Learning from Global Models: Reforming India's Legal Framework for Student Mental Health
DOI:
https://doi.org/10.29070/xsejhp38Keywords:
Mental Health of Students, Tertiary Education, Legal Structure, Rights-Oriented Perspective, Institutional Accountability, IndiaAbstract
Mental health among students has become a significant issue in higher education, especially in India, where increasing instances of psychological suffering and student suicides emphasize systemic shortcomings. Although there are legislative and policy tools like the Mental Healthcare Act of 2017, the National Education Policy 2020, and UGC guidelines, the existing framework is still disjointed, non-enforceable, and inadequately suited to meet the particular needs of students.
This paper analyzes the development of mental health as an essential human right and positions student well-being within a legal framework based on rights. It examines global frameworks from regions like the United States, United Kingdom, Australia, and Finland to pinpoint effective practices, including required institutional responsibilities, cohesive service provision, and proactive mental health measures. The study, viewed through a comparative perspective, emphasizes considerable deficiencies in India’s legal and institutional frameworks, such as ineffective enforcement, absence of accountability, insufficient trained personnel, and ongoing social stigma.
Drawing from these insights, the paper suggests a robust and binding legal framework for India that highlights the statutory acknowledgment of student mental health, well-defined institutional duties, safeguarding of student rights, regulatory oversight, crisis intervention systems, and sustainable funding strategies. The research advocates for a change in perspective from a welfare-oriented response to a proactive, rights-focused framework that incorporates mental health into the central operations of higher education institutions.
These reforms are crucial not only for protecting student welfare but also for advancing academic achievement, social inclusion, and national progress.
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