Inclusive Education and Mental Health: Addressing the Psychological Needs of Students in Pakistani Schools
DOI:
https://doi.org/10.56976/rjsi.v6i3.262Keywords:
Inclusive Education, Mental Health, Pakistan, Psychological Support, Teacher Training, Stigma Reduction, Educational PolicyAbstract
This discussion paper examines the intersection of inclusive education and mental health in Pakistani schools with a special reference to the psychological needs of students. Although much attention has been paid to mental health, Pakistan's educational institutions might not fully address the needs of every student with psychological problems. In light of the current status of Pakistan's inclusive education practices, the paper outlines the challenges of implementing mental health support and suggests strategies for promoting an inclusive and psychologically safe environment at school. Based on the current literature and the specific context of the country of study, the discussion highlights such priorities as the necessity of teacher training, reduction of stigma, and cohesion between education and mental health workers. This paper also examines the impact of cultural factors, socio-economic differences, and government policies on the provision of inclusive education and mental health support to students in Pakistani schools. By expounding these critical issues, this paper attempts to extend knowledge and best practices for a more inclusive, psychologically safe learning environment in Pakistan to enhance students' learning and well-being.
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