Expressions India, in collaboration with the Association of Indian School and University Counsellors and Allied Professionals (AISUCAP), hosted a two-day national conference on 27th and 28th February 2025 at Moolchand Hospital. The conference focused on enhancing school-level mental health initiatives, exploring counselling practices, and fostering a dialogue around policies, challenges, and best practices in the mental health space. The event saw participation from a diverse group of stakeholders, including teachers, counsellors, principals, researchers, and students from across India.
Day 1: Engaging Discussions and Valuable Insights
The conference began with a formal lighting of the ceremonial lamp, followed by the felicitation of distinguished guests, including Mr Vineet Joshi, Director General of the National Testing Agency; Dr Joseph Emmanuel, Director of the Central Board of Secondary Education (CBSE); Dr H.K. Chopra, cardiologist at Moolchand; Ms Ameeta Mulla Wattal, Chairperson & Executive Director of Education, Innovations, and Training at DLF Foundation Schools.
The morning session featured presentations on themes such as Inclusive Schools and the Mental Health Paradigm, Transitional Schooling Years, Socio-Emotional Support for Special Needs Students, Child Mental Health Safety, and Peer-Led Interventions for Adolescent Development.
Ms Tania Joshi, Principal of The Indian School, participated as a panelist in the discussion on Inclusive Schools and the Mental Health Paradigm – Emerging Perspectives. She emphasised the importance of incorporating mental health awareness across all school staff, not just limiting it to counsellors. Her talk advocated a holistic approach where self-awareness, play, and genuine connection with students are integral to creating a supportive school environment.
Following a brief lunch, the afternoon saw paper presentations and an extensive panel discussion on POCSO and the JJ Act. Moderated by Dr Jitendra Nagpal, Psychiatrist at Moolchand, the discussion delved into the complexities of working with POCSO at the school level, touching upon sensitive topics such as consent, teenage relationships, and how to navigate these issues within a legal framework.
Day 2: Expanding Horizons and Innovative Approaches
The second day kicked off with an engaging panel discussion on strengthening the family-school partnership and themes like Transitional Years from School to University, Enriching Tertiary Linkages, and Counsellor Leadership Paradigms. Ms Meghna Joshi, School Counsellor, presented her paper titled ‘Heartbreak as Pedagogy – The Value of Storytelling, Listening, and Emotional Experience in Developing Life Skills in Adolescents’.
In her presentation, Ms Joshi advocated a pedagogy that treats experience as text and listening as a pedagogic tool within classrooms. She emphasized that listening, often one of the most difficult skills to master, is essential to truly understanding what students are going through. By integrating psychodynamic ideas such as self-reflexivity and countertransference—both of which are epistemological tools—she suggested creating an emotional curriculum that is as vital and consistent as subjects like mathematics or Hindi. This emotional curriculum, built on active listening and a deeper understanding of student experiences, could play a crucial role in supporting adolescents' development.
The event concluded with citations for the participants and a closing ceremony, celebrating the collective efforts towards bridging the gap in school mental health initiatives.
A Step Towards Holistic Development
This conference served as an important platform to share ideas, explore innovative practices, and strengthen the connection between mental health and education. It reinforced the need for an integrated approach to student well-being, highlighting the role of school communities in fostering emotional and psychological resilience. The insightful discussions and presentations provided valuable takeaways for all attendees, empowering them to make meaningful changes in their respective institutions.
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