Mindfulness is a state of mind in which a person becomes aware of own physical, mental and emotional condition at the present moment without its judgement. Mindfulness meditation, gentle yoga movements, breathing exercises, guided imagery are mindfulness approaches. Mindfulness-based stress reduction, mindfulness-based cognitive therapy (MBCT), dialectal behavior therapy (DBT), and acceptance and commitment therapy (ACT) are some mindfulness-based interventions currently utilized in therapy. Stress, distractions, increased workloads, continuous connectivity through technology, difficulty maintaining boundaries between work and personal life often lead to burnout, reduced productivity and overall damaged well-being become everyday challenges in today’s fast paced, high pressured work environment. Mindfulness is a practice proved scientifically provides a powerful solution to these challenges. Organizations today are implementing psychological interventions to promote the job performance and wellbeing of their employees. Mindfulness-based interventions (MBIs) can contribute to providing workers with competencies and skills and develop their strengths.

Of late we are living in the modern world of technology, improved medical services and healthcare methodology. Alas, nature has set its own system of human life replenishment in order to balance the nature. As per the study by 2030, one in six people in the world will be aged 60 years or over. India is not exception to this Ageing cycle. It is revealed that comprising over 10% of India’s population, older adults ageing may be 60+ is a growing concern, that may get victim of mental health problems. The India Ageing Report 2023 notes that by 2050, the share of senior citizens — aged 60 years and above — will rise to 20.8 per cent of the population. That is close to 347 million. This is a steep rise from the 2022 demographic of 149 million elderly persons, which was about 10.5 per cent of the country’s population. As per the report’s projection by the end of the century, the elderly population in India is expected to make up over 36 per cent of the total population. This projection is also affirmed by the World Population Prospects 2022 report, which mentioned that the proportion of senior citizens will reach 36.1 per cent of the population of India by 2100, comprising more than 550 million people. Objectives of the study: To assess the mental health status of older adults and explore possible ways of interventions to improve their mental health. of older adults. Research design: A descriptive research design was utilized. The respondents were from urban area. A simple convenient sample of 50 older adult men and women were respondents. Results: Relationship with family members has a low positive correlation (.330) with mental health of older adults, and the correlation is statistically significant at a moderate level (0.01< P > 0.05). Negative poor correlations have been established between mental health status and demographic variables like educational status and source of income. It’s also reflected in the research study that there is a significant number of older adults with low mental health status. Recommendation: A health education program for older adults about mental health is recommended. There is a need to raise awareness in the public and other professionals about the unmet needs of geriatric mental health, develop adequate human resources, and strengthen intersectoral collaboration.

The well-being of teacher educators is a crucial determinant of educational quality and institutional success. This empirical study investigates the role of Teacher Education Institutions (TEIs) in Maharashtra in fostering educator well-being and cultivating a thriving workforce. Employing a mixed-methods approach, the research surveyed 550 teacher educators and conducted 30 in-depth interviews. The study examines the level of well-being, identifies institutional support factors, analyzes the relationship between well-being and teaching effectiveness, and explores educators’ perceptions of institutional policies. The findings highlight the significant role of mentoring, peer support, and policy clarity in promoting well-being. The paper concludes with practical recommendations for TEIs, acknowledges study limitations, and suggests avenues for future research.

Education systems worldwide have been disrupted by events such as pandemics, natural disasters, armed conflicts, and rapid technological advancements. During these periods, frontline teachers must continue their teaching duties under challenging and uncertain conditions. Educator resilience is therefore essential to ensure that learning continues without major interruption. This paper reviews secondary sources to examine how educators respond to and manage educational disruptions. The analysis shows that resilience develops over time and is influenced by multiple factors rather than being a fixed personal trait. Individual commitment, emotional strength, and the ability to adapt to new teaching methods contribute to resilience. Support from peers, school leadership, and local communities further enables educators to manage challenges. Institutions play a critical role by providing professional development opportunities, digital tools, and clear leadership. Persistent challenges, including increased workload, emotional strain, infrastructure gaps, and unequal access to resources, particularly in disadvantaged settings, remain significant barriers. The paper concludes that strengthening educator resilience requires coordinated efforts from individuals, institutions, and policymakers to better prepare education systems for future disruptions.

Teachers play a vital role in shaping students’ learning experiences, yet they often face high levels of occupational stress due to workload, administrative responsibilities, and performance expectations. This study investigates the mental health and Happiness Quotient (HQ) of teaching professionals, examining how happiness influences teacher effectiveness and classroom outcomes. A mixed-method survey was conducted with 50 in-service school teachers and 50 trainee teachers from SSC, CBSE, ICSE, and IB schools in Pune. The survey explored stress levels, causes of stress, coping strategies, awareness of HQ, and perceptions regarding institutional support. Findings revealed that teachers experience significant stress, have limited awareness of their own HQ, and rely primarily on individual coping strategies. All respondents agreed that teacher happiness enhances professional performance and positively affects student outcomes. The study highlights the urgent need for school-based mental health and HQ programs and recommends structured interventions such as counseling, wellness workshops, and professional development on emotional intelligence and work-life balance.

My research paper primarily focuses on the need to sustain the mental health of our women at their work place (here we refer with due focus on the SCHOOL). We need to work on building a positive environment at the workplace that would be safe, supportive and inclusive. For a definition, mental health pertains to emotional, psychological, and social well-being. It is instrumental in how you think, feel, act, handle stress, and relate to others. It is important for Productivity, Confidence and Relationships – at the workplace. This presentation explores key aspects and strategies to foster such a conducive environment. The major reason for selecting this subject matter is an attempt to convey to the women folk around the globe that - THEIR MENTAL HEALTH MATTERS. According to a research paper published by Teaching and Teacher Education (December 2024) Teaching is a complex and demanding profession that requires teachers to navigate various pressures, such as heavy workloads, time constraints, student behaviour management, and external assessments (Collie & Mansfield, 2022; Day & Hong, 2016; Li et al., 2019). Women keep juggling multiple roles – at home & at workplace. She is a daughter, a sister, a spouse, a daughter, a daughter in law, sister in law; prime responsibility - she is a Mother. At the workplace (School) – she is an employee, a teacher, a mentor, a role model, a counsellor, a subject head, a team leader, School Head or a Managerial office bearer. Every role calls for varying priorities & commitments It is majorly observed that while trying to keep pace in fitting into every role – that priorities appear to be clashing, crossing paths and at times – all commitments come to be conceded to at one time. This ends up resulting in constant stress, anxiety and burnouts. Volatile working environments hamper the mental harmony of women, challenging them to the core. The prime focus here needs to be - HEALTHY WOMEN- HAPPY WORKPLACE.

Mental Health is an important factor in work productivity and effectiveness in the workplace. Though remedial measures in the work environment are common in workplace interventions, the need for an independent pathway of prevention in the education system has arisen considerably. The paper is based on an ongoing doctoral research project focused on the development of nutritional literacy programmes for secondary school students. Nutritional literacy includes knowledge and attitudes. Eating behaviours have important applications in the cognitive and mental processes, such as emotion regulation and stress coping. The teenage years include an important phase, where eating behaviours are shaped and practised throughout later stages of adulthood, including the work environment. This article presents a conceptual framework and programme elements that focus on developing adaptive eating behaviours and health-promoting attitudes toward foods.

In contemporary organizations, employee mental well-being is recognized as a fundamental determinant of engagement, productivity, and long-term sustainability. This empirical investigation explores the nexus between Human Resource (HR) practices and psychological health, specifically examining the mediating influence of psychological safety.Utilizing a quantitative methodology, the study employed standardized scales and robust statistical techniques—including regression and mediation analysis—to evaluate data from a diverse organizational cohort. The results demonstrate a significant positive correlation between supportive HR practices and mental well-being. Critically, the data reveals that psychological safety serves as a pivotal explanatory mechanism; HR initiatives foster a climate of interpersonal trust and risk-tolerance, which subsequently bolsters individual psychological resilience.This research enriches HR literature by empirically validating the "black box" through which organizational policies translate into health outcomes. From a practical perspective, the findings underscore that mental well-being is not merely an individual trait but a byproduct of an environment characterized by openness and security. To cultivate a sustainable workforce, practitioners must move beyond perfunctory wellness programs and strategically design HR frameworks that prioritize a safe, transparent, and psychologically supportive organizational culture.

Today's students face increased academic stress, which often affects their concentration, emotional balance, and study habits. This qualitative study uses secondary data from research articles and academic sources to explore the role of regular yoga practice in improving students' study skills and academic readiness. A thematic analysis of existing literature shows that yoga practices such as poses, breathing exercises, and meditation improve concentration, memory, stress management, and self-discipline. These psychological and cognitive benefits contribute to more effective learning and a positive attitude towards learning. The study concludes that yoga serves as a holistic, practical approach to supporting students' academic engagement and overall well-being, and that incorporating yoga into educational environments can promote healthier and more productive study habits.

Contemporary workplaces are increasingly shaped by rapid technological transformation, intensified performance accountability, and heightened emotional demands. Within the education sector, these dynamics have significantly amplified occupational stress, emotional exhaustion, and burnout among teachers, posing serious challenges to individual well-being, instructional quality, and institutional sustainability. Despite growing awareness of workplace mental health, many existing wellness initiatives remain fragmented, individualistic, and detached from the lived experiences of educators. This conceptual paper proposes Digital Storytelling (DST) as an innovative, creative, and participatory workplace wellness intervention for teacher stress management. Drawing upon narrative psychology, constructivist learning theory, narrative therapy, and organizational wellness literature, the paper develops a conceptual framework illustrating how digital storytelling can function as a holistic stress-management tool. Through structured narrative creation and sharing, DST enables emotional externalization, cognitive reframing of stressors, peer empathy, technological empowerment, and collective meaning-making. The paper argues that DST moves beyond deficit-oriented wellness models by recognizing stress as a relational and organizational phenomenon rather than solely an individual problem. By integrating creativity, reflection, and digital literacy, DST offers a scalable, cost-effective, and culturally adaptable approach for fostering psychological well-being and resilient organizational cultures in educational institutions. The paper concludes by outlining implications for policy, leadership, institutional practice, and future research, emphasizing the role of creative narrative-based interventions in promoting humane and sustainable workplaces.

Teacher Education Institutions (TEIs) play a vital role in shaping the future of education. This conceptual research paper explores the integration of mindfulness practices in TEIs to develop a thriving workforce with mindfulness. The education sector is facing numerous challenges, including teacher burnout, stress, and attrition, which can negatively impact student outcomes and the overall quality of education. Mindfulness practices have been shown to have a positive impact on teacher well-being, resilience, and teaching effectiveness. The education sector is evolving, and TEIs must adapt to equip teachers with the necessary skills for success. Mindfulness, a practice of being present and aware, can help teachers thrive in the classroom and beyond. Aim of the Study: To Explore the current state of mindfulness practices in TEIs, 2 To Identify the need and importance, benefits, scope and challenges of implementing mindfulness practices in TEIs. Conclusion: The study concludes that TEIs play a vital role in shaping a thriving workforce by integrating mindfulness practices.

Mental health and well-being at the workplace have become critical concerns in the Indian organizational context due to rapid economic growth, globalization, technological advancements, and changing work patterns. Indian employees face unique stressors such as long working hours, job insecurity, work–family conflict, performance pressure, informal employment, and socio-cultural expectations. This conceptual paper aims to examine the concept of mental health and well-being at the workplace with special reference to India, identify key workplace and socio-cultural determinants influencing employee mental health, and analyze the role of Indian organizations and policy frameworks in promoting psychological well-being. Based on an extensive review of national and international literature, the study highlights the need for culturally sensitive, inclusive, and preventive workplace mental health strategies in India.

Education reforms play a crucial role in shaping the quality, accessibility and equity of education systems. However, the success of these reforms largely depends on the effective implementation of policies at various administrative and institutional levels. This paper examines the relationship between educational policy formulation and its practical implementation, focusing on the challenges, strategies and outcomes associated with educational reforms. Explores how government policies are translated into viable programs within schools and higher education institutions, and how factors such as governance structures, resource allocation, teacher preparation, and stakeholder engagement influence implementation processes. The study also highlights gaps between policy intentions and implementation at the ground level, which often hinder the achievement of reform objectives. By analyzing existing educational policies and reform initiatives, the paper emphasizes the need for coordinated efforts, continuous monitoring and contextual adaptation to ensure successful implementation. The findings suggest that sustainable education reforms require not only well-designed policies but also strong institutional capacity, inclusive decision-making and accountability mechanisms. This study contributes to a deeper understanding of policy implementation as a critical determinant of the effectiveness of educational reform and offers insights for policymakers, educators, and administrators seeking to strengthen educational systems.

Social media use is increasingly prevalent among youth aged 18–22, influencing multiple dimensions of life including physical, mental, emotional, social, academic, and behavioural domains. Excessive usage may develop into addictive patterns, leading to impaired functioning and well-being. The main purpose of the study was to construct and standardize Social Media Addiction Scale to measure the level of addiction in youth. Rapid growth of digital communication platforms has reshaped how youth interact, learn, and express themselves. Excessive engagement social media has raised concerns about behavioral dependency. The present study describes the first tryout of a newly constructed Social Media Addiction Scale intended for youth populations. An initial scale of 84 statements was generated through theoretical review, behavioral indicators, and expert consultation. The pilot version of the scale was administered to 320 students to examine item performance and internal consistency. Statistical procedures including item discrimination analysis, item–total correlation, and Cronbach’s alpha reliability were applied. Findings indicated that most items effectively differentiated between high and low scorers, while weaker items were identified for revision. The reliability coefficient demonstrated satisfactory internal consistency for an early-stage instrument. The results confirm the usefulness of pilot testing in strengthening scale quality before full standardization. The study contributes to the development of a psychometrically sound tool for assessing social media addiction tendencies among youth.

Workplace mental health scholarship has expanded rapidly; however, dominant interventions remain centered on individual coping and resilience rather than structural determinants embedded within organizational governance systems. This study advances a structural human rights framework to examine how perceived human rights deficits function as upstream predictors of psychological distress. Drawing upon organizational justice theory, psychosocial safety climate research, self-determination theory, and contemporary human rights governance principles, the study conceptualizes “human rights climate” as a multidimensional construct encompassing dignity protection, participatory voice, equitable opportunity, and accountability mechanisms. Using a mixed-methods design involving 420 employees across corporate, education, healthcare, and public administration sectors, the study investigates the predictive relationship between perceived human rights deficits and mental health outcomes including emotional exhaustion, workplace anxiety, and withdrawal behaviors. Hierarchical regression analysis demonstrates that human rights deficits significantly predict emotional exhaustion (β = .48, p < .001) and anxiety (β = .42, p < .001), explaining 41% additional variance beyond workload and role ambiguity. Mediation analysis indicates that perceived organizational injustice partially mediates these relationships. Qualitative findings reveal patterns of chronic hypervigilance, identity strain, moral fatigue, and learned disengagement in environments characterized by suppressed voice and weak accountability. The findings position human rights climate as a structural determinant of workplace mental health and argue that sustainable psychological well-being requires governance-centered reform rather than exclusively wellness-based interventions.

The growing mental health crisis in contemporary workplaces necessitates systemic, preventive, and relationally grounded interventions that move beyond individual coping strategies. While existing organisational approaches largely emphasise resilience training and stress management, comparatively little empirical attention has been devoted to peace-oriented competencies as structural determinants of workplace well-being. This study develops and tests a Peace-Oriented Workplace Well-Being Model that conceptualises peace competencies—empathy, emotional regulation, non-violent communication, tolerance, and collaborative conflict transformation—as foundational predictors of psychological safety and mental well-being, culminating in organisational thriving. Using a convergent mixed-methods design, data were collected from 200 employees across four sectors. Quantitative analyses included reliability assessment, correlation analysis, hierarchical regression, and bootstrapped mediation testing. Results revealed significant positive associations between peace competencies and psychological safety (r = .68, p < .001) and between peace competencies and mental well-being (r = .62, p < .001). Mediation analysis indicated a significant indirect effect through psychological safety (indirect effect = .27, 95% CI [.18, .38]), confirming partial mediation. Qualitative thematic findings provided contextual depth, illustrating how relational climates characterised by respectful dialogue and constructive conflict engagement function as psychosocial buffers. Building on these findings, the study proposes a multi-level Peace-Oriented Policy and Practice Framework integrating individual competency development, team-based relational systems, leadership accountability, and organisational governance architecture. The research positions peace not as a normative ideal but as measurable preventive infrastructure for sustainable workplace mental health and thriving.

Communicative Language Teaching (CLT) has significantly shaped English language education policy in India, particularly at the secondary school level. Curriculum frameworks emphasize communicative competence, learner interaction, and functional language use. Despite these policy commitments, classroom practices frequently remain grammar-oriented and examination-driven. While structural constraints such as large class sizes and assessment pressure are widely acknowledged, teacher communicative proficiency has received comparatively limited sustained analysis. This paper argues that teacher proficiency constitutes a central yet underexamined factor in the persistent gap between communicative policy and pedagogical practice. Drawing on research in teacher cognition, English-for-Teaching, teacher agency, and professional identity, the paper reconceptualizes proficiency as context-specific, functional, and developmental rather than native-like. It further examines how linguistic insecurity, cognitive load, and assessment misalignment constrain teachers’ enactment of communicative pedagogy. The paper concludes that meaningful implementation of CLT in Indian secondary ESL classrooms depends on sustained investment in classroom-based language development, institutional support structures, and assessment reform. Communicative reform requires not only curricular change but also the linguistic empowerment of teachers as confident classroom practitioners.

As global educational landscapes undergo rapid transformation, the mental health of educators has emerged as a critical determinant of institutional efficacy and student success. This review article examines the multifaceted challenges faced by school teachers, framed within the context of the evolving 21st-century workplace. While teaching has historically been recognized as a high-stress vocation, the post-pandemic era has introduced unique stressors, including "technostress," administrative intensification, and a burgeoning "emotional labor" gap. By synthesizing contemporary research (2020–2025) and foundational literature (pre-2020), this article identifies the primary barriers to a thriving teaching workforce: namely, systemic workload issues, professional isolation, and the absence of robust institutional mental health support. The review moves beyond a deficit-based model (focusing solely on burnout) to explore innovative, salutogenic pathways. It highlights successful global policy interventions, such as the integration of Social-Emotional Learning (SEL) for staff and "well-being-by-design" institutional frameworks. Findings underscore that teacher well-being is not merely an individual responsibility but a systemic necessity. The article concludes by proposing a holistic framework—The Pathway to a Thriving Educational Workforce—which integrates digital literacy training, institutional psychological safety, and workload reform.

Unani medicine which derives from Greco-Arabic medical knowledge provides a complete system to study mental health through its three core concepts which include Mizāj (Temperament), Akhlāṭ (Humors) and Asbāb Sitta Ḍarūriyya (Six Essential Factors). This comprehensive review examines how classical Unani psychiatric methods merge with contemporary scientific evidence which supports mental disorder treatments for Iztirāb-e-Nafsānī (Anxiety) and Mālānkhūliyā (Melancholia) to demonstrate their impact on workplace health. A dual-layered methodology encompassing systematic literature search across multiple databases and diagnostic framework analysis was employed. The review presents evidence from relevant studies which appeared between 2011 and 2026 alongside classical sources including Ibn Sīnā’s Al-Qānūn fī al-Ṭibb and Al-Rāzī’s works. Scientists have discovered neurobiological associations which link Unani medical principles of Tanqiya’-i-Dimāgh (Brain Cleansing) to present-day scientific knowledge about oxidative stress and neuroinflammation and HPA-axis dysregulation. The pharmacological evaluation of Muqawwī-i-Dimāgh (Cerebral Tonics) which includes Brāhmī (Bacopa monnieri) and Ustukhudūs (Lavandula stoechas) shows their potential to reduce anxiety and protect the nervous system. The Mizāj-based diagnostic system which uses Ajnās ‘Ashara (ten identifying features of temperament) enables doctors to determine individual psychiatric risk levels. The application of Asbāb Sitta Ḍarūriyya modifications in the prevention of burnout at the workplace is of practical significance. However, the limitations in methodology, such as the absence of standardized biomarker studies and the paucity of evidence from Randomized Control Trials (RCTs) in the current study, require rigorous future work to provide evidence-based integration of Unani psychiatry into the contemporary mental health care system.

The rapid digitalization of workplace wellbeing services has transformed the delivery of Employee Assistance Programs (EAPs). Many organizations now outsource mental health and counselling services to third-party providers offering app-based platforms. While these digital EAP systems enhance accessibility and scalability, they also raise concerns about confidentiality, data privacy, and employee trust. Employees may hesitate to use these services if they believe sensitive personal information could be shared with employers or external parties. This research paper examines the relationship between confidentiality practices in outsourced app-based EAP services and employee trust. Drawing on existing literature on digital mental health platforms, data privacy frameworks, and workplace wellbeing programs, the study explores the challenges of maintaining confidentiality in digital environments and identifies factors that influence employees’ willingness to use outsourced EAP applications. The paper proposes a conceptual framework highlighting transparency, regulatory compliance, data protection mechanisms, and organizational communication as critical determinants of trust. The findings emphasize that maintaining strong confidentiality standards is essential for maximizing EAP utilization and improving employee wellbeing in the digital workplace.

The hybrid work model, combining remote and in-person work, has emerged as one of the most significant organizational transformations of the post-pandemic era. While initially adopted as a crisis response during COVID 19, hybrid work has since evolved into a long-term strategic choice for many institutions. This paper critically examines the hybrid work culture from a humanistic perspective, identifying key challenges related to communication, leadership, workplace culture, and employee well-being. It further proposes practical and inclusive measures to address these challenges, emphasizing the need for empathy, adaptability, and trust. The study argues that the success of hybrid work depends not merely on technology or policy frameworks, but on an organization’s ability to redesign work around human needs while sustaining productivity and institutional cohesion.

Background: Stress and burnout are increasingly recognized as major concerns among nursing students due to intense academic demands, clinical responsibilities, and emotional exposure in healthcare settings. Prolonged stress without adequate coping mechanisms can negatively affect students’ mental health, academic performance, and professional competence. Aim: To assess the prevalence of stress and burnout among nursing students and to evaluate the effectiveness of a Mental Health Education Program in reducing these psychological issues. Methodology: A quasi-experimental pre-test–post-test control group design was adopted for the study. Sixty undergraduate nursing students from a selected nursing college were selected using purposive sampling and divided equally into an experimental group (n=30) and a control group (n=30). The experimental group received a structured Mental Health Education Program focusing on stress management, resilience building, mindfulness, coping strategies, and self-care, while the control group did not receive any intervention. Data were collected using the Perceived Stress Scale (PSS) and Maslach Burnout Inventory (MBI) before and after the intervention. Result: The findings revealed that nursing students experienced moderate to high levels of stress and burnout prior to the intervention. Post-test results showed a significant reduction in stress and burnout levels in the experimental group, whereas no significant change was observed in the control group. Statistical analysis using paired and unpaired t-tests confirmed that the Mental Health Education Program was effective in reducing stress and burnout among nursing students. Conclusion: The study concludes that incorporating mental health education into nursing curricula can play a vital role in enhancing students psychological well-being, resilience, and academic success.

Education in India aims to promote holistic development and prepare citizens for a global society. Regarding the school curriculum, NEP 2020 expects it to be holistic, integrated and learner-centered. Assessment frameworks play a crucial role in evaluating the education systems and guiding improvements in school performance. School quality assessment has emerged as a central strategy for improving education systems across India. The objectives of school quality assessment are to ensure effective teaching–learning processes, monitor student learning outcomes and promote continuous school improvement. States have developed varying frameworks to evaluate school performance, encourage continuous improvement and ensure accountability. SQAAF (SSC board), SQAA (CBSE board) both are the most structured state-level models, integrating self-assessment, external evaluation and accreditation. This paper compares various models of quality assessment frameworks adopted by SSC and CBSE board to identify commonalities, differences, strengths and lessons for strengthening school quality systems nationally.