This situational analysis examines school‑based mental health needs among adolescents in Amravati, Maharashtra, drawing on survey data from 121 students across government, semi‑government, and private schools. Guided by the Socio‑Ecological Model and the Transactional Model of Stress and Coping, the study investigates how institutional characteristics, socio‑cultural contexts, and individual factors interact to shape emotional wellbeing, academic stress, coping patterns, and help‑seeking behaviors. Quantitative findings reveal marked disparities across school types and boards: private English‑medium students reported higher academic stress but greater mental health literacy, while government school students demonstrated comparatively higher emotional wellbeing. Semi‑government students showed the greatest emotional vulnerability, reflecting the influence of resource constraints and school climate. Gender differences were also evident, with boys exhibiting more polarized wellbeing profiles and girls clustering in the fair‑to‑excellent range. These patterns align with national evidence on academic pressure, stigma, and gendered coping norms in India. The findings underscore the need for multi‑level, context‑sensitive school mental health interventions that address structural inequities, strengthen teacher and peer support systems, and integrate culturally resonant coping practices. The study contributes to the limited evidence base on adolescent mental health in semi‑urban Indian settings and offers actionable insights for policy and program development.
Bhandare et al. (Thu,) studied this question.