International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Nurturing Young Minds: The Educator's Role In Fostering Student Mental Wellness

Author(s) Ms. Grismika Neog, Ms. Manaswini Buragohain
Country India
Abstract In today's modern world, the mental wellness of children and teenagers is a highly popular concern. Learning achievement in the classroom is greatly affected by mental health. Despite the fact that there are numerous readily available mental health therapies, many people are reluctant to seek assistance, which leads to many cases going undetected and undiagnosed. This is an essential issue since mental health concerns that young kids and teenagers encounter may negatively impact their development as adults. Teachers and students are in immediate contact in a school setting. This paper explores the role of educators for fostering mental wellness among students which includes creating a good relationship with students, encouraging mental wellness in the classroom, celebrate student achievements, encouraging teamwork and cooperation, fostering supportive environment etc. This paper also identifies the challenges while fostering mental wellness in students such as workload of educators, lack of mental support in the classroom, difficulty in handing student diversity, lack of training, lack of awareness etc. Moreover, the study finds the strategies to overcome the challenges which includes enhancing positive relationship between educators and students, by promoting mental health in the classroom, applauding students’ achievements, adopting specific instructional practices, promoting sense of empathy etc. Teachers who emphasize mental health in parallel to academic progress help their students have better futures.
Keywords Mental Wellness, Mental Health, Educators, Students, Emotional support, Positive Relationship, Empathy
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-06-30
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.49781
Short DOI https://doi.org/g9r8bw
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