A Study of Teachers’ Professional Development to Promote the Mental Well-Being of Students

Mental well-being is essential for the personal growth and academic success of students. Teachers are observing students with conduct problems that have their source in emotional distress, peer pressure, school pressures, and home problems. These behavioural difficulties—aggression and withdrawal, to anxiety and defiance—tend to interfere with learning and interpersonal relationships, particularly if not dealt with. Promoting the well-being of students within the educational framework is essential for building emotionally balanced, socially compliant, and academically successful students. NEP 2020 has also emphasized the holistic development of students, including their emotional and mental health. Youth Self-Report (YSR) form, a part of the Achenbach System of Empirically Based Assessment (ASEBA) developed by Achenbach and Rescorla (2001), was used to collect data. The research examines the behavioural issues among secondary stage students in government and private schools, highlighting the psychological disparities and the implications for the educators. The study finds significant differences in behavioural problems between the two groups. The research also examines gender-based disparities in teen behaviour, whereby male students are revealed to have more behavioural issues than females. The results highlight the need for teacher professional development to empower educators with skills to identify and manage behavioural challenges to ensure a supportive and mentally healthy school environment