Analysis of Psycho-Social Aspects Training in Government & Government-Aided Schools in India

 Executive Summary

Psycho-social aspects are critical to the overall development of students in Indian school education. These aspects encompass psychological and social dimensions influencing behavior, well-being, and academic outcomes. To understand the significance of psycho-social elements, it is essential to analyze the number of government and government-aided schools providing training in these aspects to students. This article provides a comprehensive analysis of data at the all-India and state levels, focusing on schools distributed by government, government-aided, and private unaided school management.

A Centrally Sponsored Scheme, namely, Samagra Shiksha, provides psycho-social training for students, teachers, and other school staff. Provisions for psycho-social training in Samagra Shiksha include training of teachers and other school staff on life skills, mental health, and well-being, development of psycho-social support materials, and implementation of school psycho-social support programs. The objectives of psycho-social training in Samagra Shiksha are to help students develop life skills, create awareness about mental health and well-being, and equip students, teachers, and other school staff with skills to cope with psycho-social challenges.

Psycho-social training in Samagra Shiksha has positively impacted students, teachers, and other school staff, improving academic performance, reducing stress and anxiety, promoting positive mental health and well-being, improving teacher morale and motivation, and creating a supportive school environment.

At the all-India level, UDISEPlus 2021-22 data reveals that providing psycho-social training in government and government-aided schools varies across education levels. At the state level, there are exciting variations in the provision of training on psycho-social aspects, with some states having higher percentages of schools offering such training than others.

This analysis highlights the importance of psycho-social aspects in school education in India and the need to expand the coverage of such training programs in government and government-aided schools to ensure the holistic development of students; this would contribute to nurturing their psychological well-being, social skills, and overall growth, positively impacting their educational outcomes and future success.

 Introduction

Psycho-social aspects play a crucial role in shaping the overall development of students in the context of school education in India. These aspects encompass the psychological and social dimensions influencing students’ behavior, well-being, and educational outcomes. Understanding the significance of psycho-social elements, it becomes imperative to analyze the data on the number of government and government-aided schools providing training in these aspects to students. This article comprehensively analyzes the data at the all-India and state levels, distributed by government, government-aided, and private unaided school management.

Samagra Shiksha, an integrated centrally sponsored school education scheme, provides psycho-social training for students, teachers, and other school staff.

Provisions for psycho-social training in Samagra Shiksha include:

  • Training of teachers and other school staff: Samagra Shiksha provides for the training of teachers and other school staff on psycho-social issues such as life skills, mental health, and well-being. This training is provided through various modes, including in-service training, workshops, and online courses.
  • Development of psycho-social support materials: Samagra Shiksha provides psycho-social support materials for students, teachers, and other school staff. These materials include teaching-learning materials, resource books, and posters.
  • Implementation of psycho-social support programs: Samagra Shiksha supports implementing psycho-social support programs in schools. These programs may include life skills education, mental health awareness, and counseling services.

Objectives of Psycho-Social Training in Samagra Shiksha

  • To help students develop life skills such as problem-solving, decision-making, and communication skills.
  • Create awareness about mental health and well-being among students, teachers, and other school staff, and also for a safe and supportive environment for learning and development in school.
  • To equip students, teachers, and other school staff with coping skills for stress, anxiety, and other psycho-social challenges.

The Impact of Psycho-Social Training in Samagra Shiksha

Psycho-social training in Samagra Shiksha has positively impacted students, teachers, and other school staff. Studies have shown that psycho-social training can help to:

  1. Improve students’ academic performance
  2. Reduce stress and anxiety among students
  3. Promote positive mental health and well-being
  4. Improve teacher morale and motivation
  5. Create a supportive school environment

Analysis at the All-India Level: Psycho-Social Aspects

At the all-India level, the data from UDISEPlus 2021-22 reveals the following key findings:

  1. Primary Level: Out of 650,146 government and government-aided schools, 40,448 provide psycho-social training to primary-level students, accounting for 6.2% of all schools at this level.
  2. Upper Primary Level: Among the 293,590 schools at the upper primary level, 30,658 schools offer training on psycho-social aspects to students; this represents 10.4% of all schools at this level.
  3. Secondary Level: Regarding secondary education, 13,425 out of 83,537 government and government-aided schools focus on providing training in psycho-social aspects; this accounts for 16.1% of all schools at the secondary level.
  4. Higher Secondary Level: Finally, at the higher secondary level, the data indicates that 12,507 schools out of 77,593 offer training on psycho-social aspects to students, constituting 16.1% of all schools at this level.

Number of Government and Government-Aided Schools Providing Training on Psycho-Social Aspects to Students by Education Level and Management, 2021-22

 

 

India/State/UT

 Number of Government & Government Aided

Schools by Level of Education

 Number of Government & Government-Aided

Schools Providing Training on Psycho-Social Aspects to Students by Level of Education

 Percentage of Government & Government-Aided

Schools Providing Training on Psycho-Social Aspects to Students by Level of Education
Primary Upper

Primary

 Secondary Higher

Secondary

 Primary Upper

Primary

 Secondary Higher

Secondary

 Primary Upper

Primary

 Secondary Higher

Secondary
All India 650146 293590 83537 77593 40448 30658 13425 12507 6.2 10.4 16.1 16.1
Andaman and Nicobar Islands 185 57 46 56 27 16 13 15 14.6 28.1 28.3 26.8
Andhra Pradesh 34642 4285 6525 1227 4305 771 2462 334 12.4 18.0 37.7 27.2
Arunachal Pradesh 1685 1002 232 134 31 21 18 16 1.8 2.1 7.8 11.9
Assam 34948 8585 4250 1548 1463 371 410 194 4.2 4.3 9.7 12.5
Bihar 40563 25993 2516 7228 565 595 66 113 1.4 2.3 2.6 1.6
Chandigarh 8 12 54 56 3 12 45 40 37.5 100 83.3 71.4
Chhattisgarh 30892 13284 1949 3035 2010 1642 375 548 6.5 12.4 19.2 18.1
Dadra and Nagar Haveli and

Daman and Diu

 167 163 31 35 131 97 26 24 78.4 59.5 83.9 68.6
Delhi 1671 39 122 1177 511 21 72 700 30.6 53.9 59.0 59.5
Goa 795 67 400 109 37 7 144 36 4.7 10.5 36.0 33.0
Gujarat 12545 20680 3031 4033 1954 6382 724 754 15.6 30.9 23.9 18.7
Haryana 8677 2450 1108 2343 1727 648 362 782 19.9 26.5 32.7 33.4
Himachal Pradesh 10563 1952 942 1923 764 256 171 303 7.2 13.1 18.2 15.8
Jammu and Kashmir 12974 7612 1754 834 421 493 302 220 3.2 6.5 17.2 26.4
Jharkhand 21814 12122 1914 1165 713 749 240 174 3.3 6.2 12.5 14.9
Karnataka 21240 24635 8554 2360 1119 2181 1861 293 5.3 8.9 21.8 12.4
Kerala 5967 3486 778 1962 3732 1834 506 1172 62.5 52.6 65.0 59.7
Ladakh 355 382 85 44 3 8 9 10 0.9 2.1 10.6 22.7
Lakshadweep 16 9 0 13 2 1 0 6 12.5 11.1 0.0 46.2
Madhya Pradesh 58826 24917 4921 4771 3094 1852 899 942 5.3 7.4 18.3 19.7
Maharashtra 46217 24885 12040 6534 2621 2302 1416 781 5.7 9.3 11.8 12.0
Manipur 2309 605 461 97 7 7 11 17 0.3 1.2 2.4 17.5
Meghalaya 7928 3157 699 171 68 61 30 20 0.9 1.9 4.3 11.7
Mizoram 1277 1015 439 62 3 9 7 2 0.2 0.9 1.6 3.2
Nagaland 1032 617 255 56 28 28 17 9 2.7 4.5 6.7 16.1
Odisha 27438 17508 8610 1323 1517 1266 835 132 5.5 7.2 9.7 10.0
Puducherry 236 48 91 80 39 13 36 32 16.5 27.1 39.6 40.0
Punjab 12880 2541 1800 2488 1298 607 617 800 10.1 23.9 34.3 32.2
Rajasthan 33781 19498 3758 11911 2015 3005 641 2359 6.0 15.4 17.1 19.8
Sikkim 481 173 125 104 28 22 28 19 5.8 12.7 22.4 18.3
Tamil Nadu 29274 8526 3692 4467 0 0 0 0 0.0 0.0 0.0 0.0
Telangana 20080 3379 5913 1351 267 68 359 69 1.3 2.0 6.1 5.1
Tripura 2137 1126 609 433 47 25 55 63 2.2 2.2 9.0 14.6
Uttar Pradesh 87964 49339 2065 5769 6398 4692 198 491 7.3 9.5 9.6 8.5
Uttarakhand 11511 2778 991 1812 620 264 156 329 5.4 9.5 15.7 18.2
West Bengal 67068 6663 2777 6882 2880 332 314 708 4.3 5.0 11.3 10.3

Source: UDISE+ 2021-22

Analysis at the State Level

Examining the data across states and union territories reveals exciting variations in the provision of training on psycho-social aspects:

  • Andaman and Nicobar Islands: In this region, 27.63% of government and government-aided schools provide psycho-social training at the primary level. However, the percentage drops to 2.2% at the upper primary level and 9.0% at the secondary level.
  • Uttar Pradesh: Uttar Pradesh has relatively lower percentages of schools offering psycho-social training. Only 7.3% of schools provide such activity at the primary level, while it increases to 9.5% at the upper primary level. However, the percentage drops significantly to 9.6% at the secondary level.
  • Uttarakhand: In Uttarakhand, the percentage of schools providing training on psycho-social aspects follows an increasing trend across education levels. It starts at 5.4% at the primary level, increases to 9.5% at the upper primary level, rises to 15.7% at the secondary level, and reaches its peak at 18.2% at the higher secondary level.
  • West Bengal: West Bengal demonstrates a different pattern, with lower percentages at the primary and upper primary levels (4.3% and 5.0%, respectively) but an increase at the secondary level (11.3%). The percentage further jumps to 10.3% at the higher secondary level.
  • Meghalaya: In Meghalaya, 2.2% of government and government-aided schools provide psycho-social training at the primary level, while the percentage drops to 1.9% at the upper primary level. However, there is an increase in the provision of training at the secondary level, with 4.3% of schools offering it. At the higher secondary level, the percentage further rises to 11.7.
  • Mizoram: Mizoram has a relatively higher percentage of schools providing psycho-social training. At the primary level, 0.2% of schools offer such training, which increases to 0.9% at the upper primary level. The provision of training in psycho-social aspects is significantly higher at the secondary level, with 1.6% of schools providing it. At the higher secondary level, the percentage further rises to 3.2.
  • Nagaland: Nagaland also shows a relatively higher percentage of schools providing psycho-social training. At the primary level, 2.7% of schools offer such training, which increases to 4.5% at the upper primary level. The provision of training in psycho-social aspects remains consistent at the secondary level, with 6.7% of schools offering it. At the higher secondary level, the percentage further rises to 16.1.
  • Odisha: In Odisha, the percentage of schools providing training on psycho-social aspects follows an increasing trend across education levels. At the primary level, 5.5% of schools provide such training, which increases to 7.2% at the upper primary level. The percentage rises significantly to 9.7% at the secondary level and 10.0% at the higher secondary level.
  • Puducherry: Puducherry demonstrates a relatively higher provision of psycho-social training. The percentage of schools offering such training increases from 16.5% at the primary level to 27.1% at the upper primary level. At the secondary level, 39.6% of schools provide training in psycho-social aspects, and this percentage remains consistent at the higher secondary level as well.
  • Punjab: In Punjab, a significant percentage of schools provide psycho-social training. 62.5% of schools offer such training at the primary level, which decreases to 52.6% at the upper primary level. The percentage increases again to 65.0% at the secondary level and remains consistent at 59.7% at the higher secondary level.
  • Ladakh: In Ladakh, training on psycho-social aspects is relatively lower. At the primary level, only 0.9% of schools provide such training. However, the percentage increases to 2.1% at the upper primary level, 10.6% at the secondary level, and rises to 22.7% at the higher secondary level.
  • Lakshadweep: In Lakshadweep, a very low percentage of schools offer training on psycho-social aspects. At the primary level, only 12.5% of schools provide such training. The rate decreases to 11.1% at the upper primary level, and there is no provision for training at the secondary level. However, it significantly increases to 46.2% at the higher secondary level.
  • Madhya Pradesh: Madhya Pradesh reflects moderate psycho-social training at all education levels. The percentage increases from 5.3% at the primary level to 7.4% at the upper primary level. At the secondary level, 18.3% of schools offer training in psycho-social aspects, and this percentage remains consistent at 19.7% at the higher secondary level.
  • Maharashtra: In Maharashtra, many schools provide training on psycho-social aspects. The percentage increases from 5.7% at the primary level to 9.3% at the upper primary level. At the secondary level, 11.8% of schools offer such training, which further increases to 12.0% at the higher secondary level.
  • Manipur: Manipur demonstrates a relatively lower provision of psycho-social training. At the primary level, only 0.3% of schools offer such training. The percentage increases to 1.2% at the upper primary level, but there is no provision for training at the secondary level.
  • Uttar Pradesh
    • Psycho-social training provision: 2.2% at the primary level, 2.2% at the upper primary level, 9.0% at the secondary level, and 14.6% at the higher secondary level. The total number of schools in the state is 87,964.
  • Uttarakhand
    • Psycho-social training provision: 5.4% at the primary level, 9.5% at the upper primary level, 15.7% at the secondary level, and 18.2% at the higher secondary level. The total number of schools in the state is 11,511
  • West Bengal
    • Psycho-social training provision: 4.3% at the primary level, 5.0% at the upper primary level, 11.3% at the secondary level, and 10.3% at the higher secondary level.
    • Total number of schools: 67,068
  • Rajasthan
    • Psycho-social training provision: 10.1% at the primary level, 23.9% at the upper primary level, 34.3% at the secondary level, and 32.2% at the higher secondary level.
    • Total number of schools: 33,781
  • Sikkim
    • Psycho-social training provision: 5.8% at the primary level, 12.7% at the upper primary level, 22.4% at the secondary level, and 18.3% at the higher secondary level.
    • Total number of schools: 481
  • Telangana
    • Psycho-social training provision: 1.3% at the primary level, 2.0% at the upper primary level, 6.1% at the secondary level, and 5.1% at the higher secondary level.
    • Total number of schools: 20,080
  • Tripura
    • Psycho-social training provision: 6.5% at the primary level, 12.4% at the upper primary level, 19.2% at the secondary level, and 18.1% at the higher secondary level.
    • Total number of schools: 2,137
  • Dadra & Nagar Haveli & Daman and Diu
    • Psycho-social training provision: 78.4% at the primary level, 59.5% at the upper primary level, 83.9% at the secondary level, and 68.6% at the higher secondary level.
    • Total number of schools: 167
  • Delhi
    • Psycho-social training provision: 30.6% at the primary level, 53.9% at the upper primary level, 59.0% at the secondary level, and 59.5% at the higher secondary level.
    • Total number of schools: 1,671
  • Goa
    • Psycho-social training provision: 4.7% at the primary level, 10.5% at the upper primary level, 36.0% at the secondary level, and 33.0% at the higher secondary level.
    • Total number of schools: 795
  • Gujarat
    • Psycho-social training provision: 15.6% at the primary level, 30.9% at the upper primary level, 23.9% at the secondary level, and 18.7% at the higher secondary level.
    • Total number of schools: 12,545

Based on the analysis of UDISEPlus data, we can conclude that the provision of psycho-social training in government and government-aided schools varies across states. Dadra and Nagar Haveli, Daman, Diu, Delhi, and Uttarakhand have relatively higher requirements for such training at all education levels. Rajasthan has high provision rates starting from the primary level. Other states, like Uttar Pradesh, West Bengal, and Tripura, show moderate provision levels.

Concluding Observations

This analysis highlights the importance of psycho-social aspects in school education in India. While there are variations between states and union territories regarding providing training on psycho-social elements, the overall percentages are relatively low across all education levels. To ensure the holistic development of students, it is crucial to expand the coverage of such training programs in government and government-aided schools, as this would contribute to nurturing their psychological well-being, social skills, and overall growth, positively impacting their educational outcomes and future success.

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