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Purpose The expansion of online learning in India has enhanced accessibility and flexibility in education but has also led to growing concerns about students’ mental health. This study aims to examine the adverse effects of excessive online learning on secondary school students in Tier 1 Indian cities, focusing on anxiety, stress and burnout. It identifies key stressors, including prolonged screen time, social isolation and academic pressure, and highlights the need for a balanced approach that integrates mental health considerations into India’s evolving education system. Design/methodology/approach A quantitative research approach was used to analyze the relationship between online learning and mental health outcomes. Data were collected from 475 students in Grades 9–12 through an online survey using stratified random sampling. The survey assessed generalized anxiety disorder (GAD), stress and burnout levels alongside online learning habits. Structural model analysis was conducted to evaluate relationships between these variables, with path coefficients measuring the influence of GAD on stress and burnout. Findings The study found strong correlations between excessive online learning and mental health challenges. GAD significantly influenced both stress (path coefficient = 0.571) and burnout (path coefficient = 0.512). Major contributing factors included prolonged screen exposure, lack of peer interaction and academic workload. The findings underscore the need for intervention strategies such as regulated screen time, mental health support and hybrid learning models to create a healthier digital learning environment. The study highlights the importance of contextual factors such as socio-cultural pressures and digital inequality in shaping students’ mental health outcomes in India. Research limitations/implications This study focuses on secondary school students in Tier 1 Indian cities, limiting its applicability to rural students and those from different socio-economic backgrounds. The reliance on self-reported data may introduce bias, and external factors like parental support and school policies were not explored in depth. Future research should use longitudinal studies to assess long-term effects and develop targeted interventions for diverse student populations. Practical implications The study calls for structured online learning policies that prioritize student well-being. Recommendations include mental health awareness programs, screen time regulation, peer engagement and hybrid learning models. Training for teachers and parents to identify early signs of anxiety and burnout is crucial for fostering a supportive learning environment. Social implications The rising dependence on online education has intensified mental health issues among Indian students, exacerbated by social isolation and academic pressure. Policies must address mental health counseling in schools, equitable digital access and community-driven initiatives to mitigate these challenges. Promoting a culture of well-being in education ensures both academic success and emotional resilience Originality/value This study offers a novel, empirical examination of the impact of online learning on Indian secondary school students’ mental health. By integrating structural model analysis, it provides critical insights for policymakers, educators and mental health professionals to design balanced online education strategies that support student well-being.
Anjali Singh (Wed,) studied this question.