Background

In a developing country like India, differences in learning and mental health concerns amongst adolescent girls from underprivileged communities is often overlooked. This neglect is responsible for some serious barriers to both educational and personal enhancement. 

As observed in a report published by the National Institute of Mental Health and Neurosciences (NIMHANS, India); close to 98 lakh Indian adolescents require active interventions with regards to mental health issues, many of which have a direct influence on their learning capabilities. Despite evidence outlining such an urgent need to support the disadvantaged youth, there is still a drastic lack in mass awareness, acceptance and resources. With respect to young females especially, the systemic barriers they are confronted with are immense. These girls often encounter deeply sown societal norms and stringent gender roles that prioritize the education of boys and consider them primarily to only play the part of wives and mothers. This culture bias consequently leads them to have lower self-esteem and feel more isolated, anxious and depressed. Recent studies by UNICEF and Plan International depict how girls from these communities are more likely to drop out due to such extreme social pressures with only a minute percentage going beyond primary education. 

To address an issue as pressing as this, innovative measures and practical interventions are required that tackle it in a way that the outcomes don’t only benefit students but also boosts recognition of and efforts made by parents, educators and communities at large.