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A classroom program in India aimed at improving students’ well-being for better academic outcomes
- Progress stage
- Nov 2024 to Oct 2025
Labhya, in partnership with the Tripura Government, is offering a learning program aimed at enhancing the overall well-being of students enrolled in public schools of India across the state of Tripura. FID funding seeks to understand the potential impact of this program on students’ academic performance and overall social-emotional learning and development.
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Context
In India, the prevalence of mental health issues among students is a pressing concern. Studies indicate that one in four Indians aged 13-15 experiences depression (Llamba 2020; Thomas 2020). The ongoing challenges posed by COVID-19 have only exacerbated this issue, leading to a reported 20% increase in mental illnesses (Thomas 2020).
This heightened vulnerability has strong implications for social emotional learning, overall well-being and, consequently, educational and economic outcomes (Currie and Stabile 2007).
In classrooms, poor mental health can lead to lower academic performance, but focusing on students' social and emotional needs through programs can possibly lead to gains in both well-being and students’ learning outcomes.
Innovation
Based on this hypothesis, Labhya co-created the ‘Saharsh Curriculum’ along with the Government of Tripura, a holistic school-based learning program. A daily well-being class ‘Saharsh’ has been seamlessly integrated into the existing curriculum and school day. It incorporates mindfulness sessions, reflective stories, and engaging activities that aim to address the broader aspects of students’ overall well-being.
The objective of this initiative is to foster lifelong learning skills, particularly focusing on the social and emotional aspects for elementary school students.
FID’s funding will enable Labhya to implement and gather data on the program’s impact across grades 1-8 in public schools of Tripura, catering to the most vulnerable children during the 2023-2025 school years.
Results and learnings
Labhya completed its first phase of evaluation in the school year 2023-2024. The interventions reached 29,146 students and 2,089 teachers in 100 schools of the state of Tripura. The various activities implemented showed a positive impact on students’ academic performance, mental health and cognitive and non-cognitive skills.
At the end of this year’s evaluation, the preliminary results, which are being further developed in the second year of the evaluation, with FID’s support, are particularly encouraging.
Preliminary research results indicate that, despite this reduction in conventional study time, the program improves students' mental wellbeing not only without affecting their academic performance, but actually improving it, confirming the importance of students' mental wellbeing in their ability to learn.
Preliminary analyses also suggest that the program has positive effects on mathematics and anxiety, particularly for girls, the poorest and those with the strongest signs of anxiety. After evaluating this program in real-world conditions, the program team is looking to scale it up to other states across the country. This could provide millions of public school students with the opportunity to improve their learning and mental well-being, with lifelong benefits.
Research team
Kevin Carney Dr. Kevin Carney is a development economist who completed a PhD in Public Policy from Harvard University and a postdoctoral fellowship at the University of Chicago. Kevin is an Assistant Professor of Economics at the University of Michigan.
Avinash Moorthy Avinash Moorthy is a PhD candidate in Public Policy at the Harvard Kennedy School and a pre- doctoral fellow in the Harvard Environmental Economics Program, Stone Program on Inequality, and the Centre for International Development. He formerly worked as an Associate Economist at the Federal Reserve Bank of Chicago and majored in Economics at Carleton College (Magna Cum Laude).
Projects
Projects funded by FID
