Role of Mental Health Programmes in Students ‘Academic Performance’: An Empirical Study

Abstract

The prominence of mental health programs in the context of students' scholastic performance has garnered escalating attention within recent years. This dissertation delves into the intricate correlation between the psychological well-being and scholastic triumph of scholars. It accentuates the multifaceted dimensions of mental well-being initiatives, encompassing therapeutic interventions, stress mitigation strategies, and systems for bolstering emotional fortitude, and their profound ramifications on the educational accomplishments of students. Scientific inquiry suggests that individuals who actively engage with mental health programs find themselves better equipped to confront the academic hurdles they encounter, yielding enhancements in their levels of concentration, incentive, and overall scholastic performance. These schemes cultivate a constructive milieu for learning, consequently ameliorating the stress and apprehension that can act as impediments to a student's scholastic advancement. Moreover, they propagate self-awareness and emotional tenacity, thereby empowering students to deftly navigate the academic rigors they encounter. A sample of 299 respondents was collected from students at different educational level. The factors that identify the Role of mental health programmes in students ‘Academic performance’ are Stress Reduction, Enhanced Problem - Solving skills, Reduced Absenteeism, and Holistic development.