Running head: IMPORTANCE OF MENTAL HEALTH EDUCATION

Abstract

Many people in Pakistan are unaware of mental health and its impact due to limited educational
awareness of mental illnesses and minimal access to mental health professionals. Moreover,
people do not discuss mental health openly primarily because people are fearful of being
stigmatized and discriminated. Though many organizations and individuals are trying to bring
awareness and increase psychiatric care for those who need it the most in Pakistan. However, this
is still not enough. The neglect of school authorities in Pakistan has compounded the pre-existing
mental health problems of affected students. Our proposed agenda is to help implement a
planned curriculum which incorporates mental health education, in the secondary and higher
secondary schools of Pakistan, which may positively impact students' social and emotional
development, adaptability, and academic achievement. This study examined a total of 64
participants; a sample of 60 individuals was selected for questionnaire survey and four people
selected for interviews. The analysis of the results showed that in Pakistan students aged 14 to 18
years old have to face mental health issues however, they receive no support in this regard
especially from the school. Moreover, the responses clearly showed that mental health education
is important but not so common in Pakistan. Lastly, the results which were collated give
evidence that this incorporation will lead to better prevention, assistance, management
and support of mental health problems for students. Conclusively, putting the suggested solution
into practice is the need of time because mental health illnesses do adversely impact the lives of
students and thereby hinder their progress in all spheres of life.

Keywords: Mental health education, academic progress, social relations, personality,

incorporation
IMPORTANCE OF MENTAL HEALTH EDUCATION

Acknowledgements

We are extremely grateful to Ms. Fatima Manzar for her guidance, assistance, and support during
this entire research. Our special thanks extend to Ms. Natasha Sohail; Psychology teacher at
Lahore Grammar School and Beaconhouse National University, and Ms. Sehrish Raheel;
Professor Psychiatry at Government College University Lahore and a counselling psychologist,
who spared time for our interviews and provided us with their valuable views on our research
topic. Moreover, we are obliged to Mr. Hamza Nauman and Ms. Saleha Ahmed, who as the
affectees/victims of mental illnesses, shared with us their experiences on how their life has been
affected by the mental health problems they had to face. Last but not the least, we are thankful to
all the 60 individuals who provided their responses to our questionnaire survey; we could not
step further without their feedback.

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Introduction

Maintaining mental health is vital to regulate our emotional, psychological, and social well-
being. Additionally, it influences how we respond to stress, interact with others, and make
healthy decisions. All of these are necessary life skills that one needs to adopt and the best place
to learn these skills is in school. Mental health refers to how a person administer their thoughts
and emotions and the ability to create social relationships (WHO, 2003). It can also be referred to
as the overall psychological and emotional well-being of a person. Mental health encompasses a
range of factors including how a person thinks, feels and behaves and is influenced by various
factors such as genetic predisposition, competitive environment in educational institutions and
life experiences. Mental health education has become a necessity today because mental illnesses
are prevalent among young people, and schools can play a vital role in improving the overall
well-being of the student.

Globally, over the past decade there has been an increase in the number of people suffering
through mental illnesses. For instance, according to WHO (2017) health statistics, mental health
problems like depression, anxiety and stress have risen by 13% over the past 10 years. As per the
WHO reports, the rate of children and adolescents facing mental health problems in Pakistan is
35%. Despite these rapidly increasing rates, mental health is still not openly discussed in the
Pakistan because stigmatization of victims is common which prevents them from talking about
their problems mainly due to the fear of being marginalized. The Pakistani society has still not
accepted that mental health is important and it is primarily because there is a lack of awareness
about mental health and the problems associated with it.

Even the educational institutes greatly neglect mental health and are unable to provide mental
health support to pupils suffering from such illnesses. It is necessary that in Pakistan, mental
health education is integrated at the secondary (Matric and O-levels) and higher secondary level
(Intermediate and A-levels). Mental health education provides necessary awareness and
resources for individuals, and therefore helps break the stigma associated with mental health.
Additionally, it can promote efforts for early treatment and recovery.

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Students at this specific time period experience increased pressure from academic workload,
family expectations and social demands. Therefore, it is necessary for students to participate in
counselling sessions as they may empower students by providing supportive environment to
manage their emotions in an effective manner. Left untreated, psychiatric disorders can impact a
person's entire life, from poor grades in school to substance abuse and, in extreme cases, even
becoming a possibility of suicide (PAK J Med Sci., 2022).

This research intends to propose how the integration of mental health education in the secondary
and higher secondary curriculum of Pakistan has the potential to enhance the academic
performance, personality and resilience, and social and emotional behavior of students.
According to previous researches a positive correlational link exists between the mental health of
students and various aspects of their life such academic learning, social and emotional behavior
and much more. The focus of this research is only on the three aspects i.e., academic learning,
personality and social relations of students. However, apart from the determining how important
incorporating mental health education can be in light of above stated factors, the main aim of this
research is to provide certain recommendations about how this integration can take place in
Pakistan and that also in an effortless manner. Hence, to provide strong evidence for our
research, quantitative data was collected through online survey filled by school students of age
14 to 18 years. On the other hand, to get more comprehensive details related to our topic, face-to-
face interviews were conducted to obtain qualitative data.

This research will demonstrate that schools need to integrate mental health services with
academic and behavioral support, and work with local health professionals to ensure students are
well-supported. To strengthen these services, schools can hire psychologists, collect and analyze
relevant data, collaborate with other schools and work with families of affected students. The
most important factor is that normalizing mental health conversations in schools can also provide
more awareness to parents and other members of society so they can connect better and build
healthy relationships with the pupils. All of this will have a positive impact on a student and in
various aspects as mentioned before. Provision of such education can create a supportive
environment for students to thrive.

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Previously, very limited amount of research had been conducted about mental health education in
Pakistan especially at the secondary and higher secondary level. Hence, through this research the
aim is to, firstly narrow down this gap and secondly make conversations about mental health
more common in the Pakistani society. Moreover, the research may also assist education policy
makers in devising a curriculum which includes mental health as one of the main components.

The research paper starts by mentioning the literature review followed by results and discussion
section and ends with limitations, conclusion and recommendations of the research.

Literature review

Mental health challenges are often pervasive, impacting many developmental outcomes. Poor
mental health can prove to be detrimental for individuals, especially for children and young
adults. Not only can it impact academic performance and success, but it may also interfere with
social relationships and personality. Mental health problems like depression, anxiety, stress etc.
amongst school students are on a rise globally especially in Pakistan, and the researches
conducted in various parts of the world, demonstrate the several aspects in which these illnesses
can affect students. This literature review is divided into two sections first being the importance
of mental health education, in which studies mentioned prove that there can be a positive impact
of it, and the second is about the ways to incorporate mental health education into the school
curriculum.

1. Importance of mental health education:

Richter, Sjunnestrand, Romare Strandh and Hasson (2022) in their article claim that schools are
“an opportune setting” for providing mental health services to children and young people
because of their mandatory attendance and prolonged presence in that environment. Moreover,
schools can contribute to mental health screening, prevention and intervention, which may help
students recover from the illnesses at an early stage. As noted by WHO (2003) it is estimated that
between 10% to 20% school-age children suffer from mental, emotional or behavioral disorders.

Shagufta Zada, Yuefen Wang, Muhammad Zada and Fatima Gul (2021) in their article “The
Impact of Mental Health Problems on Academic Performance Among Pakistani University
Students” state that anxiety and depression affect the academic performance and generally
hamper progress of students. To address this problem, schools and colleges can incorporate stress

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management and mental health education into their curricula. Providing students with a safe and
supportive environment to meet their mental health needs can ultimately lead to more successful
college careers and a more fulfilling life after graduation (Wang, 2021).

In the research ‘Effects of mental health on student learning’ it has been stated that a positive
correlation exists between poor mental health and the academic performance of students
(Vanderlind, 2017). According to Breslau et al., (2008), Cranford et al., (2009) and Thompson et
al., (2013), mental illnesses such as depression and anxiety are linked to lower academic success
and hence mental health problems do have adverse effects on the student learning process.
However, through “self-regulation, self-observation and self-reflection” learning process can
become more “active, effective and continual” and thereby students will be able to perform well
and the negative impact of mental health issues on student learning can be reduced to some
extent. (Dinsmore et al.,2008; Pintrich, 2004,2012; Zimmerman,2012).

In the research ‘The Impact of Mental Health Issues on Academic Achievement in High School
Students’ it has been identified that the emotional wellbeing of students is important for their
success “in and out of the classroom”. The data indicates that high school students face many
mental health problems which lead to “chronic absenteeism, and disciplinary concerns” and
eventually negatively affect the academic performance of students (Ball, 2016). It has been
proven that WHO’s initiatives of promoting health programs at schools have enhanced a healthy
working environment for the students and thereby showed a positive impact on their academic
learning.

The article “A critical consideration of mental health and well-being in education” identified a
relationship between mental health and wellbeing simultaneously. It also stated that good mental
health can be linked to better personality. Psychological perspective claims that there are two
types of well-being; objective well-being and subjective wellbeing. Objective well-being refers
to meeting basic needs in terms of social values while on the other hand subjective wellbeing
relates to happiness and flourishment. Thus, subjective wellbeing deals with emotions of a
person. According to Norwich et al. (2022), well-being is an important aspect of a person’s
personality as it directly affects how a person takes decisions, works with family and cope with
stress. The study also investigated the broader objectives set by the education system and its
relevance to mental health.

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The article “Improving Mental Health in Schools” helped raise awareness and normalize
perceptions about people coping with mental health issues. It is known that one of the five
students experience a serious mental health disorder which not only negatively impacts their
academic performance but also their social skills and relationships (Merikangas et al., 2010).
Most students struggle to deal with issues related to thinking, mood or behavior. Students are
often afraid of seeking help due to the stigma attached with the term mental health (Knopf, Park,
& Mulye, 2008). Untreated mental health issues lead to difficulty in concentrating, staying
motivated and practicing self- control. Students may feel isolated and maintaining friendships
might become a problem for them.

According to the study “Mental health education, awareness and stigma regarding mental illness
among college students”, an awareness of mental health education in schools can reduce the
stigma attached to people concerning mental health illnesses. It investigates the relationship
between mental health and stigma attached with it. According to the results of the study, only
one- third of students with psychological disorders receive mental health treatment. In the study,
Corrigan (2016) argues that people who hide their mental health concerns are more likely to
suffer from trauma and internal guilt. They also face discrimination at the hands of society as
they may be perceived as mentally sick.

Researchers argue that providing people with accurate information regarding the different types
of mental health illnesses and creating awareness can promote help-seeking behaviors for those
in need. Thus, awareness of mental health has successfully changed attitudes of people in
seeking help when required (Rickwood et al, 2004). Another way would be to encourage young
students to seek mental health services provided in schools. This exposure can help identify
problems faced by students at an early age and therefore a timely treatment can ensure long term
benefits. Rickwood et al. (2004) concluded that providing mental health education and training
helped students understand these issues better. Colleges must develop an accessible system
where there is additional help and courses available for the affected students. If these multi
methods, psychological education programs are adopted, students may find it easier to get
support.

Conclusively, mental health education is an optimistic way of raising awareness and

understanding these core issues from the start can alter the attitudes people associate with mental

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health issues. Schools are the first institution where students are in direct contact with their
teachers, therefore, providing mental health services in school might be helpful as the students
would be more comfortable sharing their experiences with the counsellor. A readily available
psychiatrist in school can also monitor the progress of the child throughout months and thus sort
out their issues in their learning environment.

The study by Milin et al. (2016) examined the effectiveness of a mental health literacy
curriculum developed for high school students and delivered in the classroom. Results showed
that 45.3% of the variance in knowledge and 56% of the variance in stigma was accounted for by
between-participant differences. Students who received ‘The Curriculum Guide’ showed an
increase in positive attitudes towards mental illness from pre- and posttest questionnaires. This
study found that increasing mental health knowledge can lead to improved attitudes towards
mental illness, providing empirical evidence for classroom-based mental health education.
(Journal of the American Academy of Child and Adolescent Psychiatry ,2016)

2. Ways of incorporating mental health education in schools:

To promote mental health education in schools, it is suggested that a public health model is
advocated that provides services for the affected. Schools can run programs that focus on
promoting positive mental health practices, such as stress management techniques, mindfulness
and counselling services.

Research by Valeria Cavioni, Ilaria Grazzani and Veronica Ornaghi (2020) suggests that SEL
(Social and Emotional Learning) programs have had a positive impact on student behavior and
well-being, and led to improved social-emotional skills (CASEL, 2013). Additionally, SEL
programs provide long-term benefits such as “improved well-being, lower rates of substance
abuse and delinquent behavior, and improved school climate and teacher satisfaction.”

White (2011) has suggested a similar method to incorporate mental health education into the
school curriculum. According to his research, the first aspect in providing mental health support
is meeting the basic biological needs combined with self- respect, through positive interactions
between students and teachers, teaching social-emotional skills and helping students learn re-
regulation of emotions and behaviors. The second aspect is where the student portrays signs of
mental health issues. Therefore, he claims that schools must incorporate interesting activities that

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enhance the mental wellbeing of students such as including counseling sessions that are designed
to address specific mental health issues.

Weist (2012) suggests that mental health services in schools should be an integrated enterprise
where schools, families, and community systems work together to create a climate of success for
youth. This would include promoting mental health with prevention, early intervention, and any
needed treatment. Decision makers need to consider hiring school social workers who are trained
to address the mental health need of students within the educational context.

A thrive model is designed that gives equal importance to each tier. The two tiers are prevention
and promotion and thriving which are further divided into 8 sub categories. The first-tier deals
with self-management techniques which in turn directs to seeking help and coping with mental
issues. (Norwich et al, 2022). The other model in the study is the ‘dual- continua model of
mental health’. In this, mental health is distinct but related to psychiatric disorder dimension
(Keyes et al., 2002; Keyes,2014). People might be subject to mental stress from past traumas like
poverty, discrimination or abuse but still may be flourishing in other fields of life. So, they will
be rated as having a high mental health, moderate mental health or low mental health.

Rossen and Cowan (2015) in their research have mentioned an approach according to which
schools can introduce a multi-tiered system of support (MTSS) that encompasses:

a) “Universal wellness promotion and primary prevention”

This focuses on promoting resilience and a positive behavior amongst students where everyone
is treated equally and provide emotional support.

b) “Targeted prevention and intervention”

Tier 2 deals with problems faced by students individually at a classroom level. Mental health
professionals are encouraged to help students overcome anger issues and provide them with a
safe ground where they can share their thoughts and feelings openly with them.

c) “Individual/ tertiary intervention”

Mental health counsellors then collaborate with clinical agencies that connect students with
therapeutics which assist them in providing a more in-depth analysis of their situation.
Conclusively, MTSS is an ideal way to reduce barriers that students face and enable mental

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health education in the school curriculum to be smoothly integrated in the school environment
(Rossen & Cowan, 2015).

Schools have an important role in promoting mental health among children and young people.
Whole-school approaches provide schools with a structured process to address young people's
health and social, emotional, and intellectual development holistically (Butler et al., 2002).
Interventions range from classroom skills to comprehensive programmes lasting several years
with whole school and parental involvement. They also include resolution of conflicts, antisocial
behavior, prevention of depression and suicide, and promotion of self-esteem and emotional
literacy. The Whole School Mental Health Project has developed and evaluated a comprehensive
whole school strategy to promote social environments in which young people feel secure, have a
sense of belonging, and feel positively. It suggests to bring together a team of professionals with
backgrounds in education, health promotion, welfare, psychology, psychiatry, and public health
to address the need for prevention programmes in early adolescence. (Khan et al., 2013).
Moreover, the WHO school mental health curriculum has been adapted in Pakistan, though on a
small-scale, to equip teachers with the knowledge and skills to promote mental health in schools
and to identify and treat mental health problems early (Mirza & Rahman, 2019).

The literature review highlights that many individuals all around the globe suffer through mental
illnesses during their academic life which negatively impact their academic progress, personality
primarily the self-esteem, and the interpersonal skills. The review also provides examples of
countries like America, Italy etc. where mental health education has been incorporated into the
schools, and how that inclusion has proved beneficial for the pupils. However, most of the of the
literature is based on developed countries only and secondly, very few of them were based on the
students aged 14 to 18 years old. This research will primarily focus on the integration of mental
health education in the secondary and higher secondary schools of Pakistan, and analyze its
positive impact.

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Research Questions

Primary research question:

Why is the incorporation of mental health education in the secondary and higher secondary
curriculum of Pakistan important?

Subsidiary research questions:

1. How will it impact the academic performance of a student?

2. How will it impact the personality of a student?

3. How will it affect the social relations and behavior of a student?

4. How can mental health education be incorporated into the secondary and higher secondary
curriculum?

Research methodology

A mixed approach was used to collect primary data for this research. For quantitative data
collection, an online questionnaire through Google Forms was circulated amongst students (aged
14 to 18 years old) of several schools and colleges of Lahore, such as Beaconhouse, LGS, Roots,
Forman Christian College and Punjab College. In total 60 responses were collected through this
questionnaire. Moreover, for qualitative data collection face-to-face and online interviews were
conducted from two persons of authority, and two mental health affectees (18 years old).

Ms. Natasha Sohail gave an online interview on Zoom app as a person of authority. She currently
teaches psychology to A-level students of Lahore Grammar School 55-Main Campus and to the
undergrad students of Beaconhouse National University. Secondly, Ms. Sehrish Raheel gave a
face-to-face interview as another person of authority. She is a counselling psychologist and is
currently teaching psychology at Government College University Lahore and had been a part of
the visiting faculty of Punjab College Lahore.

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As for the affectees a face-to-face interview was conducted with Mr. Hamza Nauman whereas
the second affectee Ms. Saleha Ahmed gave an online interview on Zoom app. Mr. Hamza is an
A levels student whereas Ms. Saleha is currently completing her intermediate level.

Results and Discussion

The rise in mental health problems among students in Pakistan have greatly impacted the
academic performance, personality and the social relations of these individuals. Hence,
incorporating mental health education in schools can be helpful in combatting these issues. The
analysis of the results of questionnaire and interview responses may help firstly, in determining
what positive effects this incorporation can bring in a student’s life and secondly, discover ways
of making a feasible and effortless integration.

Defining mental health has always been problematic mainly because it is based on subjective
judgements, and hence it is either defined too narrowly or too broadly (Karlsson H., 2012).
Mental health is a very complex and multifaceted concept that covers a multitude of experiences
and perspectives. The concept of mental health is constantly evolving, thereby it is necessary to
first learn how is it currently defined. Hence to get a better idea, the authority persons were asked
what mental health means to them. Ms. Sehrish mentioned that in Pakistan mental health is
defined in a very narrow way and is just limited to the fact that it is only related to the severe
mental disorders faced by people. Whereas she believes that mental health cannot be defined in
such a narrow manner. According to her mental health should be defined as the overall
psychological well-being of an individual. Similarly, Ms. Natasha suggested that mental health is
not always about the things which go wrong in an individual’s life rather it is also about the
things which go right. According to her, mental health apart from being related to the overall
wellbeing should also be considered as a tool for reregulating the good emotions (See Appendix
C: Authority 1 and 2, Question 1).

From the survey results it can be inferred that school students aged 14 to 18 years old do know
about mental health as all of the respondents answered yes. (See Appendix B: Graph 1).
However, in Pakistan many people do not discuss it openly because there is still a huge stigma
attached to mental health. Similarly, when asked in the interviews that how often mental health is

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discussed in our society the results were quite negative. Ms. Natasha stated that now to some
extent the youth, primarily the individuals who are in their late teenage years, are aware of
mental health than their older counterparts, because they do discuss it amongst their peer groups.
However, most people are still not aware how important it is to discuss mental health and support
people suffering through the illness, she added. On the other hand, Ms. Sehrish said that in
Pakistan there is very less awareness about mental health and the problems associated with it
which has led to stigmatization of mental health affectees in the society. Hence, due to the fear of
being stigmatized and marginalized by the society, people prefer not to discuss these issues
openly. According to her, this is because people of Pakistan do not really know the difference
between a psychiatrist and a psychologist, they believe both cater to severe mental illnesses and
thereby people do not consult a psychologist even (See Appendix C: Authority 1 and 2, Question
2).

Over the past four to five years, there has been an increase in mental health awareness in
Pakistan however, it has been a slow and gradual one. As shown in the pie chart (See Appendix
B, Graph 3), the largest proportion of students i.e., 53.3% think mental health is “very
important”. It is surprising to note that today after many years, people have begun to place much
importance on mental health and how it can adversely affect the individuals if left untreated. It
also suggests that mental health is a top priority for a significant proportion of the sampled
students, and it highlights the need for greater awareness and support for mental health issues.
The second largest slice of the pie is the 31.7% of students who think mental health is
“important”. This again reflect a positive attitude towards mental health, but perhaps indicates
that some people may not fully recognize the severity of mental health issues. Therefore, in order
to educate the public on such an important topic, awareness campaigns should be held in society
so that people come together and share their experiences thereby reducing the negative
perception attached to mental health.

The other part representing people who think mental health is “neutral”, at 11.7% indicates a lack
of strong opinion on the matter. This may suggest that some people have still not yet been
exposed to enough information about mental health to form a clear opinion. The proportion of
remaining two slices, representing people who think mental health is “somewhat important” and
“not at all important”, is 1.6% for each. These proportions are quite small indicating that these

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opinions are less common among the students sampled. This suggests that many students have
now recognized that mental wellbeing is equally important as physical wellbeing.

Despite this little rise in mental health awareness in Pakistan, still huge stigma is attached to
mental health and thereby people prefer not to consult a therapist and are unable to find any help,
no matter how minor or major the illness is. This can very clearly be seen in the results of the
survey question where respondents were asked if they found any help while suffering through
mental health problems 40% of the respondents stated “no” whereas only 26.7% were able to
find support (See Appendix B: Graph 5). When asked about mental health support both of the
affectees stated that they were not able to find any support except for a few family members.
Both of them also acknowledged that the Pakistani society has still not normalized the concept of
consulting a therapist as there are still many stigmas and taboos attached with this practice.
Moreover, they believe that very less mental health awareness exists in Pakistan, let it be the
causes, effects or the problems associated with it (See Appendix C: Affectee 1 and 2, Question 2
and 7)
According to the statistics revealed by Pakistan Journal of Medical Sciences (2020), 25.3% of
Pakistani school students suffer through depression. The statistics also showed that anxiety is the
second most common mental health problem among the pupils with a prevalence rate of 23.5%.
Mental health illnesses like depression, anxiety and stress are common among the students in
Pakistan, for instance according to our survey results 15% stated that they always faced mental
health problems between the age of 14 and 18 years, 23.3% chose often, 30% of the respondents
faced it sometimes and 31.7% of the pupils occasionally faced it. (See Appendix B: Graph 4).
This reveals that it is extremely common for secondary and higher secondary school students to
face mental health problems. Seeing how these problems are faced on more than one instance, it
can safely be said that the students lacked proper care and mental health support when it was
required.

When asked about the mental health problems faced, the affectee Mr. Hamza, stated that he
suffered through severe anxiety and depression during the first year of his A levels, primarily
because there was a lot of academic pressure in his new school. Moreover, Ms. Saleha stated that
the online classes held during the pandemic made her suffer through mild anxiety and stress as
that mode of learning was new, and it was difficult to concentrate in the beginning (See

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Appendix C: Affectee 1 and 2, Question 1). Hence, it can be concluded that pupils do face
mental health issues especially at the secondary and higher secondary level. The reasons could
range from academic workload to societal pressures and demands.
Similarly, when asked about the mental health issues seen among the school students aged 14 to
18 years old, Ms. Natasha mentioned that chronic stress, anxiety and depression are most
common. Further she went on to say that pupils of this age group have a higher tendency to
develop these issues primarily because they have academic pressure, let it be giving board exams
for the first time, the admission tests such as Scholastic Aptitude Test (SAT) or keeping up with
high standards of student life set by their peers. Moreover, she said that the pandemic is also one
of the reasons for these mental issues to be on a rise among the students (See Appendix C:
Authority 1, Question 6).
According to the results of survey 81.7% of the students believe that mental health education is
not present in the current curriculum of grade 9 to 12 in Pakistan whereas only 18.3% believed
that to some extent it is present (See Appendix B: Graph 8). The positive responses might be
because of the fact that in some schools, workshops and seminars related to mental health are
organized. It also relates to the statement made in the research by Mirza and Rahman (2019) that
WHO school mental health curriculum has been adapted in Pakistan on a small-scale.
Despite the fact that the students have been facing severe mental health issues over the past 10
years, most of the secondary and higher secondary schools of Pakistan have still not made any
effort to overcome this problem. Mental health education is not a common practice is Pakistan as
shown in the pie chart (See Appendix B: Graph 2). The smallest slice of the pie represents 8.3%
of the students who came to know about mental health from school. This means that the
education policy makers have not incorporated mental health education into the school
curriculum even at the secondary and higher secondary level. It is imperative for the educational
institutes to educate young people about mental wellbeing, and initiate discussions about mental
health which may help challenge the stigma attached with it.

Moreover, 73.3% of the respondents heard about mental health from social media platforms
which holds the highest stake of the pie chart. This suggests that social media is a very influential
source of information regarding mental health, and as teenagers are excessively dependent on
gadgets, it might be useful to promote mental health awareness and education through it. People
might have heard about mental health through online websites that help connect the affected

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person with an online therapist who might provide support to cope with the issues. The second
largest slice of the pie represents 18.3% of pupils who came to know about mental health through
their family and friends. This highlights that social networks play a very important role in
shaping an individual’s personality, and how peers can help raise awareness on mental health
concerns. However, the small percentage of people getting to know about mental health from
friends also suggest about the stigma people attach with it.

When asked about the current status of mental health education in the secondary and higher
secondary curriculum of Pakistan, Ms. Natasha stated that unfortunately the curriculum
developed by the education policy makers lacks this sort of education, and thereby the schools
have also failed to facilitate students with mental health support. Moreover, according to her, the
school administrators are not even encouraged to make this facilitation because it is difficult to
see where this conversation can lead to. For instance, it might cause the respective policy makers
to bring about several structural changes in the school curriculum which might be difficult to
achieve and sustain. Furthermore, Ms. Sehrish also stated that Pakistani schools lack counselling
sessions as well as mental health support (See Appendix C: Authority 1 and 2, Question 3).

Based on the pie chart (See Appendix B: Graph 7) it can be stated that 70% of the students are
aware of the negative consequences of mental health issues because they considered mental
health education as very important. This awareness is may be due to higher prevalence of issues
like stress, anxiety etc. among pupils aged 14 to 18 years. Secondly, the other pie chart (See
Appendix B: Graph 2) shows social media platforms also play an important role in creating
awareness among students, and developing high level of understanding among students about the
importance of good mental health. These students acknowledge that ignoring mental health
issues will negatively impact them, therefore help and support are essential to manage their
health effectively.

The remaining 30% of the students considered incorporation of mental health education in
school curriculum important. This is because development of mental health programmes, and
interventions in mental health education can improve resilience among students so they can cope
better with stress, depression etc., maintain effective social relationships and up to the mark
academic performance. Additionally, the strategies, resources and practices used by school

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faculty especially by a counselling psychologist can be applied by students to maintain good

mental health.

None of the students chose the options of neutral, somewhat important, or not at all important,
indicating that mental health is seen as a significant aspect of student life. It covers all aspects of
a student’s life and allows them to make healthy decisions through improved brain activity. This
may contribute to elimination of social stigma, make mental health discussion common and
provide a supportive environment for students to thrive and thereby lead themselves to a more
fulfilling and productive life.

Mental health can have significant impact on a student’s life let it be on the academic
performance, personality, or the social relations and behavior. The research conducted shows that
mental health does have an adverse impact on students for instance, the pie chart (See Appendix
B: Graph 2) indicates that 53.3% of the respondents believe that most victims of mental illnesses
face challenges in academic progress. Mental health issues drain a student’s energy levels and
cause his mental abilities such as concentration level, memory retention, resilience, motivation,
thinking and analyzing skills to decline. This all may result in depression, anxiety, self-isolation
and failure to keep up with the expectations of families, teachers and friends. This could mean
that these students (53.3%) have been struggling with mental health issues, such as anxiety
or depression, which affected their ability to focus or do well in school. Moreover, Ms. Natasha
also said that academic learning is negatively affected because students facing constant fatigue,
stress and anxiety find it difficult to concentrate on their studies. As per the interview responses,
it can be concluded that a pupil suffering through mental illnesses most of the times also suffer
through declining academic results. Mr. Hamza stated that definitely his academic performance
was very negatively affected. He could not even achieve an average grade for he was nearly
failing every test or exam, mentioning that he used to get marks like “4 out of 50”. (See
Appendix C: Affectee 1, Question 4).

Whereas Ms. Saleha stated that if she were to draw a graph of her academic performance it
would come out to be a very curvy graph. She had very low motivation and it felt quite eerie to
her to sit on a desk for 6 to 8 hours straight and concentrate on online classes. Without being able
to give sufficient time, she found it difficult to achieve good grades. The research by R.

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Vanderlind (2017) also provided a similar analysis where it was proved that a positive correlation
exists between poor mental health and academic performance of students.
Secondly, according to survey results (See Appendix B: Graph 2), 26.7% of victims of mental
illness face challenges in their own personality development. This could include struggling with
issues such as self-esteem, self-worth, and self-acceptance. They create negative self-image
leading to feelings of inferiority. Mental health issues can often leave people struggling with
their identity and sense of self, which can make it difficult to develop a healthy personality and
maintain positive relationships with others. These vulnerable individuals may resort to substance
use to cope with their sense of inferiority which has harmful impacts on a student’s life in the
short run as well as in the long run. According to Ms. Natasha mental health issues like constant
stress and anxiety cause emotional regulation due to which some people may indulge in stress
eating which may have an adverse effect on a person’s personality and cause physiological
problems. All this may again lead to depression and she believes it can become a vicious cycle.
(See Appendix C: Authority 1, Question 7).

Mental health problems can adversely affect the personality of an individual and in many ways.
For instance, according to Mr. Hamza the anxious and depressive state of mind made him go into
self-isolation as everything seemed meaningless to him. This isolation turned him into a very
reserved and quiet person, and thereby he mostly avoided any sort of interaction with other
people even at his school. Ms. Saleha accepted that her personality was adversely affected as she
became less tolerant and could not control her emotions effectively. However, she also stated that
coming out of these problems led to a significant change in her personality as she became more
self-aware and much more cautious about her mental health and its implications (See Appendix
C, Affectee 1 and 2, Question 3).
Finally, 20% of the victims of mental illness, as per the results of survey (See Appendix B:
Graph 2), face challenges in maintaining and creating social relationships. This
could be related to difficulties making friends, maintaining relationships, or feeling isolated and
disconnected from others. Mental health issues can often lead to feelings of isolation and social
anxiety, making it difficult for people to make meaningful connections with others. Poor mental
health makes it difficult for students to express themselves and communicate like other healthy
students. Ineffective communication discourages them and they feel isolated from their peers;
accepting social disconnection. Difficulty in communication leads to strained relationships with

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IMPORTANCE OF MENTAL HEALTH EDUCATION

family, teachers and friends. These frustrated students easily get irritated, and may exhibit violent
behavior. This can result in conflicts. When asked about the impact of mental health problems on
an individual’s social behavior and relations, Mr. Hamza and Ms. Saleha responded in a similar
manner that staying in self-isolation for long periods of time adversely affected their social skills
as they preferred not to interact with anyone even with their school peers. Moreover, they
avoided all sorts of social gatherings even their friends and family (See Appendix C: Affectee 1
and 2, Question 5). These results can be linked and supported with the research of Merikangas et
al. (2010) which also provided a similar analysis.

Overall, Mr. Hamza believed that his academic performance and social skills were the most
affected whereas Ms. Saleha stated that she found an overall impact on her life but however,
academic performance was the most affected if she had to choose one. Altogether, the analysis of
this pie-chart and the responses of the affectees provide enough evidence for the impact of
mental health issues on the several aspects of a student’s life. It emphasizes the importance of
seeking help and support to overcome these challenges and improve overall well-being. Mental
illnesses like depression are associated with lower grade point averages and the coexistence of
depression and anxiety can reinforce this correlation. The results emphasize the importance of
seeking help and support to overcome these challenges and improve overall well-being.
Therefore, there is a need for educational policy makers to include mental health education
in the school curriculum.

Formal education provides the opportunity for academic learning whereas the mental health
education as a part of the formal and informal education of schools can help students develop
their emotional intelligence and improve their well-being. According to the survey results, 90%
of the students believe that incorporating mental health education is important whereas only
1.7% do not consider it to be important, and 8.3% of the respondents were indecisive when asked
whether it is important or not. This might be because currently in Pakistan mental health
education is not so common at the secondary and higher secondary level (See Appendix B:
Graph 9). Furthermore, the respondents also stated that it is important because it will create
greater awareness and students will be able to build a strong foundation in their early lives which
shall prove beneficial in the future (See Appendix B: Image 1).

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Furthermore, according to Ms. Natasha, mental health education is extremely important because
schools can play an important role in creating and spreading awareness amongst individuals who
are yet to start their professional lives. Such education might help students in overcoming their
childhood traumas for instance, and may prevent them from becoming an inherent part of their
personality. Ms. Sehrish also acknowledged that it is important for schools to provide mental
health education because schools help shape the personality of an individual. She further stated
that it is essential for Pakistani students who are currently studying at Matric and Intermediate
level to engage in sessions with counseling psychologists. They can help students to identify the
mental health issues that hinder their academic progress. Moreover, students will be able to
accept that fact that they are facing a certain issue and develop an understanding about their
displaced emotions (See Appendix C: Authority 1 and 2, Question 4).

When asked that whether lessons and support related to mental health in schools will help one to
be in a better place mentally, 63.3% of the respondents answered “Yes” to the question, 35%
answered “Maybe” and only 1.7% of the students answered “No.” (See Appendix B: Graph 10).
These results show that students acknowledge mental health support as important for them to
overcome the illness and its subsequent impact. However, opinion on whether lessons and
support in schools are the most effective form to provide this help is divided. Most students
responded with “Yes” which indicates that they presume that these lessons and support from the
school will be helpful for them. Those students who responded “Maybe” are uncertain about the
assistance that these lessons will be able to provide and whether it can help improve their mental
state. Lastly the remaining group of students do not have confidence in finding support through
these mediums in school settings. These results point out that there is little implementation done
in regard to dealing with mental health at school level currently, as some of the students are
ambiguous about the effects of any future implementation.

Moreover, when asked how often students would like to have semi-regular teaching and support
in regard to mental health at schools, from the results it can be inferred that 60% of the
respondents prefer weekly sessions, 33.3% prefer monthly session whereas only 6.7% of the
students chose daily as their response. (See Appendix B: Graph 11). When asked about how to
incorporate mental health education into the secondary and higher secondary curriculum, Ms.
Natasha suggested that schools must have on-campus counsellors and not only this but students

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IMPORTANCE OF MENTAL HEALTH EDUCATION

should also be encouraged to consult them whenever required. Secondly, according to her just
like many other courses Psychology and related subjects must be made compulsory at the
secondary level at least, and schools must organize workshops and seminars related to mental
health for students and teachers so that more awareness and acceptance is developed. She stated
that students know depression, stress and anxiety exist, they do not really know how to cope with
it and are unable to help others suffering through these problems. Therefore, mandatory empathy
building classes can be useful in overcoming this issue. According to Ms. Sehrish education
policy makers should ask the government for allocation of funds for schools so that mental
health education can be integrated into schools and hiring counselling psychologists also
becomes less difficult. School curriculum should also include MSE (Mental State Examination)
for students and teachers so issues can be identified and resolved before they adversely impact a
student’s life (See Appendix C: Authority 1 and 2, Question 8).
Moreover, according to Mr. Hamza, schools should not only be a place to receive formal
education rather schools should also provide opportunities for emotional learning as well. This
can be done if teachers create a friendly environment in classrooms where everyone without any
hesitation can discuss their problems. Moreover, he suggested that schools should hire therapists
and set up a mental illness centre to provide mental health support. Ms. Saleha suggested that
this incorporation should be done step by step starting with organizing mental health workshops
for students and teachers, and then holding classes about mental health at least thrice a week at
the secondary and higher secondary level. According to her, these steps will eventually make the
students and teachers more aware of each other’s needs and demands (See Appendix C: Affectee
1 and 2, Question 9). In conclusion, teachers can play their part by incorporating mindfulness
and relaxation exercises into the school curriculum. They can also develop a collaborative
relationship with the student body and make adjustments in assignments and tasks to reduce the
academic pressure students face. The administration can hire mental health counsellors at school
and encourage students to talk about their issues and the ideal way to cope them.
When asked “How likely is it that this integration will benefit the secondary and higher
secondary school students in overcoming mental health issues?”, 33.3% of the respondents were
optimistic about this incorporation as they selected “Highly likely”, 58.3% selected “Likely”, 5%
remained “Neutral”, and the remaining 3.4% chose “Unlikely” or “Highly Unlikely” which
implies that they are not confident that this integration will be successful for the students.

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IMPORTANCE OF MENTAL HEALTH EDUCATION

(Appendix B: Graph 12). These results express that majority of the students are optimistic about
this integration, a well-designed curriculum may help them cope with mental health issues.
Precisely, those who responded highly likely find this integration to be very important and are
confident in the implementation of it. Respondents who selected “Likely”, do have faith that the
integration will most probably yield positive results. While those who remained neutral are
unsure of the benefits and cannot express a clear opinion on the matter. On the other hand, those
who responded “Unlikely” or “Highly Unlikely” have little to no faith that this integration would
be successful in overcoming mental health issues. From these results it can be predicted that
integration will be beneficial for students in finding support related to their mental health
problems.
Furthermore, Ms. Natasha was also confident that this incorporation will bring several benefits to
students. Firstly, a more supportive and kinder school environment will help students cope with
the mental health issues at an early stage. Secondly, counselling sessions may help students to be
more aware and thereby be able to deal with such issues in a better and effortless manner.
Moreover, Ms. Sehrish stated that the most important factor is that normalizing mental health
conversations in schools can also provide increased awareness to parents and other members of
society, and can help people connect better and build healthy social relationships (See Appendix
C: Authority 1 and 2, Question 9). All of this can be linked with the conclusion of Wang’s (2021)
research that providing students with a safe and supportive environment can ultimately lead to
better mental health and thereby more successful college careers.
Further, Mr. Hamza stated that incorporating mental health education into schools is very
important because it will help students to be more empathetic and understanding towards each
other and especially towards those suffering through mental illnesses. Similarly, Ms. Saleha said
that mental health support should definitely be provided at schools because firstly it will lead to
greater mental health awareness. Secondly, it will act as a pushing force for people to come out
of their shells and discuss mental health more openly. Thirdly consulting a therapist may help in
early prevention of illnesses like stress, anxiety and depression. Lastly, mental health education
in schools will help pupils cope with their problems in a better way and it will have a significant
positive impact on the academic performance, personality and social skills of students (See
Appendix C: Affectee 1 and 2, Question 10).

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Hence, as per the analysis of data the students are now aware of mental health and somewhat
know about its implication as well. However, this awareness is not received through educational
institutes as they lack in providing mental health support. Moreover, incorporating mental health
education through various ways mentioned before, can help yield several benefits for the
secondary and higher secondary school students of Pakistan.

Limitations

Several limitations were encountered when the research was conducted to determine how
important the incorporation of mental health education can be for the secondary and higher
secondary school students

Firstly, the sample was selected only from the private secondary and higher secondary schools of
Lahore, leaving behind the public schools which are also present in large numbers in Pakistan.
Hence, the research might not be very fair or representative enough for the public-school
students.

Secondly, the sample size chosen for the questionnaires was restricted to 60 students only. The
smaller sample size may lead to lower representativeness and hence generalizations may also be
incorrect for the larger population of students.

Thirdly, the sample profile chosen for the questionnaire was only of students aged 14 to 18 years
old. Not including figures like people of academia such as psychology professors, education
policy makers, psychologists, and parents of the students, might have led to a loss of important
information which otherwise would have helped in the research.

Fourthly, due to limited access to respondents and time constraints, we could not conduct this
research on a larger scale i.e., testing the student population outside of Lahore. Hence, leading to
lower representativeness for rest of the schools of Pakistan.

Fifthly, due to time constraints i.e., only two to three weeks, for the data collection and analysis,
it might be possible that the researchers missed out on some other important details and thereby
the analysis could be improved otherwise.

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Lastly, our sample was age restricted i.e., it included students of age between 14 to 18 years old,
and not included any student below or above that age group. Thereby, the results of the
population might not be applicable for rest of the students.

Every research study is bound to have some limitations and so is the case with this study.
However, apart from all these drawbacks the researchers have tried their best to make sure that
the research remains unbiased and relevant. Moreover, all schools in Pakistan follow a similar
curriculum hence, conducting a research based on schools in Lahore only might not lower the
representativeness of the research.

Conclusion
The rise in mental health issues among students in Pakistani schools over the past decade has
made it necessary to incorporate mental health education into the school curriculum. Providing
education about mental health to secondary and higher secondary school students can be
significant in many ways such as better academic results, improved personality and social skills.
In light of the evidence provided by survey results and interview responses, it can be concluded
that the education policy makers should make mental health education a part of the existing
curriculum, as majority of the respondents demonstrated firm faith that this incorporation will
impact the lives of students in positive ways. The respondents anticipated that if this integration
takes place students will be able to pursue their academic careers, personal matters and social
lives in an effective manner.
If the respective authorities are unable to bring about these changes in the secondary and higher
secondary curriculum, the students in Pakistan will continue to suffer from mental illnesses
which may have detrimental and long-lasting effects on them. In the future it is hoped, that on
the basis of this research, necessary changes are made in the school curriculum and at each and
every level. However, further research is needed to better understand the most effective and
useful approaches to incorporate mental health education into Pakistani schools, including the
use of technology and innovative strategies to engage students. The open discourse at school will
pave the way for more direct conversation at home and in other public settings and eventually
will lead to greater awareness and acceptance of mental health issues in Pakistan.

Recommendations

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Mental health education can be provided in a variety of ways. Here are some recommendations:

 Schools can play an important part in creating awareness amongst students at an early age
by incorporating mental health education in the school curriculum through mandatory
psychology courses. This will reduce the stigma students attach with such concerns.
 Teachers should be given training to recognize early symptoms of mental illnesses so
these issues can be addressed promptly and students are provided with resources and
support when required.
 One of the most important ways in which mental health education can be initiated is by
encouraging open discussion. Providing students with a comfortable and supportive
environment will allow them to share their experiences without the fear of being judged.
 Schools in Pakistan should promote psychology as a subject and as a profession.
Psychology teachers should not be discriminated in pay with other subject teachers that
might be considered more important in the eyes of the administration.
 Hiring counsellors and psychological therapists who specialize in treating people with
mental health issues, emotional distress and behavioral problems can help students
address their specific concerns.
 The government and education policy makers should encourage schools to provide
mental health support.
 Schools should also be funded in order to financially support schools in hiring of
therapists and other counsellors.
 Based on this research, in the future mental health education may also be integrated at the
primary level of Pakistani schools.

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IMPORTANCE OF MENTAL HEALTH EDUCATION

References

 Zada, S., Wang, Y., Zada, M., Gul, F. (2021). Effect of Mental Health Problems on
Academic Performance among University Students in Pakistan. International Journal of
Mental Health Promotion, 23(3), 395–408. https://doi.org/10.32604/IJMHP.2021.015903
 Richter A, Sjunnestrand M, Romare Strandh M, Hasson H. Implementing School-Based
Mental Health Services: A Scoping Review of the Literature Summarizing the Factors
That Affect Implementation. Int J Environ Res Public Health. 2022 Mar 15;19(6):3489.
doi: 10.3390/ijerph19063489. PMID: 35329175; PMCID: PMC8948726.
https://doi.org/10.3390%2Fijerph19063489
 Valeria Cavioni 1, Ilaria Grazzani and Veronica Ornaghi, Mental health promotion in
schools: A comprehensive theoretical framework, International Journal of Emotional
Education, Volume 12, Number 1, April 2020 pp 65 – 82, www.um.edu.mt/ijee

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IMPORTANCE OF MENTAL HEALTH EDUCATION

 R Vanderlind, (2017). Effects of Mental Health on Student Learning. The Learning

Assistance Review, Volume 22, Number 2.
 Sutherland, Patricia Lea, "The Impact of Mental Health Issues on Academic Achievement
in High School Students" (2018). Electronic Theses, Projects, and Dissertations. 660.
https://scholarworks.lib.csusb.edu/etd/660
 Shim YR, Eaker R, Park J. Mental Health Education, Awareness and Stigma regarding
Mental Illness among College Students. J Ment Health Clin Psychol (2022) 6(2): 6-15
 Norwich, Brahm & Moore, Darren & Stentiford, Lauren & Hall, Dave. (2022). A critical
consideration of ‘mental health and wellbeing’ in education: Thinking about school aims
in terms of wellbeing. British Educational Research Journal. 48. 10.1002/berj.3795.
 Rossen, E., & Cowan, K. C. (2014). Improving mental health in schools. Phi Delta
Kappan, 96(4), 8–13. https://doi.org/10.1177/0031721714561438
 Milin, Robert & Kutcher, Stan & Lewis, Stephen & Walker, Selena & Wei, Yifeng &
Ferrill, Natasha & Armstrong, Michael. (2016). Impact of a Mental Health Curriculum on
Knowledge and Stigma Among High School Students: A Randomized Controlled Trial.
Journal of the American Academy of Child & Adolescent Psychiatry. 55. 383-391.
10.1016/j.jaac.2016.02.018.
 Asima Mehboob Khan, Rachel Jenkins, Stuart Lancashire, Rizwan Taj, Zenab Ayub
(2013), Promotion of School Mental Health Programme in Pakistan - A Whole School
Approach. South Asian Journal of Psychiatry (volume 3:1, March 2013).
 Bibi A, Blackwell SE, Margraf J. Mental health, suicidal ideation, and experience of
bullying among university students in Pakistan. J Health Psychol. 2021 Jul;26(8):1185-
1196. doi: 10.1177/1359105319869819. Epub 2019 Aug 23. PMID: 31441329.
 https://www.who.int/publications/i/item/9789240049338

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IMPORTANCE OF MENTAL HEALTH EDUCATION

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IMPORTANCE OF MENTAL HEALTH EDUCATION

APPENDIX

Appendix A

Interview Questions Authority

1. How do you define mental health?
2. How often is mental health discussed in our society?
3. Do you believe that Pakistani education system lacks mental health education especially
at the secondary and higher secondary level?
4. How important it is for secondary and higher secondary school students to get mental
health education?
5. What experience do you have working with mental health affectees in educational
settings?
6. What are the most common mental health issues you have seen in educational settings?
7. What aspect of a student’s life is most affected by these issues?
8. What do you recommend for incorporating mental health education in the secondary and
higher secondary curriculum?

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IMPORTANCE OF MENTAL HEALTH EDUCATION

9. What benefits will this incorporation bring for the students?

Interview Questions Affectee

1. Have you encountered any mental health issue? Can you please describe it?
2. Were you able to find any support?
3. Did it affect your personality? If yes, then how?
4. How did it hinder your academic performance?
5. What effect did it have on your social relationships?
6. What aspect of your life has been most affected?
7. Has Pakistani society normalized the concept of consulting a therapist?
8. Should classes about mental health and wellness be added to school curriculum? How
often do you think such classes should be held?
9. Any other recommendations for this incorporation?
10. How would promoting mental health awareness in schools affect a student’s life?

Questionnaire: Mental Health Education in Pakistani high-schools

The purpose of this survey is to study how important mental health education can be. Kindly tick
the appropriate option. Your honesty would be appreciated.

Q1) Have you heard of the term mental health?

Yes No

Q2) How did you come to know about mental health?

School

Family and Friends

Social media

Q3) How important is it to you?

Very important

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Important

Neutral

Somewhat Important

Not at all important

Q4) Have you experienced mental health problems at any point between the age of 14 and now?

Occasionally

Sometimes

Often

Always

Q5) Were you able to find any help?

Yes No Maybe

Q6) Which of the following is most affected by the mental health issues faced by the students?

Academic progress

Personality (self-esteem)

Social relations

Q7) How important mental health education is?

Very important

Important

Neutral

Somewhat Important

Not at all important

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Q8) Do you find mental health education in the current school curriculum (grade 9 to 12)?

Yes No

Q9) Do you think it is important to incorporate mental health education in school curriculum?

Yes No Maybe

Q10) If yes, why do you think this incorporation is important.

______________________________________________________________________________
______________________________________________________________________________

Q11) If you had lessons and support in regards to mental health in school, do you think you
would be in a better mental place than you are currently?

Yes No Maybe

Q12) If schools did have semi-regular teaching and support in regards to mental health, how
often would you want to have it?

Daily Weekly Monthly

Q13) How likely is it that this integration will benefit the secondary/higher secondary school
students in overcoming the mental health issues?

Highly likely Likely Neutral Unlikely Highly unlikely

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Appendix B

Questionnaire responses

Graph 1

Graph 2

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Graph 3

Graph 4

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Graph 5

Graph 6

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Graph 7

Graph 8

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Graph 9

Graph 10

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Graph 11

Graph 12

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Few of the responses of the qualitative question asked in the survey:

Image 1

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Appendix C

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Transcribed Interviews: Authority and Affectee

Authority 1: Ms. Natasha Sohail, Psychology teacher and therapist

Question 1: How do you define mental health?

Answer: Mental health is more than what people think of it. Like with psychology, I feel like
everyone looks at it in a very like, one view kind of thing where you just think about mental
illness, right? So even with mental health, while we are talking about, yes, we're talking about
disorders, we're talking about what does go wrong with people and the human psyche. But
mental health also entails things that go right. So having a good bill of mental health, also means
that you take into account that you know how somebody is supposed to regulate their emotions,
how somebody is supposed to go through the day, how you kind of schedule things is also very
related to your mental health and your mental well-being.

Question 2: How often is mental health discussed in our society?

Answer: Mental health is now discussed more among the youth however the older generation
still have not accepted the idea of mental illnesses and hence is mostly not discussed in our
society.

Question 3: Do you believe that Pakistani education system lacks mental health education
especially at the secondary/higher secondary level?

Answer: Yes, Pakistani schools definitely lack mental health education as they fail to facilitate
students with mental health support. Moreover, even the education policy makers do not
encourage schools to provide mental health education because they are afraid of where the
conversation about mental health can lead to.

Question 4: How important it is for secondary and higher secondary school students to get
mental health education?

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IMPORTANCE OF MENTAL HEALTH EDUCATION

Answer: It is extremely important because schools can play a vital role in creating and spreading
mental health awareness. Schools in this way can help pupils to for example cope with their
childhood traumas, and hence those traumas will not become an inherent part of their personality.
Moreover, it may help students to focus on their studies in a better way.

Question 5: What experience do you have working with mental health affectees in
educational settings?
Answer: I have found that if students are provided an informal setting such after class
discussions or some other activities where they are able to express their feelings and emotions, it
helps students to cope with problems like stress and anxiety as they are able to reregulate their
emotions.

Question 6: What are the most common mental health issues you have seen in educational
settings?
Answer: Chronic stress, severe anxiety and depression are the most common issues found in
students. Especially, during the pandemic, a higher number of students faced these mental
illnesses as they found it difficult to learn in a new way.

Question 7: What aspect of a student’s life is most affected by these issues?

Answer: Emotional regulation is a huge issue as students who suffer through mental illnesses are
constantly stressed and fatigued due to which they stress eat which might cause physiological
problems. So, this is a very vicious cycle as depression, stress etc. might increase affecting the
person in an adverse manner. However, all of this will most importantly affect the academic
learning of a student which might result in poor grades and declining GPAs.

Question 8: What do you recommend for incorporating mental health education in

secondary and higher secondary curriculum?
Answers: There should be on campus therapists, and mandatory empathy building lectures for
students must be held. Students must be encouraged to consult the therapists and learn how to

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IMPORTANCE OF MENTAL HEALTH EDUCATION

cope with their problems. Moreover, like many other courses Psychology should also be made
mandatory as a school subject so that there is greater awareness about mental health.

Question 9: What benefits will this incorporation bring for the students?
Answer: This integration will definitely make the school environment kinder and more
supportive for each and every student regardless of the fact who is facing a mental health illness.
The awareness spread at school level amongst the students will help them become more
empathetic and thereby will be able to help each other. All of this will leave a positive impact on
a student’s life let it be the academics, personality or social behaviour.

Authority 2: Ms. Sehrish Raheel, Counselling Psychologist and Psychology Professor

Question 1: How do you define mental health?

Answer: Mental health is a referred as emotional social and psychological well-being of a
person. A healthy person is able to understand his emotions and behave accordingly.

Question 2: How often is mental health discussed in our society?

Answer: Mental health is not openly discussed in Pakistani society as victims are stigmatized
and do not seek help for fear of being labeled as mentally retarded. Estimated misunderstandings
about mental health; lead to the assumption that mental health problems only affect people with
intellectual disabilities. Because of such perceptions, mental health is seen as something out of
the ordinary, not something that people should mention.

Question 3: Do you believe that Pakistani education system lacks mental health education
especially at the secondary and higher secondary level?
Answer: Yes, education system despite being an important part of society also neglects the
impact of mental health issues at matric and intermediate level: Counselling psychologists are
discriminated in Pakistan as Pakistan's society fails to recognize the importance of counselling
psychology. Only a few universities teach counselling psychology as a major subject.

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Question 4: How important it is for secondary and higher secondary school students to get
mental health education?
Answer: It is essential for Pakistani students to engage in sessions with counseling psychologists
They Can help students identify issues which hinder their progress. Students are able to come to
terms with the fact that they are dealing with a specific problem and develop an understanding of
their repressed emotions that might have led to negative behaviors. During this special time,
students experience increased pressure from school workload, family expectations, and social
demands

Question 5: What experience do you have working with mental health affectees in
educational settings?
Answer: Over the years, students have been facing mental illnesses such as stress and anxiety,
but however mostly they have remained unsuccessful in coping with those issues. Students when
suffering through such issues prefer not to engage with people even with their peers.

Question 6: What are the most common mental health issues you have seen in educational
settings?
Answer: Stress and anxiety are the most common issues, and depression also exists among many
students.

Question 7: What aspect of a student’s life is most affected by these issues?

Answer: As stated before mental health affects the overall well-being of an individual and
thereby a student’s life can be impacted in several ways. However, academic performance and
social skills are usually the most affected.

Question 8: What do you recommend for incorporating mental health education in the
secondary and higher secondary curriculum?
Answer: Schools need to hire counselling psychologists and encourage students to consult them
whenever required.

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Question 9: What benefits will this incorporation bring for the students?
Answer: Counseling with mental health practitioners will assist them in sorting out their
emotions which may help in improving their lives. Moreover, it will help break the stigma which
persists in Pakistan about mental health. This will ultimately help students identify their
strengths, weaknesses, and interests and make appropriate decisions. As a result, students may
make positive behavioral changes and openly express concerns in such an inclusive environment.

Affectee 1: Mr. Hamza Nauman, A level student

Question 1: Have you encountered any mental health issue? Can you please describe it?
Answer: Yes, during the first year of my A levels I suffered through severe anxiety and
depression.

Question 2: Were you able to find any support?

Answer: Not really. Finding any support was difficult and thereby I had no one but myself.

Question 3: Did it affect your personality? If yes, then how?

Answer: Yes, it adversely affected my personality because I went into self-isolation and it made
me a very quiet and reserved person. I procrastinated a lot as everything seemed meaningless.

Question 4: How did it hinder your academic performance?

Answer: In the beginning of my A levels, I was not able to perform well academically. It could
be seen in my results as I got marks like 4 out of 50. Surely my academic performance was in a
decline.

Question 5: What effect did it have on your social relationships?

Answer: Going into self-isolation for long period of time made me anti-social. I avoided
communicating with my friends and family and even did not go in any sort of social gatherings.
All of this definitely affected my social skills in a negative way.

Question 6: What aspect of your life has been most affected?

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Answer: My academic progress is the most affected however to some extent I feel like my social
skills have been affected in a very negative way too.

Question 7: Has Pakistani society normalized the concept of consulting a therapist?

Answer: No not at all. The Pakistani society still considers anyone suffering through mental
illnesses, even like depression, as an “insane person” and has still not accepted that mental health
is not just confined to that.

Question 8: Should classes about mental health and wellness be added to school
curriculum? How often do you think such classes should be held?
Answer: Yes, these classes should definitely be a part of schools just like any other subject
because it is important to be aware of mental health and its implications. Initially at least twice a
week and then later can even be held daily.

Question 9: Any other recommendations for this incorporation?

Answer: Apart from workshops and seminars for mental health awareness, teachers should also
be more supportive towards students. Schools should not only be a place to get formal education
instead emotional education should also be provided.

Question 10: How would promoting mental health awareness in schools affect a student’s
life?
Answer: A student might feel better when others are able to understand him/her and thereby a
student might be able to perform better academically and socially too.

Affectee 2: Ms. Saleha Ahmed, Intermediate student

Question 1: Have you encountered any mental health issue? Can you please describe it?
Answer: Yes, during the early COVID-19 pandemic when the schools shifted to online learning I
suffered through severe anxiety and depression.

Question 2: Were you able to find any support?

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Answer: Apart from a few family members, I don’t think so I was able to get support from
anyone else.
Question 3: Did it affect your personality? If yes, then how?
Answer: Yes, initially I became more intolerant and could not handle my emotions. However,
once I recovered from the illness, I became mole self-aware and much more cautious about my
mental health.

Question 4: How did it hinder your academic performance?

Answer: The analysis of my academic performance might come out as a very curvy graph
because I was not able to maintain my motivation and concentration on studies. It felt eerie to sit
on a desk for 6 to 8 hours especially during the online classes.

Question 5: What effect did it have on your social relationships?

Answer: Mental illnesses usually make people go into self-isolation and same happened with
me. I went into self-isolation and hence did not want to interact with people even with my school
friends.

Question 6: What aspect of your life has been most affected?

Answer: I believe mental illnesses overall affect a person however if I were to choose one aspect
which is most affected is definitely my academic performance.

Question 7: Has Pakistani society normalized the concept of consulting a therapist?

Answer: No, the idea of consulting a therapist is still not accepted because there are many
stigmas and taboos attached with mental illnesses in Pakistan. There is very less mental health
awareness and acceptance is low too.

Question 8: Should classes about mental health and wellness be added to school
curriculum? How often do you think such classes should be held?
Answer: Yes, these classes should definitely be a part of the school routine and must be held at
least thrice a week.

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Question 9: Any other recommendations for this incorporation?

Answer: I think schools should take it step by step as first of all awareness should be created
through weekly seminars and workshops. Then gradually classes about mental health must
become a part of the daily school routine. The gradual change will help people engage, and
accept the changes more easily.

Question 10: How would promoting mental health awareness in schools affect a student’s
life?
Answer: It will help students to be more aware of the menta illnesses and hence will be able to
cope better with all the associated problems. Moreover, students will be able to push themselves
out of the shells and hence discuss their mental health more openly.

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