Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

243

Research Article

Mental Health Concerns of School Going Adolescents in India 
during the COVID-19 Outbreak through Tele-helpline services

Ruchi Shukla1, Sushmita Chakraborty2 & Rashmi Choudhary3

1Assistant Professor, Manodarpan Cell, DEPFE, NCERT

Email: shukla.ncert2010@gmail.com
2Assistant Professor, DEPFE, NCERT

3Junior Project Fellow, Manodarpan Cell, NCERT

Abstract

The COVID-19 pandemic has exacerbated mental health challenges globally. Adolescents 
on the cusp of adulthood, already grappling with significant developmental pressures 
and life changes, were further tested by the uncertainty created by the pandemic. 
This article aims to mapping and analyze trends in mental health concerns among 
adolescents in the post-pandemic era, based on calls received by the Manodarpan 
toll-free tele-helpline. The helpline was launched to provide psycho-social support to 
students, parents, and teachers through trained counsellors. The reported concerns 
relate to psycho-social issues such as a lack of skills to manage emotions, health-related 
problems, academic issues, difficulties with online classes, and anxiety related to studies 
and exams. The findings of this study will have significant implications for mental health 
practitioners and educators in providing support and planning policies related to mental 
health and well-being

Keywords: Mental health, Adolescents, Tele-helpline, Psycho-social, Academic, 
COVID-19

Introduction

Mental Health concerns of school 
students in India during COVID-19 
outbreak increased due to several 
reasons. The virulent nature of the 
virus prompted a nationwide lockdown, 
disrupting everyday life and routines. 
Once the lockdown was lifted, strict rules 
and regulations on social distancing 
were enforced by the government, with 
fines for violations. These guidelines 
included avoiding social interactions, 
and large public functions like weddings 
were also restricted. As a consequence 
of these social distancing measures, 
coupled with the non-availability 
of vaccines, especially for children, 
schools had no choice but to shut 
down temporarily. This abrupt closure 
initially disrupted education, leaving 

students without their usual routines 
and engagement. 

However, the education system 
gradually adapted by transitioning to 
online classes. Despite this adjustment, 
the initial shutdown caused upheaval, 
and students faced challenges. While 
adults resumed work in hybrid modes, 
children often found themselves 
unattended and with limited to no 
movement outside the house. While 
the challenges in mental health of 
adolescents can lead to heightened 
emotional stress, feelings of 
helplessness, and fear, over time, these 
difficulties may develop into mental 
illnesses like anxiety and depression 
(Meherali et al., 2021). Furthermore, 
early identification of mental health 
risks is crucial to reducing these risks 
(Schulte-Körne, 2016).



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

244

Amidst significant efforts by the 
government, the education system 
in India made a crucial shift to online 
classes, providing a much-needed 
relief during the pandemic. However, 
this transition came with its own set 
of challenges. Loneliness, exacerbated 
by learning loss and uncertainty about 
the future (including board exams and 
career prospects), weighed heavily on 
the minds of school students, especially 
adolescents. The social restrictions 
imposed due to fear of infection and 
death further compounded their mental 
well-being concerns. Conversations 
around these issues impelled a search 
for solutions, as educators, parents, 
and policymakers grappled with how 
best to support students during these 
unprecedented times.

In order to address the holistic well-
being of students, the government 
of India, launched the Manodarpan1 
initiative in July 2020. Through tele-
helpline, this initiative aimed to provide 
psycho-social support to students, 
parents, and teachers with the help of 
trained counsellors from across the 
country. It is important to understand 
that tele-helplines have been playing an 
important role in offering convenient 
access and immediate assistance to 
individuals in need (S. Sriram et al., 
2016). The current analysis is based on 
the data collected from calls received on 
the Manodarpan toll-free tele-helpline, 
which operates 12 hours a day (from 8 
am to 8 pm) every day of the week.

Pandemic and its Psychological 
Implications

History tells us the occurrence of 
pandemics and the havoc caused 
on humanity as a consequence. The 
unpredictability of pandemics, coupled 
with the world’s unpreparedness 
for such occurrences, remains the 
1. Under the ‘Aatma Nirbhar Bharat Abhiyaan, Ministry of Education (MoE), Government of India 

(GoI)’, the Manodarpan initiative was launched in 2020, to support on the psycho-social concerns of 
students, parents, and teachers during and beyond COVID-19.

biggest challenge for humankind. The 
sufferings caused by the pandemic 
have the potential to leave a deep 
impact on the psyche of individuals 
and societies for generations to come. 
These challenges are amplified many 
folds in contemporary global village 
realities. The Coronavirus (SARS-CoV-2) 
or COVID-19, with a high capacity to 
infect, made it a lethal virus in today’s 
interconnected world. Unlike in the past, 
where geographical movement was 
restricted, the ease of movement and the 
social and economic interdependence 
of people have exacerbated problems 
due to the virus’s spreading nature. 
Similar to previous pandemics, 
COVID-19 not only served as a serious 
medical threat but has also impacted 
the psycho-social welfare of individuals 
and societies worldwide. In the quest to 
contain the virus and minimize the loss 
of human life, the use of unavoidable 
methods has inadvertently created 
mental and emotional imbalances. The 
impact extends to the student’s learning 
process and has also brought to light, 
the unpreparedness of the system for 
dealing with large-scale mental health 
issues and long-term challenges that 
can affect the individuals.

The unprecedented and unplanned 
lockdowns imposed worldwide have 
not only triggered the fear of getting 
infected but also the experience 
of isolation, losing loved ones, and 
various unexpected challenges, leaving 
individuals with existential questions 
and looming anxieties. The effect on the 
Indian subcontinent was particularly 
extensive due to its large population 
and densely populated metro cities. The 
essential services were compromised, 
and hospitals were overly crowded. 
Everyday life was disrupted, educational 
institutes at all levels were closed, 
transportation was halted, and tourism 
was completely shut down. Even for 



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

245

essential survival needs, people were 
fearful to go out. To tackle the situations 
created by the pandemic, governments 
worldwide took measures to protect 
their citizens, addressing both physical 
and mental well-being. It is now evident 
that the pandemic has deeply affected 
the mental health of individuals of all 
age groups, including children and 
adolescents. 

Adolescence and Concerns during 
the Pandemic 

It is well known that adolescence is an 
age of development of abstract thinking, 
exploration of sexual identities, and the 
emergence of developmental skills to 
be used for coping and problem-solving 
(Erikson, 1963). When COVID-19 hit 
the world, adolescents, like everyone 
else, were restricted to staying at 
home and faced the consequences of 
disruption in everyday life. There were 
sudden changes in regular classroom 
interactions, including a transition to 
an online mode of learning with virtual 
classrooms and video conferencing. 
The lack of direct teacher-student 
interaction, along with limited access 
to resources, has impacted academic 
progress and played a crucial role 
in the learning loss of adolescents 
(Hammerstein, et. al. 2021). The impact 
was massive, particularly for those who 
faced socio-economic disadvantages, 
and belonged to low-income families, 
minority groups, and remote areas 
(Singh et al., 2020).Top of Form

As the situation evolved, educational 
systems attempted to address these 
issues and find solutions to support 
students’ learning by redesigning lesson 
plans for remote delivery and exploring 
alternative evaluation methods to 
assess student performance. With this 
change parents had to take on more 
active roles in their children’s education, 
supporting them with their studies while 
juggling work and other responsibilities. 
On the socio-emotional front, the 

students were caught off-guard as were 
the parents. The unpredictable nature 
of the pandemic compounded by its 
highly infectious nature led to anxiety 
and fear of death amongst all beyond 
age, gender, socio-economic level, and 
so on. 

It is evident that COVID-19 has brought 
efforts and discussions on mental 
health-related issues to the forefront. 
Adolescents, already particularly 
vulnerable to mental health issues 
due to significant developmental 
changes and challenges at this stage 
of life, were further strained by the 
uncertainty, loneliness, and confusion 
brought about by the situation (Singh 
et al.,2020). Uncontrollable situations 
caused by the pandemic created issues 
for adolescents, such as social isolation, 
disruption in daily routines, lack of in-
person interaction with friends and 
peers, uncertainty about the future, 
and fears related to the spread of the 
virus, which only exacerbated the 
existing mental health issues (Caffo 
& Belaise, 2003). The restrictions 
on social movements and physical 
activities forced them to face their fears 
without peer support and the known 
and comforting touch of the school 
environment, increasing the sense of 
fear and anxiety among adolescents. 
As India is a vast country with a large 
population and cultural variations, 
the complexity of the challenges 
increases, as does the approach 
and implementation of remedies for 
managing the mental health and well-
being of students. Top of Form

Importance of Mental Health and 
Well-being of Adolescents 

Mental health is essential not only for 
physical well-being but also because 
it shares a symbiotic connection with 
physical health. Since adolescents are 
on the verge of embarking on their 
journey as young adults in society, 
concerns for their well-being are high. 



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

246

The psychological challenges if left 
unaddressed today may create backlogs 
that can impact their well-being and, 
subsequently, their mental health. 
As adolescence is a crucial period for 
providing mental health and well-being 
support to develop social-emotional 
habits, it also lays the foundation for 
better mental health and well-being 
later in life.

The nationwide lockdowns and 
decreased physical activities have 
led to increased sedentary lifestyles, 
affecting not only the physical but 
also the mental health of students. 
Psychological issues such as anxiety, 
depression, stress, loneliness, etc. seen 
a significant rise after the COVID-19 
pandemic (Sarah et al., 2021). The 
UNICEF report ‘Life in Lockdown’ in 2022 
delves into the mental health and well-
being of approximately 130,000 children 
and adolescents across 22 countries, 
seeking to comprehend the effects 
of lockdown on them. The document 
reports evidence of depressive 
symptoms, stress, anxiety, increased 
substance use, and other behavioral 
problems in children and adolescents 
after COVID-19. Despite the challenges 
posed by the pandemic, there were also 
noteworthy positive developments in 
mental health. These included increased 
quality family time, greater engagement 
in physical and recreational activities, 
and more personal introspection, all of 
which made positive contributions to 
individuals’ mental well-being. 

To address the concerns highlighted 
due to COVID-19, the Government of 
India is focusing on a comprehensive 
plan to boost economic growth, improve 
the quality of the healthcare system, 
adapt to the new digital world, and 
provide psycho-social support to the 
impacted citizens of the country. In this 
ever-evolving situation with changing 
pandemic impacts, it remains crucial 
for parents to stay informed, reach 
out for support when necessary, and 

place a high priority on both their own 
well-being and that of their children. 
Building a strong support network 
and maintaining open communication 
with children can help them navigate 
challenging times more effectively. The 
findings from the “Mental Health and 
Well-being of School Students- A Survey, 
2022” suggest that the students have 
experienced anxiety regarding studies, 
examinations and results. They have 
also reported a lack of concentration as 
the major reason for lagging behind in 
studies. 

Due to the vulnerability of the 
adolescent group and the need to 
prevent risky behaviors, it is important 
to look out for and prioritize their 
mental health and wellness. The need 
for intervention in mental health is also 
visualized in the National Education 
Policy (NEP), 2020, of the Government 
of India. The NEP, 2020 emphasizes 
recognizing, identifying, and fostering 
the unique capabilities of each student 
and strengthening mental health and 
well-being in school education. Such 
implications can not only help the child 
in holistic development but also assist in 
identifying and providing interventions 
for mental health-related issues.

Objective 

 y The objective of the paper is to 
analyze the trends of mental 
health concerns experienced by 
middle and secondary-stage school 
students from July 2020 to December 
2022, through data provided by 
counsellors in information sheets 
about calls received on Manodarpan 
tele-helpline.

 y Methodology

Sample

The information collected was based 
on calls received from July 2020 to 
December 2022 on IVRS through toll-free 



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

247

tele-helpline calls from students across 
the nation, as part of the Manodarpan 
initiative, which primarily focuses on 
addressing psycho-social concerns of 
students, parents and teachers. A total 
of 2,356 calls documented under middle 
and secondary stage of education have 
been analyzed in the paper. Among 
these calls, 19.5 per cent were related 
to psychosocial concerns, while 80.5 
per cent pertained to academic issues. 
The calls received on the helpline 
were recorded on performas by the 
counsellors who had received the calls 
and shared the details with Manodarpan 
Cell. The concerns of adolescent 
students are reported by counsellors 
from all four regions (north, south, 
east, and west) of India and collated 
by the Manodarpan cell in the form of 
information sheets. Furthermore, the 
information collected over 2.5 years (July 
2020 to December 2022) was compiled 
and qualitatively analyzed. While the 
helpline concerns were studied within 
the context of the COVID-19 situation, 
the analysis identified trends across two 
significant domains, namely:

(i) Psycho-social issues

(ii) Academic concerns

Although the collected data is segmented 
into foundation, preparatory, middle 
and secondary stages, there were 
limited calls for the foundation and 
preparatory stages. This limitation is 
primarily because children in these age 
groups may not possess the maturity to 
fully comprehend and articulate mental 
health issues or actively seek direct 
assistance. Consequently, the study 
relies on calls from the middle and 
secondary stages.

Result and Findings

The data collected from the Manodarpan 
toll-free tele-helpline number is 
categorized into two major concerns: 
psycho-social and academic. The 
analysis is divided into three phases to 

understand the evolving nature of these 
concerns during the pandemic: Phase I 
(July 2020 to December 2020), Phase II 
(January 2021 to December 2021), and 
Phase III (January 2022 to December 
2022).

Phase-wise analysis indicates the 
following results:

Phase I (July 2020 to December 2020)

Academic Concerns: Admission queries, 
challenges with online learning, 
concentration difficulties, exam and 
career-related stress, procrastination 
issues, and study methods.

Psycho-social Concerns: COVID-19-
related anger management, sadness, 
anxiety, and family-related concerns. 
Higher academic stage students 
reported difficulties in online learning, 
exam stress, concentration issues, poor 
study habits, and career guidance.

Phase II (January 2021 to December 
2021)

Academic Concerns: Admission 
queries, difficulty in online learning and 
communication, lack of concentration, 
fatigue, exam stress, poor study habits, 
and techniques. Higher stage students 
sought help for government forms, 
admissions, examinations, scholarships, 
e-pathshala, syllabus, study materials, 
board exam stress, and offline exam 
anxiety.

Psycho-social Concerns: Loneliness, 
sadness, loss of interest, anxiety, fear, 
worry, stress from high COVID cases, 
nervousness, irritation, excessive social 
media use, mobile game addiction, 
mood swings, and body image issues.

Phase III (January 2022 to December 
2022)

Academic Concerns: Admission 
and entrance exam queries, NCERT 
books, online classes, entrance exam 







Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

250

economic backgrounds who exhibited 
lower confidence in independently 
completing school assignments. 
Common issues faced by students in 
the middle and secondary stages of 
education included challenges with 
online learning, academic stress, exam-
related anxiety, lack of concentration, 
procrastination, and queries related 
to admissions, indicating the adverse 
impacts that academic stress can have 
on anxiety (Zhu et al., 2021).

The anxiety related to new teaching-
learning and assessment methods 
led many students to seek counselor 
assistance for study methods, causing 
confusion and further increasing 
anxiety about their future. Students also 
sought counseling for career choices. 
On the social front, latent anxiety 
about the pandemic, fear of infection, 
and concerns about academic and 
career choices manifested in students’ 
behaviors, leading to feelings of anger 
and sadness, among other emotions. 
As rightly stated in the report “On My 
Mind” by WHO, “Indeed, these are very 
challenging times for children and 
young people, and this is the state of 
their world in 2021.”

Additionally, concerns related to 
the spread of COVID-19 were more 
prominent during both 2020 and 2021. 
These concerns included anxieties 
related to the health of oneself, family, 
and friends; restlessness and stress 
due to lockdown measures; feelings of 
loneliness and fear due to the pandemic 
(Brooks et al., 2020 & Enea et al., 2021); 
and worry and stress attributed to the 
high number of COVID cases.

Phase I concerns revolved around 
difficulty in adjusting to a new routine, 
shifting from offline to online classes, 
feeling bored, and losing interest in 
everyday activities. Phase II exacerbated 
these issues, leading to feelings of 
stress, tiredness, and low energy, as 
supported by the findings of “Mental 

health and Well-being of School 
Students- A Survey”. In line with the 
concerns of Phase III, the report “Life in 
Lockdown” by UNICEF (2021) states that 
“Social isolation and loneliness during 
lockdowns contributed to a range 
of outcomes, including depression, 
irritability, anxiety, stress, alcohol use, 
and sedentary behaviors.” Psycho-social 
issues in this phase seemed to have 
intensified, with students reporting 
loneliness, overthinking, adjustment 
issues, depression, and an inability 
to express feelings, among other 
problems.

Students sought support for handling 
feelings of loneliness, sadness, and loss 
of interest in daily activities. Students in 
the secondary stage of education called 
counselors to seek support on various 
government forums for admission, 
examinations, and scholarships. During 
this phase, students had also started 
using and accessing the digital world 
for resources on learning, showing 
their increasing comfort with the online 
medium, as reflected in secondary 
stage students calling to ask about 
e-pathshala. However, the exposure 
and familiarity with the medium were 
not entirely positive, as many students 
called counselors to seek help in 
handling addiction to social media, 
mobile games, etc. School syllabus and 
study material-related concerns were 
also common.

Queries related to admission were 
reported in all three years, indicating 
uncertainties about the admission 
processes and difficulties of remote 
education. Seeking consistent 
assistance and information regarding 
admission processes also highlights the 
necessity of providing information in a 
more effective manner. Overall, the data 
not only highlights that the vulnerable 
period of COVID-19 has left adolescents 
with psychological stressors, which 
can have long-lasting implications, 
including procrastination and increased 



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

251

coping depletion (Sirois, 2023), but also 
underscores the significance and need 
to address these concerns proactively 
through appropriate interventions, 
counseling, and support systems. Given 
that schools are among the most crucial 
settings for mental health promotion 
and protection among children and 
adolescents, they can assist in providing 
students with the knowledge, skills, 
competencies, and lifestyles necessary 
for them to thrive (WHO, 2022).

Conclusion

The role of tele- helpline for mental 
health and well-being during the COVID 
outbreak cannot be overemphasized. 
Not only did it provide remote 
accessibility, which was especially 
important during lockdowns and travel 
restrictions, but it also allowed people 
to prioritize their mental health while 
minimizing the risk of COVID exposure. 
Manodarpan has also played a crucial 
role in providing psycho-social support 
through its tele- helpline service.

The major findings from the analysis 
of data received from the Manodarpan 
helpline highlight that adolescent 
students in the middle and secondary 
stages have experienced significant 
negative impacts from the pandemic, 
posing challenges to their overall well-
being. Initially, during 2020, the fear 
of infection and loss of loved ones, 
along with the shift to a new medium 
of instruction, disrupted adolescents’ 
everyday harmony, affecting their 
mental health. The analysis also 
indicates that, later in 2021 and 2022, 
the extended lockdown and social 
isolation instilled feelings of loneliness 
(Christiansen et al., 2021 & Cooper 

et al., 2021), stress, depression, and 
unidentified anxieties. On the academic 
front, the learning loss, combined with 
the decline in social skills, will have long-
lasting effects that will be evident in the 
years to come, both on a personal and 
societal level.

It can be said that the negative 
impact of the pandemic on students’ 
mental health is evident, and schools 
and parents need to recognize and 
address these issues in their own ways. 
Nonetheless, there is room for hope and 
positive signs emerge when children 
seek assistance after recognizing that 
certain issues could disrupt their daily 
lives and potentially affect their mental 
and physical well-being. This reflects 
a growing sense of self-awareness 
among young individuals. The data 
source, consisting of forms filled out 
by counselors on the tele-helpline, had 
limitations, as some forms were not 
adequately completed or shared by 
counselors, resulting in data loss. The 
major limitation of the study was the 
absence of quantitative data, which 
could enhance the generalizations of 
the analysis. Additionally, detailed case 
studies would have helped in data 
triangulation, making the study more 
informative and in-depth.

In conclusion, addressing the potential 
long-term consequences of the 
challenges mentioned earlier is crucial 
and need of the hour. It is imperative for 
educational institutions, policymakers, 
and communities to allocate resources 
and efforts toward remedial education, 
mental health support, and initiatives 
aimed at reducing educational 
disparities.

References

Baird, S., Jones, N., Goel, N., Dutton, R., Oakley, E., Presler-Marshall, E., … and Yadete, W. 
(2021) Adolescent Well-Being in the Time of COVID-19. Adolescent Well-being: Background 
Papers for Multi-stakeholder Consultations. Geneva: Partnership for Maternal, 
Newborn & Child  Health. (https://pmnch.who.int/resources/publications/m/item/
adolescent-well-being-in-the-time-of-covid-19) 



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

252

Barbayannis G, Bandari M, Zheng X, Baquerizo H, Pecor KW and Ming X (2022) Academic 
Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and 
COVID-19. Front. Psychol. 13:886344. doi: 10.3389/fpsyg.2022.886344

Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. 
(2020). The psychological impact of quarantine and how to reduce it: rapid review of the 
evidence. Lancet, 395(10227), 912–920. https://doi.org/10.1016/s0140-6736(20)30460-8

Caffo, E., & Belaise, C. (2003). Psychological aspects of traumatic injury in children and 
adolescents.  Child and Adolescent Psychiatric Clinics of North America, 12(3), 493–
535. https://doi.org/10.1016/S1056-4993(03)00004-X

Christiansen, J., Qualter, P., Friis, K., Pedersen, S., Lund, R., Andersen, C., Bekker-Jeppesen, M., 
& Lasgaard, M. (2021). Associations of loneliness and social isolation with physical and 
mental health among adolescents and young adults. Perspectives in Public Health, 141(4), 
226–236. https://doi.org/10.1177/17579139211016077

Cooper, K., Hards, E., Moltrecht, B., Reynolds, S., Shum, A., McElroy, E., & Loades, M. (2021). 
Loneliness, social relationships, and mental health in adolescents during the COVID-19 
pandemic. Journal of Affective Disorders, 289, 98–104. https://doi.org/10.1016/j.
jad.2021.04.016 

Enea V, Eisenbeck N, Petrescu TC and Carreno DF (2021) Perceived Impact of Quarantine 
on Loneliness, Death Obsession, and Preoccupation With God: Predictors of Increased 
Fear of COVID-19. Front. Psychol. 12:643977. doi: 10.3389/fpsyg.2021.643977

Erikson, E. H. (1963). Childhood and society (2nd Ed.). New York: Norton.

Hammerstein S, König C, Dreisörner T and Frey A (2021) Effects of COVID-19-Related School 
Closures on Student Achievement-A Systematic Review. Front. Psychol. 12:746289. doi: 
10.3389/fpsyg.2021.746289

Innocenti Research Report, UNICEF Office of Research. (2021). Life in Lockdown: Child and 
adolescent mental health and well-being in the time of COVID-19. Innocenti, Florence

Meherali, S.; Punjani, N.; Louie-Poon, S.; Abdul Rahim, K.; Das, J.K.; Salam, R.A.; Lassi, Z.S. 
Mental Health of Children and Adolescents Amidst COVID-19 and Past Pandemics: A 
Rapid Systematic Review. Int. J. Environ. Res. Public Health 2021, 18, 3432. https://doi.
org/10.3390/ijerph18073432

National Education Policy, 2020. Ministry of Education, Government of India, New Delhi. 

Schulte-Körne, G. (2016). Mental health problems in a school setting in children 
and adolescents. Deutsches Ärzteblatt International. https://doi.org/10.3238/
arztebl.2016.0183

Sibia, A., Chakraborty S. & Shukla, R. (2022). Mental Health and well-being of School Students 
–A Survey. Publication Division, Sri Aurobindo Marg, New Delhi, NCERT

Singh, S., Roy, D., Sinha, K., Parveen, S., Sharma, G., & Joshi, G. (2020). Impact of COVID-19 
and lockdown on mental health of children and adolescents: A narrative review 
with recommendations.  Psychiatry Research,  293, 113429.  https://doi.org/10.1016/j.
psychres.2020.113429

Sirois, F.M. Procrastination and Stress: A Conceptual Review of Why Context Matters. Int. J. 
Environ. Res. Public Health 2023, 20, 5031. https://doi.org/10.3390/ijerph20065031 

Sriram, S., Joshi, N. A., & Sharma, N. P. (2016). Telephone Counselling in India: Lessons from 
iCALL. In Springer eBooks (pp. 201–216). https://doi.org/10.1007/978-981-10-0584-8_11

United Nations Children’s Fund, The State of the World’s Children 2021: On My Mind – 
Promoting, protecting and caring for children’s mental health, UNICEF, New York, 
October 2021.



Indian Journal of Educational Technology
Volume 6, Issue 2, July 2024

253

World mental health report: transforming mental health for all. Geneva: World Health 
Organization; 2022. Licence: CC BY-NC-SA 3.0 IGO

Zhang, A., Ye, M., Fu, Y., Yang, M., Luo, F., Yuan, J., and, Tao, Q. (2020). The Psychological 
Impact of the COVID-19 Pandemic on Teenagers in China, Journal of Adolescent Health, 
67(6), pp 747-755.Top of Form

Zhu, X.; Haegele, J.A.; Liu, H.; Yu, F. Academic Stress, Physical Activity, Sleep, and Mental 
Health among Chinese Adolescents. Int. J. Environ. Res. Public Health 2021, 18, 7257. 
https://doi.org/10.3390/ijerph18147257