunities.
The objective is to reduce uncertainty about future employment and educational pathways, which can contribute to stress among adolescents.
At the administrative level, a district monitoring committee headed by the District Collector will oversee implementation, examine complaints and review serious incidents.
The committee will also recommend corrective measures, and schools will be required to comply with its directions.
The new regulations represent a significant expansion of the responsibilities of educational institutions in Gujarat. By combining professional counselling, peer support, staff training, grievance redressal and district-level monitoring, the state is seeking to create a more supportive environment for adolescents.
The success of the initiative will depend on the availability of qualified professionals, effective training, regular monitoring and the willingness of students to use the support systems.
For schools, the framework will require changes in administrative planning and daily activities. For students, it is expected to provide more accessible channels to discuss personal difficulties and receive assistance without fear of humiliation or discrimination.
The government has positioned the initiative as an effort to make schools safer and more responsive to the needs of young people, recognising that educational achievement and emotional well-being are closely connected.