From Stress to Strength: Prioritising Emotional Well-Being for Students

The World Health Organization (WHO) reports that 1 in 7, or roughly 14% of 10-19-year-olds, experiences a mental-health condition, accounting for 13% of the global burden of illness in this age group. Emotional wellness can be described as the developing capacity of students–from the time they are born to approximately the age of eight–to experience, regulate, and express emotion; form close, secure, interpersonal relationships; and explore their immediate environment and learn - all in the cultural context of family and community. 

As one of the most populous countries, India is home to the world's largest youth population, accounting for one-fifth of the global adolescent demographic. Despite this, India faces a significant challenge with one of the highest youth suicide rates in the world. Individual efforts can be unified at the whole-school level through a policy development process that integrates well-being as a core issue. This approach involves considering the impact of new policies on the well-being of all school members including students, teachers, and staff. Addressing student well-being is inherently linked to actions that also safeguard the health and welfare of teachers and other school personnel. School administrators, supervisors, teachers and school medical doctors all make noteworthy contributions to a child’s development. Likewise, professionals like child counsellors, psychologists, educators and psychiatrists, can partake in their emotional progress within the school itself. Recognizing the urgency, India’s National Education Policy (NEP) 2020 emphasises the mental health and emotional well-being of students. by advocating for robust measures to establish secure and inclusive school environments.

In the classroom context, this translates to the capacity of students to form positive connections with their peers and teachers, healthily manage their emotions while considering other perspectives, and be self-aware. The emotional well-being of all the students in a class plays a crucial role and since educators are responsible for both transmitting information and confirming understanding, they are also often the first ones to notice changes in behaviour. This gives them an important standpoint to intervene, offer support, nurture an atmosphere which is safe and conducive to learning. This also provides them with an opportunity to foster inclusion and sensitivity within the classroom to ensure that each student feels understood and valued. 

That being said, research has shown that academic achievement is closely tied to a child’s emotional well-being, and many educators feel overwhelmed upon seeing a “mindfulness curriculum” being shoved down students’ throats. As a result of this, they may feel ill-equipped to support distressed students. Constantly counselling students may also drain educators, cause burnout and impede their ability to provide effective care. Thus, a holistic care programme by educators, parents and school authorities plays a key role in comprehensive student care and well-being.

Here are some simple classroom strategies which educators can follow inside their classrooms:

1. Emotion Wheels: Incorporating a feelings wheel into the classroom can significantly enhance emotional intelligence and self-awareness among students. Start each day with an emotional check-in using the feelings wheel, and encourage regular reflection through an emotional journal where students identify and explore their feelings. Engage students in interactive activities like feeling charades, where they act out emotions, and art projects that involve creating drawings representing different feelings. Facilitate emotional storytelling by having students craft stories or skits around specific emotions, and expand their emotional vocabulary by focusing on one emotion each week. 

2. Anger Iceberg: Introduce the Anger Iceberg concept to your students by explaining that anger often masks deeper feelings and thoughts, much like an iceberg where the majority is submerged beneath the surface. You might say, “When we experience anger, there are often underlying emotions and thoughts that we don’t always show. Just like an iceberg, where most of it is hidden underwater, our anger can be hiding other feelings. Let’s reflect on what might be underneath our anger and discuss ways to address those hidden emotions.” Encourage students to reflect on their personal experiences and explore coping strategies, such as identifying underlying feelings, practising mindfulness, or using calming techniques, to manage and understand their anger more effectively.

3. Would You Rather Questions: "Would You Rather" questions in the classroom are a fun and effective way to engage students in critical thinking, promote communication and social skills, and encourage self-reflection. They serve as ice-breakers and team-building activities, creating opportunities for students to share their preferences and learn about each other in a dynamic and interactive way.

GRADES K-2 Would you rather have a pet dinosaur or a pet dragon? Would you rather be able to fly like a bird or swim like a fish? Would you rather eat ice cream for every meal or have candy for every meal? Would you rather play outside in the snow or at the beach?

GRADES 3-5 Would you rather have the ability to turn invisible or be able to teleport anywhere instantly? Would you rather read a book or watch a movie about your favourite story? Would you rather be the best player on a losing team or the worst player on a winning team? Would you rather have a robot that does all your homework or a robot that cleans your room?

GRADES 6-8 Would you rather have a superpower that lets you read minds or one that lets you control time? Would you rather travel to outer space or explore the deepest parts of the ocean? Would you rather spend a day with your favourite celebrity or have an unlimited supply of your favourite snack? Would you rather be excellent at every sport or be able to play every musical instrument perfectly?

GRADES 9-12 Would you rather have a career that you’re passionate about but doesn’t pay well or a job that pays well but you’re not passionate about? Would you rather live in a world with no technology or a world where everything is advanced but everyone is constantly connected online? Would you rather spend a year travelling the world or a year studying and working in your dream career? Would you rather have the ability to speak every language fluently or be able to play every musical instrument with expertise?

4. Cool Down Corner: A "Cool Down Corner" in the classroom is a designated space where students can go to manage their emotions and regain composure when they feel overwhelmed or upset. This area is equipped with calming tools and activities, such as stress balls, soothing music, calming visuals, and soft seating, designed to help students relax and reflect. The purpose of the Cool Down Corner is to provide a safe and supportive environment where students can take a break from stressful situations, practice self-regulation, and develop coping skills. By having a dedicated space for emotional respite, students learn to recognize their emotional needs, practice mindfulness, and return to their tasks with a renewed sense of focus and calm.

5. Traffic Lights: In this activity, red signifies “stop” or “calm down,” yellow represents “slow down” or “think about your feelings,” and green means “go” or “act positively.” Students can use this colour-coded system to reflect on their current emotional state, determine appropriate responses, and practise self-regulation in the classrooms. By associating feelings and actions with traffic light colours, students learn to navigate their emotions and behaviours in a structured and visually intuitive way.

Thus, we can see how maintaining an emotional equilibrium is critical for students. Aspects of well-being such as gratitude, hope, and emotional regulation significantly enhance academic performance. For instance, students with high levels of hope can reframe failures constructively, preventing these setbacks from negatively impacting their self-esteem. Gratitude, on the other hand, boosts students’ satisfaction with school and motivates them to pursue intrinsic goals, correlating with higher test scores, deeper engagement in meaningful activities, greater life satisfaction, and better social integration.