Editorial . . . . . . . 

Early childhood educators are expected to give young children access to a caring, enriching, high-quality environment that will support positive growth, learning, and developmental outcomes for all children now more than ever in epidemic times. Children’s emotional and social health supports high-quality education. The World Health Organization (WHO) standards for physical, mental, social, and spiritual welfare are anticipated to be adopted by all nations in letter and spirit. This is not the case, especially in India, where there is a major lack of a holistic approach to education. Students with physical disabilities receive greater attention from schools and teachers, but both able-bodied and disabled students’ mental and emotional needs are regularly ignored. Students encounter regular emotional and behavioural problems during their schooldays. Particularly adolescents struggle with mild to severe mental health issues. The importance of studying the psychological advantages of physical activity in the classroom cannot be overstated. This area of study has received very little attention in recent health promotion studies. This is problematic because it has been stated that one of the most significant health issues of the twenty-first century is mental health. Physical activity benefits young people’s mental health and wellbeing, as is widely acknowledged. More physical activity during school hours is linked to better physical, psychological, and social health and welfare. Unfortunately, many children and teenagers don’t engage in enough physical activity to benefit from good behaviours like wellness. Discipline, learning-related, bullying, school refusal, fear/anxiety, attention deficit, and conduct disorder issues are all quite widespread in schools in both South Asian nations, including India. Lack of mental health education and counselling in schools is intimately related to students committing suicide after failing their final exams and quitting out. For ordinary teaching-learning activities, intellectual disability among school-aged youngsters is a significant difficulty. It has been demonstrated through science that students who struggle intellectually require specialised instruction in a different environment. As they approach puberty in school, girls must deal with the embarrassing issue of managing their menstrual cycle. It can occasionally lead to psychological pressure and be misinterpreted. Although it is normal for girls and boys to go through physical changes, for school-aged adolescents, this is still an unresolved and challenging issue. Additional common reasons for students’ conversion disorder include migration, switching schools, and domestic conflict between parents. Another significant issue is the lack of knowledge regarding mental health and incorrect perceptions of its management. If a minor psychological cause is not promptly addressed, it could have major and disastrous consequences. However, there is little or no space for matters related to mental health in the school curriculum in comparison to physical health and hygiene.

Mental health education in school is essential for preventive and promotional purposes. School curricula should cover mental health-related issues because students’ emotional and social skills are essential for a successful future profession. Prior to actual classroom instruction, schools must pay adequate attention to students’ psychological wellness. If pupils are taught about mental illness and its treatment in school, some fundamental notions regarding the condition and its treatment will be better spread in society.