Understanding Student Suicide in India: An Analysis of Root Causes, Consequences, and Preventive Strategies

Understanding Student Suicide in India: An Analysis of Root Causes, Consequences, and Preventive Strategies

Dr. Ratan Sarkar¹* & Kuheli Mondal²

¹Assistant Professor of Education (Stage – II), Department of Teachers’ Training (B.Ed.), Prabhat Kumar College, Contai (Affiliated to Vidyasagar University), West Bengal – 721404, India

²Assistant Professor of Education Bangiyo Gurukul Ashram (B.Ed.), Barasat, North 24 Parganas, West Bengal – 700125, India

*Correspondence Author

DOI: https://doi.org/10.51244/IJRSI.2024.11110020

Received: 21 October 2024; Accepted: 03 November 2024; Published: 30 November 2024

ABSTRACT

Background: Student suicide in India constitutes a significant public health concern, with over 10,000 cases reported annually. This alarming trend underscores the substantial pressure exerted on students within the competitive educational environment of the country. Factors contributing to this issue encompass academic stress, parental expectations, societal pressures, and inadequate mental health support.

Objectives: This study aims to investigate the underlying causes of student suicides in India, evaluate their impact on families and communities, and assess the efficacy of current prevention strategies.

Methods: A qualitative review-based approach was employed to synthesize existing literature, reports, and data regarding student suicides in both pre-COVID and post-COVID contexts. This approach facilitates a comprehensive exploration of the issues, transcending a singular temporal perspective. The analysis involved thematic and content analysis techniques to interpret the gathered data effectively.

Results: The primary factors identified as contributing to student suicides include academic pressure, familial expectations, financial burdens, relationship difficulties, and mental health stigma. The repercussions of these issues extend beyond individual students, affecting families and communities, underscoring the necessity for comprehensive support systems. While some prevention initiatives are in place, there are notable deficiencies in their implementation and effectiveness.

Conclusion: To effectively address student suicides in India, a multifaceted approach is essential, involving educational institutions, policymakers, mental health professionals, and community members. Recommendations include mitigating stigma, fostering open communication, integrating mental health services within educational institutions, and utilizing technology to enhance access to care.

Keywords: Student Suicide, India, Academic Pressure, Mental Health, Prevention Strategies

INTRODUCTION

Suicide, especially among students, has emerged as a significant global issue, fuelled by increasing rates associated with academic demands, societal pressures, and mental health difficulties (Almroth et al., 2018; Sousa et al., 2021). Students, whether attending school or gearing up for competitive assessments, frequently endure intense stress concerning their academic achievements, future job opportunities, and family expectations. This strain is intensified by factors such as bullying, pressure from parents, and fear of failure, leading to an increase in student suicide. As a conscious decision to terminate one’s existence, suicide is often perceived as a means of escaping unbearable hardships but fails to provide any genuine resolution (Ravi, 2017). Although depression is the primary factor behind suicide, other mental health conditions such as PTSD, schizophrenia, and various physical health issues also significantly contribute to the problem.

Emile Durkheim’s perspective on suicide frames these actions as more than mere personal battles; it interprets them as societal events shaped by larger communal forces (Truong 2011). Durkheim identified four categories of suicide: egoistic, altruistic, anomic, and fatalistic, each influenced by distinct social circumstances, highlighting the relationship between personal susceptibility and societal demands (Robertson, 2006). In India, student suicides have surged into a significant public health emergency with more than 10,000 incidents reported each year. Major factors include academic stress, societal demands, and insufficient mental health support. The coaching sector in places like Kota, recognized for its intensely competitive atmosphere, exacerbates this stress. Furthermore, the stigma attached to mental health deters numerous students from seeking assistance, while government programs, such as the Manodarpan initiative, designed to offer psychological help, face challenges in execution, leaving students without sufficient support. The COVID-19 pandemic has further intensified these challenges as remote learning and social media have increased peer comparisons and cyberbullying. Suicide is a critical global concern, especially among the youth. The World Health Organization (WHO) reports that the worldwide suicide rate for adolescents aged 15-19 is 7.4/100,000, with a notably higher rate in males (10.5) than in females (4.1). Importantly, suicide is the 17th leading cause of death worldwide and ranks fourth among individuals aged 15-29 (WHO, 2019). These troubling figures emphasize the critical need for thorough mental health initiatives that address the global needs of young people. In India, the issue of student suicide mirrors these international patterns, indicating a serious crisis among the youth. On average, one student lives every hour, with a somber reality that demands urgent action. Between 1995 and 2019, around 1.7 lakh students died by suicide, with the peak annual number occurring in 2019, when there were 10,335 reported deaths (Chethan Kumar, 2020). This aggregated toll highlights the severity of the situation and indicates a growing intensity over time.

Regional disparities in India are starkly evident, particularly in the realm of student suicide, with Maharashtra tragically emerging as the state with the highest incidence. Alarmingly, it accounts for 44% of the total student suicides reported across the country, overshadowing states such as Tamil Nadu, Madhya Pradesh, Karnataka, and Uttar Pradesh. The data from 2021 paints a grim picture, revealing that over 13,000 student suicides have occurred, which translates to an average of more than 35 lives lost each day. This figure marks a 4.5% increase compared with the previous year, underscoring the escalating crisis. Among these tragic losses, 864 suicides were directly linked to exam failures, highlighting the immense pressure that students endure in an increasingly competitive educational environment (Dristi IAS, 2023). Gender disparities significantly complicate this issue, as evidenced by statistics from 2021, where male students constituted 56.51% of suicides, while female students accounted for 43.49%. Notably, the number of female student suicides has seen a marked increase, rising from 4,711 in 2017 to 5,693 in 2021 (Dristi IAS, 2023). This upward trend suggests that female students are becoming increasingly susceptible to the pressures inherent in academic settings, thus necessitating a closer examination of the factors contributing to their vulnerability (Ram et al., 2022). Moreover, the proliferation of coaching centers has emerged as a critical factor exacerbating student stress, particularly in regions such as Kota, which has gained notoriety for its intense academic environment. Between 2011 and 2016, the region witnessed a tragic loss of 57 students to suicide, largely attributed to the overwhelming academic pressure associated with these institutions (Poonam, 2016). This phenomenon underscores the urgent need for re-evaluation of the educational strategies employed in such high-pressure environments. Additionally, the pervasive issue of ragging remains a significant concern for educational institutions. Data from the University Grants Commission (UGC) indicate that at least 25 students have lived in connection with ragging incidents over the past five years. Furthermore, between 2012 and 2019, there were 54 reported suicides linked to ragging, with 15 of these occurring within an 18-month span (Sharma, 2019; Deepika, 2016). The rising rates of student suicides in India mirror a broader global crisis, reflecting a multifaceted interplay of academic pressures, gender disparities, the detrimental impact of coaching centers, and the toxic culture of ragging. There is an urgent need for interventions to cultivate a supportive framework within educational institutions that not only promotes resilience but also prioritizes mental well-being among students. Addressing root causes, ranging from academic and societal pressures to psychological challenges, is imperative. Implementing effective mental health reforms and creating awareness of these issues are critical steps that must be taken to prevent further tragedies. This alarming trend demands immediate attention, as the loss of young people not only devastates families but also undermines the social and economic fabric of society. By safeguarding the lives of our youth and strengthening community ties, we can aspire to foster a healthier and more supportive environment for students, ultimately paving the way for a brighter future.

Need of the Study

The alarming increase in student suicides in India underscores a critical public health issue that necessitates a comprehensive analysis and intervention. Data from the National Crime Records Bureau (NCRB Report, 2022) reveal that over 10,000 student suicides are reported annually, indicating a crisis that extends beyond academic stress (Sureshkumar et al., 2022). Multiple factors contribute to the high suicide rates among students in India. Socioeconomic issues, such as unemployment, poverty, and social inequalities play a significant role in generating psychological stress among students (Aggarwal, 2015; Sathian et al., 2015). Mental health concerns, including depression and anxiety, are prominent causes, accounting for over 20% of all student suicides (Bomble and Lhungdim 2020; Arya 2017). The COVID-19 pandemic has exacerbated these issues, increasing levels of depression, isolation, and, ultimately, suicide rates among young individuals (S et al., 2022). Although overall suicide rates in India demonstrate a mixed trend, with male suicide rates remaining steady at approximately 14 per 100,000 and female rates decreasing from 9 to 7 per 100,000 from 2001 to 2013, females in the 15–29 age group, which encompasses many students, exhibit the highest suicide rates, highlighting a distinct demographic vulnerability (Arya et al., 2017). Addressing the crisis of student suicide requires an integrated multidimensional approach. Recommended strategies include efforts to reduce alcohol consumption, address socioeconomic issues such as unemployment and poverty, promote social justice, and enhance mental health services (Aggarwal 2015). The recent introduction of India’s first national mental health policy and the decriminalization of suicide represent positive policy measures for improving mental health support (Aggarwal, 2015). Additionally, emerging technological solutions such as AI-assisted mental health support systems and mobile applications may play a crucial role in providing immediate assistance to students experiencing psychological stress (Sureshkumar et al., 2022).

This study aimed to investigate the complex factors driving this tragic trend, examine the far-reaching consequences, and explore viable solutions to address this growing challenge (Abhijita, 2024). This study is also vital for understanding the cultural factors influencing suicidal behavior, which is essential for developing culturally appropriate prevention and intervention strategies (Colucci & Lester, 2020). The dynamics of suicide, prevention paradigms, and intervention strategies common in Western countries may not be directly applicable to the Indian context, highlighting the need to investigate context-specific processes and strategies (Ram et al. 2022). The interplay of socioeconomic, cultural, and psychological pressures within the educational environment exacerbates this issue. Increasing familial and societal expectations, coupled with limited job prospects and intense academic competition, have led to heightened depression and suicidal tendencies among students (Kumar and Patel 2022). Academic pressures, institutional factors (such as bullying, caste discrimination, and harassment), mental health issues, financial difficulties, and exposure to online gaming have all been identified as significant contributors to student suicides (Maji et al., 2024). The gravity of this issue has garnered attention from academicians, educators, policymakers, social activists, and governmental and legal bodies, including the University Grants Commission and Supreme Court of India, which underscores the urgent need for this research (Pandey, 2017). Developing targeted interventions to mitigate the risk of student suicide will not only contribute to creating a supportive educational environment but also foster mental well-being among Indian students (Zhang, 2023). This study aimed to address critical gaps by examining the complex factors at play, proposing comprehensive strategies to reduce student suicides, and promoting resilience in India’s student population.

Objectives of the Study

1. To explore the root causes of student suicide in India with a focus on academic pressure, social factors, and mental health challenges.
2. To evaluate the psychological, social, and familial impacts of student suicide on individuals and communities.
3. To identify and assess existing policies, interventions, and strategies for suicide prevention in Indian educational institutions and to propose remedial strategies.

Research Questions

1. What are the key factors that contribute to student suicide in India, particularly with respect to academic stress, societal expectations, and mental health issues?
2. How do student suicides affect the mental, emotional, and social well-being of the families and communities involved?
3. What are the existing strategies and interventions for preventing student suicides, and how can they be improved to meet the needs of Indian students more effectively?

REVIEW OF LITERATURE

In recent years, the tragic issue of student suicide in India has emerged as a pressing concern, drawing attention to the multifaceted challenges young individuals face in the educational landscape. Various case studies have illustrated the urgent need for comprehensive interventions that address the interplay between academic pressure, mental health challenges, and societal expectations. One example is the heartbreaking case of a first-year BTech student in Bengaluru who took her own life in her dorm room. This incident has raised significant concerns regarding the effectiveness of mental health support within educational institutions. It highlighted an urgent necessity for comprehensive mental health services and awareness campaigns on college campuses, emphasizing the need to address the emotional and psychological challenges that students face (Indian News Press Trust of India, 2024). Tragic loss serves as a stark reminder of the importance of integrating mental health resources into academic settings, providing the necessary support for students to grapple with various pressures. Another distressing incident involved a 16-year-old student in Delhi who, after failing two subjects in the CBSE Class-12 exams. This case illustrates the immense pressure surrounding academic performance in India, where fear of failure can have devastating consequences (Indian News Press Trust of India, 2024). Such instances call for educational institutions to foster a supportive academic environment that prioritizes mental well-being over performance. Implementing systems that offer academic support and counseling can help students manage failures and ensure that their mental health is not compromised in the pursuit of success. Similarly, for V. Vaipu Pushpak Sree Sai, a third-year BTech student found unconscious in his dormitory, underscored the critical need for mental health awareness and support in educational institutions. The circumstances surrounding his death suggested underlying mental health issues, serving as a reminder of the significant impact that academic environments can have on students’ overall well-being (Print, 2023). This case emphasizes the necessity for proactive measures to identify and address mental health concerns early on, fostering an atmosphere in which students feel safe seeking help. The impact of bullying and harassment in educational settings was brought to light by the tragic suicide of Uttam Mardi, a first-year postgraduate student at the North Bengal University. Allegedly driven by this drastic decision due to ragging, this case underscores the severe consequences of such behavior and the urgent need for stringent anti-ragging policies. This highlights the importance of creating secure spaces within educational institutions where students feel protected and valued, ensuring that they can thrive without fear of intimidation (Tele Graph Online, 2023). Similarly, the story of a 17-year-old IIT aspirant who took her life after passing the first part of her entrance exam reflects intense pressure faced by students in highly competitive environments. This case illustrates how the burden of success can often overshadow fear of failure and overwhelming expectations, leading to devastating outcomes (Poonam, 2016). Such incidents underscore the critical need for mental health support systems tailored to the unique pressures of competitive academic settings, advocating a balanced educational approach that values student well-being and academic achievement.

METHODOLOGY

Research Approach

The study utilized a qualitative review-based approach to synthesize existing literature, reports, and data on the root causes and effects of student suicide in India in both pre-COVID and post-COVID contexts. It involved a systematic review of studies, government reports, and policy documents to gain a comprehensive understanding of the issue and to assess potential interventions.

Source of Data

The study involved collecting secondary data from various sources, including academic journals, newspapers, and reports from government bodies, such as the National Crime Records Bureau and the Ministry of Education, as well as NGO reports and previous research on mental health and education in India. It also included an analysis of key government initiatives such as Manodarpan, which focuses on providing mental health support and suicide prevention resources for students.

Methods of Data Collection

The literature review involved a systematic analysis of academic papers, newspaper articles, case studies, and statistical data from sources such as the NCRB to explore the causes, effects, and interventions related to student suicide. In addition, policy documents and intervention strategies, including Manodarpan, were evaluated to determine their effectiveness and implementation in Indian educational institutions.

Data Analysis Method

Thematic Analysis: To find trends and recurrent themes about the reasons for student suicides, the effects on communities, and the efficacy of preventative strategies, thematic analysis was used to examine the collected data.

Content Analysis: Content analysis was performed to assess the scope and execution of policy and intervention papers and to find any gaps in the current suicide prevention measures used in educational settings.

RESULTS AND DISCUSSION

Causes of Students’ Suicide in India

1) Academic Pressure: The relentless pursuit of high academic performance has emerged as a critical factor contributing to the alarming rates of student suicides in India. This phenomenon presents a troubling paradox: while academic excellence is often celebrated and sought after, it frequently comes hand in hand with heightened levels of stress and anxiety. Research conducted by Okechukwu et al. (2022) and Arun, Garg, & Chavan (2017) underscores this intricate relationship, revealing that students who are driven to excel academically often find themselves ensnared in a web of overwhelming pressure, leading to detrimental mental health outcomes. A particularly poignant case study illustrated this grim reality. In Rajasthan, a young girl, burdened by the immense expectations placed on her to achieve top grades, ultimately succumbed to the weight of this pressure, tragically taking her own life. Her story represents a heartbreaking testament to the urgent need for a paradigm shift in the perception and pursuit of academic success. This starkly highlights the dire consequences that can arise when mental health awareness is overlooked in educational environments. This situation calls for immediate action by educational institutions across countries. There is an imperative need to integrate mental health support systems into the academic framework, ensuring that students are equipped with the tools and resources necessary to effectively manage stress. By prioritizing mental health alongside academic achievement, schools, and universities can foster a more supportive and nurturing environment, ultimately safeguarding the well-being of their students and preventing further tragedy. The time has come for a holistic approach to education, one that values the mental health of students as much as their academic accomplishments.

2) Family Pressure: The expectations placed upon students by their families can profoundly affect their mental health, often resulting in serious psychological challenges. When families impose unrealistic standards, they inadvertently create a relentless cycle of anxiety and depression that can escalate to suicidal ideation (Nagaland Post, 2023). Dr. Satish Kumar C.R. underscores the significant role that parental pressure plays in students’ mental health struggles, thereby affirming the intricate connection between family dynamics and the overall well-being of young individuals. This situation underscores the urgent need to foster open lines of communication within families, enabling children to express their feelings and concerns without fear of judgment. Additionally, it is crucial to educate parents about the potential repercussions of their expectations as well as the importance of setting realistic and supportive goals that nurture rather than hinder their children’s mental health. By cultivating an environment of understanding and support, families can play a pivotal role in safeguarding their children’s emotional well-being and fostering resilience against academic and social pressure.

3) Financial Stress: The issue of financial stress represents a significant and often overlooked factor contributing to the alarming rates of suicide among students. The intricate relationship between financial hardships and mental health has been extensively documented in the scholarly literature, highlighting the profound impact of economic strain on an individual’s psychological well-being (Srivastava, 2004; Elbogen et al., 2020). Many students find themselves grappling with the weight of financial constraints, particularly in an era marked by economic instability and the rising costs of education. This burden can intensify feelings of hopelessness, isolation, and despair, thereby creating a vicious cycle that exacerbates mental health challenges. Research conducted by Zapata and Morell (2023) provides compelling evidence that financial stress is not merely a transient issue; rather, it often precipitates serious mental health disorders, including anxiety and depression. These findings underscore the urgent need for educational institutions and policymakers to recognize the critical intersection of financial stability and mental health. By implementing robust financial support systems, such as scholarships, emergency funds, and accessible counseling services, educational institutions can play a pivotal role in alleviating some of the financial burdens that students face. Such initiatives are not only essential for fostering a healthier academic environment but are also vital for safeguarding the mental well-being of students, ultimately contributing to a reduction in the tragic incidence of suicide within this vulnerable population.

4) Relationship Challenges: Unresolved relationship issues also pose significant risks for suicidal thoughts among students. Benedikt et al. (2016) identified relationship challenges, including romantic relationships and peer interactions, as critical factors that affect mental health. Changing social structures, including the recognition of diverse relationship types, further complicate these dynamics. Students navigating complex emotional landscapes may feel isolated and overwhelmed, necessitating the implementation of relationship counseling and support services in educational settings to help them effectively manage these challenges.

5) Mental Health Stigma: The stigma surrounding mental health issues in India profoundly affects students’ help-seeking behaviors. Experts such as Dr. Chandhok and Panda (2024) emphasize that the fear of being labelled or judged often prevents individuals from accessing necessary mental health resources. This stigma not only hampers the individual’s ability to seek help but also perpetuates a culture of silence around mental health challenges. There is a pressing need for greater mental health literacy and support within educational institutions to mitigate these effects. Implementing awareness campaigns and training educators to recognize mental health issues can foster a more supportive environment for students.

The root causes of student suicide in India are multifaceted, involving a complex interplay of academic pressure, family expectations, financial stress, relationship challenges, and mental health stigma. Addressing these issues requires a thematic and holistic approach that includes enhancing mental health awareness, providing support systems, and promoting open dialogue regarding mental health within educational settings and families. By exploring these factors, we can better understand the crisis of student suicides in India and work towards effective remedial strategies to safeguard the mental well-being of students.

Impacts of Student Suicides

1) Social and Cultural Context: Cultural factors significantly shape perceptions of mental health and the treatment available to individuals grappling with mental health issues. Jacob et al. (2007) and Goutam & Jain (2010) emphasize that in many cultures, mental health issues are often stigmatized, leading to a reluctance to seek help. This stigma can prevent families from addressing mental health challenges before they escalate, thereby perpetuating the cycle of silence and suffering. Additionally, culturally competent mental health care providers are essential in bridging the gap between students and effective support systems. Understanding the specific needs and backgrounds of students allows these providers to tailor interventions that resonate with the cultural values of the families involved, thereby increasing the likelihood of acceptance and engagement with mental health services.

2) Impact of Societal Norms and Expectations: Societal expectations place significant pressure on young people, often exacerbating existing mental health challenges. Hegen et al. (2023) discuss how these pressures can manifest as a relentless drive for academic and personal success, leading to feelings of inadequacy and despair among students. The stigma surrounding suicide further complicates this landscape. Tarcy (2022) noted that survivors—those left behind after suicide—often face judgment and isolation from their communities, hindering their ability to process grief and trauma. This societal response can lead to compounded emotional distress for families and friends of the deceased, illustrating the need for broader societal change regarding how mental health and suicide are perceived.

3) Impact of Student Suicide: The impact of student suicide extends far beyond the individual and affects families, friends, and communities. Cerel et al. (2008) highlighted the profound emotional and psychological toll that suicide takes on those close to the individual. Family members often experience a range of emotions, including guilt, anger, and confusion as they navigate their grief. Decon’s findings support this, revealing that communities experience the ripple effects of such tragedies, often resulting in a heightened sense of vulnerability and fear. Support systems are paramount for those affected by suicide. Communities must establish resources to facilitate open conversations regarding mental health and grief. Initiatives such as support groups and community awareness programs can provide safe spaces for survivors to share their experiences and feelings, helping normalize discussions about mental health. This support is crucial for mitigating the long-term psychological effects of suicide on individuals and communities.

4) Educational Institutions as Community Hubs: Educational institutions play a pivotal role in addressing the impact of student suicides on families and communities. Schools and universities can serve as community hubs for mental health awareness and support (Mueller et al. 2021). By integrating mental health education into the curriculum and providing access to counseling services, educational institutions can create environments in which mental health is prioritized. This proactive approach not only supports students but also educates families and communities on mental health issues, reduces stigma, and fosters a culture of openness and support.

5) Long-Term Societal Changes: Addressing the impact of student suicide necessitates long-term societal changes that extend beyond immediate support systems. Policymakers must consider integrating mental health education with public health initiatives and frameworks. Promoting awareness campaigns focusing on suicide prevention and mental health literacy can equip communities with the knowledge and tools necessary to identify and support at-risk individuals. Collaborative efforts among mental health professionals, educators, and community leaders can create comprehensive strategies to tackle the root causes of student suicide and its effects on families and communities.

In brief, the impact of student suicide on families and communities is multifaceted, encompassing psychological, social, and cultural dimensions. By examining the social and cultural context, societal norms and expectations, immediate impact of suicides, role of educational institutions, and necessity for long-term societal changes, we can develop a deeper understanding of the complexities surrounding student suicides. This understanding is crucial for implementing effective support systems and fostering a culture that prioritizes mental health, ultimately reducing the incidence of student suicide, and supporting those affected by this tragic phenomenon.

Preventive Measures Against Student Suicides

1) Reduce Stigma: A pivotal initial measure in the effort to avert student suicides is the reduction of stigma surrounding mental health issues. By implementing comprehensive educational programs focused on mental health within school environments, we can cultivate a culture of understanding and promote open dialogue among students, educators, and parents (Times, 2023). These programs should not only aim to normalize discussions about mental health, but also empower students to express their feelings and experiences without fear of judgment. By integrating mental health education into the curriculum, schools can create safe spaces in which students feel valued and understood. This approach can demystify mental health challenges, illustrating that they are common and manageable and that seeking help is a sign of strength rather than weakness. Furthermore, training teachers and staff to recognize signs of distress and respond compassionately can enhance the support systems available to students. Ultimately, fostering an environment that prioritizes mental well-being can significantly alleviate the barriers that prevent students from reaching out for help, thereby playing a crucial role in suicide prevention.

2) Promoting Honest Communication: Fostering supportive environments within educational institutions is not merely beneficial; it is also essential for the holistic development of students. By implementing peer mentorship programs, schools and universities can create structured opportunities for students to engage with one another meaningfully. These programs encourage experienced students to guide and support their peers, thereby fostering a sense of community and belonging. Mental health awareness initiatives play a pivotal role in breaking down the stigma surrounding mental health issues. By organizing workshops, seminars, and awareness campaigns, institutions can educate students about the importance of mental well-being and equip them with tools to recognize and address their own mental health needs as well as those of their peers. These initiatives not only promote honest and open communication among students, but also create safe, inclusive spaces where individuals feel comfortable sharing their experiences and emotions without fear of judgment. This cultivates a culture of empathy, understanding, and support that can significantly enhance the overall educational experience. By prioritizing these efforts, educational institutions can ensure that every student feels valued and supported, ultimately contributing to their academic success and personal growth (Times 2023). This holistic approach not only addresses immediate concerns but also lays the groundwork for lifelong mental health awareness and resilience, preparing students to navigate future challenges confidently.

3) Encouraging a positive school atmosphere: Schools play a crucial role in actively promoting a culture of kindness and inclusivity, serving as a safe haven in which every student feels valued and respected. To achieve this, it is essential for educational institutions to implement robust and comprehensive anti-bullying policies that effectively address harassment and discrimination in all forms. Such measures should not only focus on punitive actions, but also emphasize education and awareness, fostering empathy and understanding among students. By cultivating a positive and nurturing school environment, educators can significantly mitigate the feelings of isolation and distress that many students experience. These negative emotions are often precursors to severe mental health issues, including suicidal ideation. Creating a supportive community in which students feel connected to their peers and teachers can lead to improved emotional well-being and resilience. Moreover, schools should engage in proactive initiatives such as peer mentoring programs, workshops on emotional intelligence, and open discussions about mental health to empower students to support one another. By prioritizing kindness and inclusivity, schools not only enhance the overall educational experience, but also contribute to the development of compassionate individuals who are equipped to navigate the complexities of life beyond the classroom (Times 2023).

4) Innovations in Telehealth: While valid concerns about the complexities of mental health care in remote areas, leveraging technology can significantly enhance access to mental health services. Telehealth initiatives offer convenience and flexibility, allowing individuals to receive care for the comfort of their homes, which can be particularly beneficial for those in isolated regions. Many students and individuals are becoming increasingly tech-savvy, and with proper training and resources, they can effectively navigate these platforms. Furthermore, advancements in technology have improved the quality of virtual communication, making it easier to connect with mental health professionals in real-time. Moreover, virtual counseling may be suitable for a wide range of mental health conditions, including those that do not require intensive hands-on treatment. Some individuals may feel more comfortable discussing their issues in a virtual setting, which can lead to greater openness and honesty during sessions. The use of technology does not inherently lead to depersonalization; rather, it can foster a unique therapeutic relationship that transcends geographical barriers, allowing personalized support tailored to individual needs. Finally, while the digital divide is a concern, the expansion of telehealth can also drive efforts to improve technological access and literacy in underserved communities. By investing in digital infrastructure and training, we can work towards reducing inequalities in mental health care access, ultimately benefiting a larger population.

5) School-based Mental Health Services: While integrating mental health services within schools may seem beneficial, it can also raise several concerns (Harrison et al., 2017). First, the presence of on-site counselors may lead to privacy issues, as students might feel uncomfortable discussing personal problems in a school setting where their peers and staff are nearby. Additionally, focusing on mental health within schools could divert attention and resources away from academic priorities, potentially impacting students’ educational outcomes (Lynn et al., 2003). Furthermore, not all students may require or want mental health services, and mandatory integration could lead to stigmatization or labeling of those seeking help. Finally, the effectiveness of such programs can vary widely depending on the training and expertise of staff, which may not always meet the diverse needs of the student population.

6) Training Educators and Staff: Offering comprehensive training for teachers and school staff to identify signs of mental health issues and to implement effective intervention strategies is of paramount importance. Educators are often on the frontlines when it comes to recognizing students who may be struggling, making their role critical in the early detection and support of at-risk individuals. By equipping these professionals with essential skills and knowledge, the overall support system within educational institutions can be significantly strengthened (Nadeem et al., 2011). This training should encompass a variety of topics, including understanding the spectrum of mental health conditions, recognizing behavioral indicators, and fostering an empathetic classroom environment. Additionally, it should cover practical intervention techniques, effective communication strategies, and how to engage with parents and caregivers in a supportive manner (Khadijah et al., 2023; Surdey et al., 2022). By enhancing their competence in these areas, educators can create a more inclusive and responsive educational atmosphere, ultimately leading to better outcomes for students facing mental-health challenges. Furthermore, establishing a culture of awareness and support within schools not only benefits students in need but also promotes a healthier environment for all, encouraging open dialogue about mental health and reducing stigma. As a result, investing in the training of educators is not just an enhancement of their professional development; it is a vital step towards cultivating a nurturing educational landscape where every student has the opportunity to thrive.

7) Family Engagement and Support: While involving families in mental health initiatives may seem beneficial, it can also lead to potential drawbacks. Not all families have the capacity or knowledge to engage effectively in these programs, and some may even hinder a student’s mental health journey due to stigma or misunderstandings (Sharma & Sargent, 2017). Additionally, focusing too much on family involvement may overlook the importance of individual therapy and the role of professional mental health services (Chaniang et al. 2022). In some cases, students may feel pressured to conform to family expectations, which could exacerbate their mental health issues, rather than alleviate them. Furthermore, not all students have supportive family environments, and relying on family support can leave those without such networks at a disadvantage, potentially worsening their mental health.

8) Collaboration with Mental Health Organizations: Collaborations between educational institutions and mental health organizations can significantly bolster the effectiveness of suicide prevention initiatives. By forging these partnerships, schools gain access to a wealth of expertise and resources that are crucial for developing and implementing comprehensive mental health programmes (Surdey et al., 2022). These alliances facilitate the integration of evidence-based practices into school curricula, ensuring that mental health education is not only informative, but also impactful. Mental health organizations can offer specialized training to educators, equipping them with the skills necessary to identify at-risk students and respond appropriately (Arora & Persaud, 2019). Furthermore, these partnerships can lead to the creation of support systems within schools, such as counseling services and peer support groups, which are essential for fostering a nurturing environment. In addition, collaboration allows for the sharing of vital data and research, enabling schools to tailor their programs to meet the specific needs of their student population. By working together, educational institutions and mental health organizations can create a robust framework for suicide prevention that not only addresses immediate concerns, but also promotes long-term mental well-being among students. Ultimately, such partnerships are instrumental in cultivating a culture of awareness, support, and resilience in the school community.

9) Evaluation and Continuous Improvement: While regular evaluation of strategies and interventions is often seen as beneficial, it can also lead to unnecessary disruptions and inconsistencies in mental health support programs. Frequent assessments may divert attention and resources away from actual implementation, causing delays in service delivery (Vaillancourt & Amador, 2014). Furthermore, the pressure to constantly adapt programs based on evaluation findings may result in a reactive rather than a proactive approach, potentially undermining the stability and reliability of support systems for students (Sharon et al., 2014). Instead, a focus on foundational, well-established programs that require less frequent evaluations could provide a more consistent and dependable framework for mental health support.

Global Initiatives

• World Suicide Prevention Day: Observed annually on September 10, this initiative aims to raise awareness and reduce stigma around suicide globally.
• World Mental Health Day: Celebrated on October 10; focuses on mental health issues and promotes well-being worldwide.

Indian Initiatives

• Mental Healthcare Act (MHA), 2017: This landmark legislation provides a legal framework for mental health services in India, emphasizing the rights of individuals with mental health conditions (Drishti IAS, 2023).
• KIRAN Helpline: A 24/7 toll-free helpline that provides mental health support and immediate assistance to individuals in crisis (Drishti IAS, 2023).
• Manodarpan Initiative: Launched during the COVID-19 pandemic, this initiative offers psychosocial support for mental health, aiming to address the increased stressors faced by students and their families (Drishti IAS, 2023).
• National Suicide Prevention Strategy Launched in 2023, this strategy aims to reduce suicide rates by 10% by 2030, outlining comprehensive measures to address this issue at various levels (Drishti IAS, 2023).
• Mental Health Awareness Campaigns: These campaigns focus on combating stigma and increasing mental health awareness, particularly emphasizing family involvement and social inclusion (Patel & Saxena, 2014).

CONCLUSION

In conclusion, identifying and assessing existing policies and interventions for suicide prevention in Indian educational institutions is crucial for developing effective strategies to address the pressing issue of student suicides. A multifaceted approach is necessary to tackle the stigma surrounding mental health and foster open communication, allowing students to seek help without fear of judgment. Educational institutions must create supportive environments by implementing robust mental health services and cultivating a culture of kindness and inclusivity, alongside peer mentorship programs that empower students to support each other. Leveraging technology, such as telehealth services, can improve access to mental healthcare, especially in remote areas. While existing global and national initiatives provide a solid foundation, ongoing evaluation and adaptation are essential to ensure that strategies remain relevant to the unique needs of Indian students. Collaboration among educators, policymakers, mental health professionals, and the community is vital for establishing a holistic framework for suicide prevention that encompasses both immediate- and long-term preventive measures. Ultimately, by prioritizing mental health and implementing these comprehensive strategies, we can significantly reduce the incidence of student suicide and foster a healthier, more supportive educational environment in which students feel valued, supported, and empowered to navigate the challenges they face.

ACKNOWLEDGMENTS

The authors sincerely acknowledge and credit the scholars and experts whose works have been consulted and referenced in the preparation of this manuscript. They extend their heartfelt gratitude to all the anonymous reviewers for their valuable observations and suggestions, which significantly enhanced the quality of the manuscript.

Funding & Conflict of Interest: This work has not received funding or sponsorship from any institution or funding agency. The author also declares that there are no conflicts of interest related to this research.

REFERENCES

1. Abhijita, B., Gnanadhas, J., Kar, S. K., Cherian, A. V., & Menon, V. (2024). The NCRB suicide in India 2022 report: Key time trends and implications. Indian Journal of Psychological Medicine. https://doi.org/10.1177/02537176241240699
2. Aggarwal, S. (2015). Suicide in India. British Medical Bulletin, 114(1), 127–134. https://doi.org/10.1093/bmb/ldv018
3. Almroth, M. C., Kosidou, K., László, K. D., & Galanti, M. R. (2018). Association between adolescents’ academic aspirations and expectations and mental health: a one-year follow-up study. European Journal of Public Health, 28(3), 504–509. https://doi.org/10.1093/eurpub/cky025
4. Arora, P. G., & Persaud, S. (2019). Suicide among Guyanese youth: Barriers to mental health help-seeking and recommendations for suicide prevention. International Journal of School & Educational Psychology, 8(S1), 133–145. https://doi.org/10.1080/21683603.2019.1578313
5. Arun, P., Garg, R., & Chavan, B.S. (2017). Stress and suicidal ideation among adolescents having academic difficulty. Indian Psychiatry Journal, 26(1), 64-70. https://doi.org/10.4103/ipj.ipj_5_17
6. Arya, V., River, J., Armstrong, G., Mayer, P., & Page, A. (2017). Trends and socio-economic determinants of suicide in India: 2001-2013. Social Psychiatry and Psychiatric Epidemiology, 53(3), 269–278. https://doi.org/10.1007/s00127-017-1466-x
7. Bomble, P., & Lhungdim, H. (2020). Mental health status of farmers in Maharashtra, India: A study from farmer suicide prone area of Vidarbha region. Clinical Epidemiology and Global Health, 8(3), 684–688. https://doi.org/10.1016/j.cegh.2020.01.002
8. Brown, S.L., Salive, M.E., Guralnik, J.M., Pahor, M., Chapman, D.P., & Blazer, D. (1995). Antidepressant use in the elderly: association with demographic characteristics, health-related factors, and healthcare utilization. Journal of Clinical Epidemiology, 48(3), 445-453.
9. Cerel, J., Jordan, J.R., and Duberstein, P.R. (2008). Impact of suicide on family. Crisis, 29(1), 38-44. https://doi.org/10.1027/0227-5910.29.1.38
10. Chaniang, S., Klongdee, K., & Jompaeng, Y. (2022). Suicide prevention: A qualitative study with Thai secondary school students. Belitung Nursing Journal, 8(1), 60–66. https://doi.org/10.33546/bnj.1746
11. Chethan, K. (2020, September 7). One every hour: At 10,335, last year saw the most student suicides. The Times of India. Retrieved from https://www.timesofindia.indiatimes.com
12. Chowdhury, K. (2024, February 29). Student suicides in Kota’s ‘coaching factories’ point to India’s broken education system. The Diplomat. Retrieved from https://www.thediplomat.com
13. Colucci, E., & Lester, D. (2020). A cross-cultural study of attitudes toward suicide among young people in India, Italy and Australia. International Journal of Social Psychiatry, 66(7), 700–706. https://doi.org/10.1177/0020764020926551
14. Cross, T.L., Bazron, B.J., Dennis, K.W., & Isaacs, M.R. (1989). Towards a culturally competent system of care. Washington, DC: CAASP Technical Assistance Center.
15. Deepeka, K.C. (2015, August 6). Ragging leads to 15 suicides in 18 months. The Hindu. Retrieved from https://www.thehindu.com
16. Demyttenaere, K., Bruffaerts, R., Posada-Villa, J., Gasquet, I., Kovess, V., & Lepine, J.P. (2004). Prevalence, severity, and unmet need for treatment of mental disorders in the World Health Organization World Mental Health Surveys. JAMA, 291, 2581-2590.
17. Dristi IAS. (2023, November 15). Issue of suicide cases in educational hubs. Dristi IAS. Retrieved from https://www.drishtiias.com
18. Elbogen, E.B., Lanier, M., Montgomery, A.E., Strickland, S., Wagner, H.R., & Tsai, J. (2020). Financial strain and suicide attempts in a nationally representative sample of U.S. adults. American Journal of Epidemiology, 189(11), 1266-1274.
19. Fehily, C., Bartlem, K., Wiggers, J., Wolfenden, L., Regan, T., Dray, J., Bailey, J., & Bowman, J. (2018). Systematic review of interventions to increase the provision of care for chronic disease risk behaviors in mental health settings: Review protocol. Systematic Reviews, 7(1), 1–7. https://doi.org/10.1186/S13643-018-0735-4
20. Gautam, S., & Jain, N. (2010). Indian culture and psychiatry. Indian Journal of Psychiatry, 52(Suppl 1), S309-S313. https://doi.org/10.4103/0019-5545.69259
21. Gould, M.S., Fisher, P., Parides, M., Flory, M., & Shaffer, D. (1996). Psychosocial risk factors of child and adolescent completed suicide. Archives of General Psychiatry, 53(12), 1155-1162.
22. Hagen, I., Skjelstad, S., & Nayar, U.S. (2023). Promoting mental health and wellbeing in schools: The impact of yoga on young people’s relaxation and stress levels. Frontiers in Psychology, 14(1083), 8. https://doi.org/10.3389/psyg.2023.1083028
23. Harrison, J. R., Evans, S. W., & Schultz, B. K. (2017). School mental health services for adolescents. Oxford University Press. https://doi.org/10.1093/med-psych/9780199352517.001.0001
24. Hay Group. (1998). Health care plan design and cost trends: 1988 through 1997. Washington, DC: Hay Group.
25. Hindustan Times. (2023, October 28 2023). Eight tips to prevent rising tide of student suicide. Hindustan Times.
26. Husby, E., & Lillebråten, S. (2013). Teaching support system.
27. India Kanoon. (2024, May 18). Indian Penal Code. Retrieved from https://www.indiankanoon.org
28. Institute of Medicine (IOM). (2001). Neurological, psychiatric, and developmental disorders: Meeting the challenge in the developing world. Washington, DC: National Academy Press.
29. Khadijah, S., Tarnoto, K., & Martono, M. (2023). Results of professional interventions of gatekeeper training programs for college student suicide prevention: A systematic review. GSC Advanced Research and Reviews, 17(3), 022–039. https://doi.org/10.30574/gscarr.2023.17.3.0443
30. Kimberly, Z., & Mikayla, M. (2023, April 19). Financial hardship is a major risk factor for suicide. Health.com. Retrieved from https://www.health.com
31. Kleinman, A. (1988). Rethinking psychiatry: From cultural category to personal experience. New York: Free Press.
32. Kumar, S., & Patel, A. B. (2022). Student suicide in India: Unintended consequences of socio-ecological factors. Omega, 90(2), 003022282211119. https://doi.org/10.1177/00302228221111932
33. Lynn, C. J., McKay, M. M., & Atkins, M. S. (2003). School social work: Meeting the mental health needs of students through collaboration with teachers. Children & Schools, 25(4), 197–209. https://doi.org/10.1093/cs/25.4.197
34. Maji, S., Jordan, G., Bansod, S., Upadhyay, A., Deevela, D., & Biswas, S. (2024). Student suicide in India: An analysis of newspaper articles (2019–2023). Early Intervention in Psychiatry. https://doi.org/10.1111/eip.13616
35. Manning, W.G. Jr., Wells, K.B., Duan, N., Newhouse, J.P., & Ware, J.E. Jr. (1986). How cost-sharing affects the use of ambulatory mental health services. Journal of the American Medical Association, 256(14), 1930-1934.
36. Mitra, P. (2018, April 14). Parental pressure, fear turning kids suicidal. The Times of India. Retrieved from https://www.timesofindia.indiatimes.com
37. Mueller, A. S., Watkins, J. T., Beardall, K. A., Diefendorf, S., Jackson, J., Liang, Y., Steinberg, H., Gallagher, R., Worton, H., & Abrutyn, S. (2021). Strategies to Prevent Suicide in Schools and Communities. https://doi.org/10.31235/osf.io/znrgj
38. Murthy, R.S. (1998). Rural psychiatry in developing countries. Psychiatric Services, 49, 967-969.
39. Nadeem, E., Wong, M., Stein, B. D., Chang, V. Y., Vona, P., & Kataoka, S. H. (2011). The role of teachers in school-based suicide prevention: A qualitative study of school staff perspectives. School Mental Health, 3(4), 209–221. https://doi.org/10.1007/s12310-011-9056-7
40. Nandi, D.N., Banerjee, G., & Boral, G.C. (1978). Suicide in West Bengal: A century apart. Indian Journal of Psychiatry, 20, 155-160.
41. National Crime Records Bureau. (2007). Accidental deaths and suicides in India. Ministry of Home Affairs, Government of India.
42. National Crime Records Bureau. Accidental deaths & suicides in India—2022; 2022. https://ncrb.gov.in/uploads/nationalcrimerecordsbureau/custom/adsiyearwise2022/170161093707Chapter-2Suicides.pdf (accessed on 01 November 2024).
43. Nevatia, S. (2023, September 21). A cry for help that goes unnoticed: Mental health issues, academic pressure, and social stigma are driving India’s students to suicide. Frontline. Retrieved from https://frontline.thehindu.com
44. Okechukwu, F.O., Ogba, K.T., Nwufo, J.I., & Others. (2022). Academic stress and suicidal ideation: Moderating roles of coping style and resilience. BMC Psychiatry, 22, 546. https://doi.org/10.1186/s12888-022-04063-2
45. Panda, S. (2024, February 28). FE Mental Health Series | Beyond spring fans, metal frames: India needs to save its students from suicide epidemic urgently. The Financial Express. Retrieved from https://www.financialexpress.com
46. Pandey, V. (2017). Students suicides in institutions of higher education in India: Risk factors and interventions. International Journal of Social Work and Human Services Practice, 5(1), 29–34. https://doi.org/10.13189/ijrh.2017.050104
47. Patel, V., & Saxena, S. (2014). Transforming lives, enhancing communities – Innovations in global mental health. New England Journal of Medicine, 370, 498-501.
48. Poonam, S. (2016, June 1). Why 57 young students have taken their lives in Kota. HuffPost. Retrieved from https://www.huffpost.com
49. Press Trust of India. (2024, May 14). CBSE class 12th student dies by suicide after failing in 2 subjects. NDTV. Retrieved from https://www.ndtv.com
50. Press Trust of India. (2024, May 17). 18-year-old engineering student dies by suicide near Bengaluru: Cops. NDTV. Retrieved from https://www.ndtv.com
51. Public Health Service (PHS). (2001). National strategy for suicide prevention: Goals and objectives for action. Rockville, MD: U.S. Department of Health and Human Services.
52. Ram, D., Mathew, A., & Alammar, M. A. (2022). Understanding suicide and its prevention in the Indian context: Mental health perspective. International Journal of Health and Allied Sciences, 11(1). https://doi.org/10.55691/2278-344x.1020
53. Rao, V.A. (1987). Culture and mental health. Broadcast talk from All India Radio, Madurai.
54. Ravi, S. (2017). A reality check on suicides in India. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3041206
55. Robertson, M. (2006a). Books reconsidered: Emile Durkheim, Le suicide. Australasian Psychiatry, 14(4), 365–368. https://doi.org/10.1111/j.1440-1665.2006.02305.x
56. Saravanan, B., Jacob, K.S., Johnson, S., Prince, M., Bhugra, D., & David, A.S. (2007). Belief models in first-episode schizophrenia in South India. Social Psychiatry and Psychiatric Epidemiology, 42, 446-451.
57. Sathian, B., Roy, B., Banerjee, I., Supram, H., Devkota, S., Simkhada, P., De, A., Teijlingen, E., & Rajesh, E. (2015). Time trend of the suicide incidence in India: A statistical modelling. American Journal of Public Health Research, 3, 80–87. https://doi.org/10.12691/ajphr-3-5a-17
58. Saunders, S.M., Resnick, M.D., Hoberman, H.M., & Blum, R.W. (1994). Formal help-seeking behavior of adolescents identifying themselves as having mental health problems. Journal of the American Academy of Child and Adolescent Psychiatry, 33(5), 718-728.
59. Scourfield, J., & Evans, R. (2019). Why might men be more at risk of suicide after a relationship breakdown? Sociological insights. American Journal of Men’s Health, 9(5), 380-384. https://doi.org/10.1177/1557988314546395
60. Sharma, K. (2019, July 26). To curb student suicides, this ‘suicide prevention centre’ wants you to help troubled friends before it’s too late. India Today. Retrieved from https://www.indiatoday.in
61. Sharma, N., & Sargent, J. (2017). Family and community intervention in suicide prevention and management. In R. C. O’Connor & J. Pirkis (Eds.), The international handbook of suicide prevention (pp. 221–238). Springer. https://doi.org/10.1007/978-3-319-66203-9_14
62. Sharon, H., Stephan, S. H., Paternite, C. E., Grimm, L., & Hurwitz, L. (2014). School mental health: The impact of state and local capacity-building training. International Journal of Education Policy and Leadership, 9(7). https://doi.org/10.22230/IJEPL.2014V9N7A516
63. Sousa, R. A. de, Brazão, G., Freitas Júnior, P. B. de, Sougey, E. B., & da Silva, T. de P. S. (2021). Association between perceived academic stress and suicide behavior among college students from Pernambuco. American Journal of Clinical Research and Reviews, 4, 21. https://doi.org/10.28933/ajcrr-2021-05-1805
64. Banerjee, G., Nandi, D.N., Nandi, S., Sarkar, S., Boral, G.C., & Ghosh, A. (1990). The vulnerability of Indian women to suicide: A field study. Indian Journal of Psychiatry 32, 305–308.
65. Spaulding Decon. (n.d.). Effects of suicide on family: What happens after? Retrieved from https://www.spauldingdecon.com
66. Stephan, S. H., Paternite, C. E., Grimm, L., & Hurwitz, L. (2014). School mental health: The impact of state and local capacity-building training. International Journal of Education Policy and Leadership, 9(7). https://doi.org/10.22230/IJEPL.2014V9N7A516
67. Stubbs, A. (2014). Reducing mental illness stigma in health care students and professionals: a review of the literature. Australasian Psychiatry. https://doi.org/10.1177/1039856214556324
68. Stubbs, A. (2014). Reducing mental illness stigma in health care students and professionals: A review of the literature. Australasian Psychiatry, 22(6), 510–515. https://doi.org/10.1177/1039856214556324
69. Surdey, J., Byrne, D., & Fox, T. (2022). Developing Ireland’s first national student mental health and suicide prevention framework for higher education. Irish Journal of Psychological Medicine, 1–5. https://doi.org/10.1017/ipm.2022.10
70. Sureshkumar, M., V, L., S, C. J., & S, N. K. (2022). HELTRAK – A medical application with chatbot based on AI. Proceedings of the 36th International Conference on Computer Science and Technology, 262–267. https://doi.org/10.1109/iccst55948.2022.10040438
71. The Telegraph Online. (2023, October 18). Family alleges ragging, after first-year PG student of North Bengal University dies of suicide. The Telegraph. Retrieved from https://www.telegraphindia.com
72. Truong, V. V. (2011). Suicide as a deviant behavior – Emile Durkheim’s viewpoint about normlessness. Science and Technology Development Journal, 14(1), 85–93. https://doi.org/10.32508/stdj.v14i1.1898
73. Vaillancourt, K., & Amador, A. (2014). School-community alliances enhance mental health services: Resource-stretched schools can ensure comprehensive mental health care for students by creating partnerships with community-based service providers. Phi Delta Kappan, 96(4), 12–17. https://doi.org/10.1177/0031721714964091
74. Zhang, W. (2023). Analyzing the sociological dimensions of suicide: Insights from Emile Durkheim’s theory. Lecture Notes in Education Psychology and Public Media, 22(1), 75–81. https://doi.org/10.54254/2753-7048/22/20230221