Experts are critically examining the educational landscape in the United Kingdom and India, noting that traditional schooling may be contributing to increased mental health challenges among students, according to mounting evidence. As concerns grow regarding attendance metrics and the wellbeing of learners, educators and mental health professionals are advocating for a significant change—prioritising student emotional and psychological health in educational policy and practice. 

The discussion in the UK has become more pronounced due to increasing school absences and the contentious designation of aschool refuser”. Critics contend that this term may unfairly label children, potentially diverting attention from the underlying systemic issues present in the educational environment. In their collaborative work, What Can We Do When School’s Not Working?, Abigail Fisher, Naomi Fisher, and Eliza Fricker examine the prevailing notion that a child's hesitance to attend school is merely a personal shortcoming. They argue that the distress experienced by many children is indicative of the institutions designed to support their development. 

Clinical psychologist Naomi Fisher provides an insightful perspective based on her experience, stating, “My experience has shown me that when things are going wrong for a child at school, we tend to locate the problem in young people and their parents.” Insufficient attention is given to what happens in our schools. 

Fisher’s statement emphasises the necessity to reassess the conditions surrounding the learning environment. She provides details about her personal history and reflects, “As a child, I faced challenges in attending school.” People labelled me as suffering from a phobia of school. Children commonly experience 'emotionally based school avoidance', also known as EBSA. Both terms suggest that the issue lies with the child's response to school, rather than addressing the circumstances occurring within the school environment. A shift in perspective is necessary. Evidence suggests that numerous children struggle to thrive and learn within the current educational systems established for them. Observing our children’s emotional and behavioural reactions provides crucial feedback regarding the system and serves as a catalyst for necessary change. 

The statements challenge the prevailing notion that attendance directly correlates with educational achievement. The emphasis on punitive measures and strict attendance policies overlooks the complex realities of mental distress, which is not merely an isolated issue but rather a reflection of wider systemic failures. 

The Indian education system faces a range of challenges, influenced by distinct underlying factors. Data from the National Family Health Survey (NFHS-5) indicates that a considerable number of students discontinue their education due to factors including "lack of interest", financial constraints, and household responsibilities. Although these factors have been widely examined, there is a growing emphasis on the mental health dimensions associated with the statistics. 

Recent studies and insights from Indian mental health experts suggest that what is often referred to as "lack of interest" could frequently be indicative of underlying emotional distress. Research conducted by the Indian Psychiatric Society, along with findings from the National Institute of Mental Health and Neurosciences (NIMHANS), indicates that a considerable percentage of Indian students, estimated between 20% and 30%, exhibit notable symptoms of anxiety and depression. The curriculum frequently lacks meaningful engagement for students, which contributes to the worsening of mental health issues and intensifies feelings of alienation and hopelessness. 

This understanding suggests that the disinterest reported by many dropouts may not solely stem from a lack of motivation but could be associated with the stressors created by an education system that fails to accommodate diverse needs. The combination of strict curricula, demanding examinations, and a highly competitive academic landscape has led to an increasing mental health crisis among young people in India. The factors contributing to educational disengagement are complex and multifaceted. They stem from socioeconomic constraints and cultural influences, as well as the current system's shortcomings in addressing emotional well-being. 

The differences between the UK and India are significant and provide valuable insights. In the UK, the developing narrative highlights the understanding that the current operational methods of schools may unintentionally contribute to chronic stress and burnout in students. Standardised testing and attendance benchmarks frequently prioritise measurable outcomes, which can overshadow the importance of addressing the emotional needs of young learners. Experts in the UK are advocating for a shift towards what they term "psychologically healthy schools," emphasising the importance of collaboration, empathy, and authentic support over punitive measures. 

In India, the dropout crisis is influenced by a combination of economic, cultural, and infrastructural challenges, with the mental health aspect gaining recognition as an important factor. Indian educational reformers are examining options like open schooling, vocational training, and adaptable curricula aimed at improving the mental well-being of students. The initiatives focus on establishing an educational framework designed to accommodate the varied needs of Indian learners, shifting away from the traditional one-size-fits-all model that has historically prevailed in the system. 

Both nations are confronted with the significant challenge of redefining education to emphasise student well-being. In the United Kingdom, the writers of What Can We Do When School’s Not Working? have presented their findings. It can be argued that recognising children’s emotional and behavioural responses as essential feedback allows schools to act as catalysts for transformative change. It is noted that schools serve as the primary environment for young people, where they allocate a significant portion of their time and undergo substantial personal development. Students are gaining insights not only from the content of their lessons but also from the manner in which they are treated. 

They further assert that creating psychologically healthy schools necessitates intentional changes by educators and school leadership teams focused on collaboration and relationship-building. It is not a spontaneous occurrence. Implementing change in education requires considerable courage, as the dominant culture prioritises the enhancement of test scores, and numerous interventions are evaluated based on this criterion. 

Advocates in India are calling for systemic change, highlighting that a reformed education system should focus on both academic achievement and the nurturing of mental health. It is evident that there is a necessity to progress beyond conventional models, as both countries have experienced the negative consequences of prioritising metrics at the expense of comprehensive individual development. 

The ongoing discussion regarding mental health in educational systems in the UK and India reveals a significant issue: existing models are inadequate in addressing the emotional and psychological requirements of students. Policymakers in both nations should consider these warnings and focus on reforms that promote inclusivity and well-being. A transition from punitive attendance policies to empathetic, student-centred approaches is necessary to foster resilient and capable future generations.