Achieving Social Sustainability Via Mental Well-being of Primary

Stakeholder in Education: An Overview

by
Ms. Anindita Bose (Research Scholar, Aliah University)
&
Mr. Subhadeep Das (Research Scholar, UEM)
OBJECTIVE

• Understanding the concepts of social sustainability, mental

health and sustainability, and education and sustainability;
• Linking mental well-being to quality education in achieving social
sustainability;
• Recommending ways of ensuring social sustainability via mental
well-being in education.
SIGNIFICANCE OF THE STUDY
• This paper highlights the 360-degree involvement of peers,
teachers, parents, and the community.
• To bring about a change and align SDG3 and SDG4, a holistic
approach should be devised.
METHODOLOGY

This study is primarily conceptual, using secondary data

from various sources, both online and offline, in the form of
research articles, journals, government reports, and
websites.
SCOPE FOR FUTURE STUDY
• There is ample scope for further future study in the area of aligning
mental health and education.
• Studies can be carried out at different levels of education like
primary, upper primary, secondary, and higher secondary levels.
• Not only in school education but studies can be conducted at
higher education level.
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sustainability performance: mapping, extent and
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Lister K., Seale J., Douce C. (2021). Mental health in distance learning: a taxonomy of barriers and
enablers to student mental wellbeing.

2020 Agrawal, S., Sharma, N., & Singh, M. (2020). Employing CBPR to Understand the Well Being of Higher
Education Students During Covid-19 Lockdown in India.

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Year Name of the Author Publication
Odriozola-González P, Planchuelo- Psychological effects of the COVID-19 outbreak and lockdown among students and
Gómez Á, Irurtia MJ, de Luis-García workers of a Spanish university.
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2019 Ahmed, A. (2019). Mental Health problem and Sustainable Development in India: An
Overview. Indian J Community Health

Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on “quality

education” from micro, meso and macro perspectives.

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(2019). implications for human action: Literature review

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 Sustainable Development Goals
The Sustainable Development Goals (SDGs) or Global Goals are a collection of
seventeen interlinked objectives designed to serve as a "shared blueprint
for peace and prosperity for people and the planet, now and into the future

• No poverty (SDG 1) • Industry, innovation and infrastructure (SDG 9

• Zero hunger (SDG 2)
• Good health and well-being (SDG 3)
• Quality education (SDG 4)
• Gender equality (SDG 5)
• Clean water and sanitation (SDG 6)
• Affordable and clean energy (SDG 7)
• Decent work and economic growth (SDG 8)
)
• Reduced inequalities (SDG 10)
• Sustainable cities and communities (SDG 11)
• Responsible consumption & production (
SDG 12)
• Climate action (SDG 13)
• Life below water (SDG 14)
• Life on land (SDG 15)
• Peace, justice, and strong institutions (SDG 16)
• Partnerships for the goals (SDG 17).
 MENTAL HEALTH AND SUSTAINABILITY

• Mental health, a global concern affecting diverse individuals, demands

attention at micro and macro levels.
• Amidst the COVID-19 pandemic, mental health issues surged, impacting both
adults and children. Despite the UN's recognition of mental health in the SDGs,
contextual factors like poverty and inequality perpetuate vulnerability.
• Mental health, often neglected in overall health discussions, intertwines with
physical well-being.
• However, in India, the mental healthcare infrastructure is insufficient, with
limited professionals and resources.
• The meager budget allocation exacerbates the challenge, with projections
suggesting it may take 150 years to bridge the existing gap.
• Urgent, comprehensive efforts are imperative for global mental health
improvement and DE stigmatization (Chatterjee et al., 2014; Kohrt et al.,
2012).
 EDUCATION AND SUSTAINABILITY

• India's diverse educational landscape, encompassing various institutions and student

backgrounds, poses challenges for central and state ministries. Sustainable
education, as highlighted by Vidourek et al. (2014), plays a crucial role in fostering a
sustainable lifestyle.
• SDG 4 emphasizes quality education for all, targeting inequalities in access and
quality, especially for vulnerable populations.
• Recognizing education's transformative impact on other SDGs, it ensures holistic
development and breaks the cycle of poverty.
• To achieve comprehensive student development, institutions must prioritize mental
health, aligning with the WHO's four levels of interventions. Beyond physical well-
being, mental health contributes to individuals' well-being, resilience, and
productivity, fostering a community that thrives on educated, empowered citizens.
• Embracing this multidimensional approach to education and well-being is essential
for India's sustainable and inclusive development.
 THE CONNECTION BETWEEN SOCIAL SUSTAINABILITY, EDUCATION, AND MENTAL HEALTH

 Mental disorders are closely linked to both the causation and consequences
of several non-communicable disorders (NCDs).
 Nearly 1 in 40 and 1 in 20 people suffer from depression related to a past or
current event.
 Neurosis and stress-related disorders were mostly found in women,
affecting around 3.5% of the population.
 Almost 50% of the population suffers from depressive disorders, which
hinder normal day-to-day activity.

National Institute of Mental Health and Neurosciences (NIMHANS)

• The COVID-19 pandemic has impacted our mental health worldwide.
• It has been three years since COVID-19 hit the world population, yet there is
a clear sign of the after effects of such a pandemic situation in the form of
small and big mental health-related issues.
• The mental health and education goals of sustainable development are
critical and impact every other SDG.
• Integrating and linking mental health with quality education can lead to a
more holistic and sustainable development where improved mental health
ensures better educational outcomes.
• Linking mental health to the education sector plays a critical role in the well-
being of an individual.
• While these two SDGs have distinct objectives, synergy between the two
objectives can ensure a more sustainable world.
 SDG 3
 Mental health is directly linked with other health conditions
(Almas et al., 2014).
 It cannot be separated from other health domains and is
essential for socially sustainable human development.
 By 2030, reduce by one third premature mortality from non-
communicable diseases through prevention and treatment
and promote mental health and well-being.
SDG 4
Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all.
• Education and mental health are two powerful weapons to
kill the evils of society and ensure social sustainability.
• The stigma attached to mental health issues negatively
impacts people to a great extent leading young people
towards socially distancing them from the public.
• This is supported by studies conducted by Pang et al.
(2017), Collins et al. (2014), Mukolo et al. (2010) and Martin
et al.(2007).
• Sustainable development goal 3 aims at ensuring a healthy
life and promoting mental well-being at all ages, and goal 4
aims at providing quality education and promoting lifelong
learning.
 All Round 360 Degree Mental Support Involvement

PARENTS

PEER Student’s TEACHER

GROUP Mental Health

SOCIETY&
COMMUNITY
 TEACHERS
• Teachers are nation-shapers, and hence they should be trained
enough from time to time to identify early signs of mental issues in
students through observation and, at times, through interaction and
communication.
• In the current scenario, teachers cannot afford to just teach their
subject of specialisation but rather nurture the minds of students.
• This should not be a by-product of education; rather, nurturing
minds should be given due importance and treated as a separate
entity.
 PEER SUPPORT

• Peer group support can promote mental well-being.

• There is a need to promote culture of kindness, empathy and inclusion to
have a positive impact on mental well-being.
• Peer support can help students build resilience, which is the ability to
bounce back from adversity.
• Positive peer relationships create a sense of social connection and belonging,
which are essential for good mental health.
• A strong support network can enhance well-being.
• A supportive peer group fosters a sense of community and shared
responsibility for one another's well-being.
PARENTS
• Parents of all economic backgrounds generally want to spend money to
provide the best education for their children and secure their future.
• Joint families are breaking down into more nuclear families, and both
working parents are contributing to the mental health issues of
students of all ages.
• Parents keep so busy that they are unable to spend quality time with
their children and, in turn, do not understand whether their child is in
sound mental health or not.
• Mental health issues are treatable once traced. Either professionals or
close and dear ones can identify such wellness issues.
• Families must be seen as powerful participants in attaining individual
health and wellness, and this can be done through family life education
programs, community support groups, family therapy, and counseling.
SOCIETY & COMMUNITY
• There is scarcity as well as disparity in access to resources. Social
inequality refers to the unequal or unjust distribution of resources.
• Mental health problems might arise as a result of social inequality.
• This might manifest as being at a disadvantage because of one's
race, aptitude, looks, religion, gender, age, sexual orientation,
financial status, or any other number of factors.
• Being subjected to social injustices raises the likelihood of several
prevalent mental health conditions.
 CONCLUSION

• Students who nurture their mental health and mental well-being

are able to enjoy a more fulfilling life.
• Maintaining good mental health is crucial for every individual, and
for students, it becomes even more imperative due to the ever-
demanding academic environment, challenges of personal
growth, and social interactions.
• Student achievement and academic advancement are highly
dependent on their mental health. Students who are in good
mental health are better able to maintain positive and fulfilling
relationships with their teachers, friends, families, and the
community at large.
 CONCLUSION

• Students who take care of their mental health and well-being can
lead longer, more satisfying lives.
• Additionally, it has been discovered that mentally stable students
are more likely to employ their cognitive and problem-solving
abilities to engage in activities that reduce environmental hazards,
thereby contributing to a sustainable environment.