My PhD explores the development of a culturally adapted psychoeducational intervention to support teachers in Indian secondary schools in promoting student mental health. India is experiencing a growing youth mental health crisis, with over 50 million children and adolescents living with conditions such as anxiety and depression. This is compounded by stigma, intense academic pressures, and a severe shortage of mental health professionals. Schools, however, are uniquely placed to provide early intervention, as teachers are often the first to notice when a student is struggling. Despite this, most teachers receive little training in mental health, leaving them underprepared for this crucial role.

My research seeks to bridge this gap by equipping teachers with the knowledge, confidence, and strategies needed to support student well-being. I aim to understand not only what teachers need to learn but also how opportunities, resources, and cultural attitudes shape their ability to put this knowledge into practice. The intervention will be co-produced with teachers, students, and mental health professionals in both rural and urban schools, ensuring that it is culturally relevant and practical for the diverse contexts of Indian education.

By positioning teachers as key agents of change, this project aims to reduce stigma, encourage help-seeking, and embed sustainable approaches to mental health within schools. In the longer term, the findings will contribute to building scalable models that can improve youth well-being in India and inform education systems globally.