Beyond academics, classrooms are often where children find their first layer of comfort and care. Stress today comes from many directions – academic expectations, digital overload, social media comparisons, and even post-pandemic adjustments. These pressures often surface in subtle ways such as withdrawal, mood swings, or a decline in interest. Teachers, with their daily presence and close bonds with students, are uniquely placed to notice these shifts early and step in with reassurance. On Teachers’ Day, ET Education highlights voices from school leaders who reflect on how teachers serve as the first line of support, balancing instruction with emotional mentorship to nurture resilient, emotionally healthy learners.Q. In your experience, what are the most common early signs of stress that teachers can observe in students?

“One of the most common yet often overlooked signs of stress in children is withdrawal leading to less social engagement and less communication,” shares Praneet Mungali, dedicated educationist and Trustee, Sanskriti Group of Schools. “Stress rarely shows up in just one way. Shifts in mood such as persistent anger, sadness or irritability can all signal unprocessed stress. The key is not to rely on a checklist of signs, but to build strong bonds with children.”

For Dr. Sanjay Srivastava, Vice Chancellor, Manav Rachna International Institute of Research and Studies, stress often reveals itself in a range of behaviours: “Students who are overly withdrawn, excessively lost in thought, or unusually disruptive may be carrying emotional challenges. Other signs include difficulty concentrating, frequent absenteeism, or declining academic performance. Such students should be carefully observed, including for digital or substance-related concerns.”

Echoing this, Sameer Arora, Principal, Shiv Nadar School, Gurgaon, points to “small but noticeable shifts” that can act as red flags. “A dip in interest in activities, sudden outbursts, increased absenteeism, incomplete work, or even physical symptoms like headaches or stomachaches. Sometimes a learner who is usually well-groomed may suddenly appear unkempt. These subtle changes often speak volumes.”

Q. How can schools and higher education institutions equip teachers with basic mental health awareness to better support students?

“The most effective way to support children’s emotional wellbeing is through leadership that prioritises the emotional health of educators themselves,” notes Mr. Mungali. “Regular workshops led by counsellors or external experts are important to help teachers identify stress across different age groups, since a seven-year-old, a teenager, and a young adult will each showcase stress in very different ways.”

Dr. Srivastava stresses the importance of structured support: “Institutions should provide training in mental health first aid, psychometric tools, and counselling basics. At Manav Rachna, our ‘Manovriti’ centre is dedicated to mental health and wellness. It trains faculty members to become the first line of mental health champions and ensures educators can respond with empathy, create safe spaces, and encourage students to seek help without stigma.”

Mr. Arora calls for a systemic shift: “Mental health is going to be one of the defining challenges of this generation. Every teacher needs to be a well-being teacher, a counsellor, and a champion. Schools must stop treating well-being as an ‘add-on’ and start embedding it into the DNA of teacher preparation and professional life. Pre-service training should include psychological first aid and child mental health, while in-service training must continue through regular workshops. And equally important, teachers should also have access to mental health services for themselves—because only a supported adult can truly support a child.”

Q. In what meaningful ways can teachers provide comfort that helps strengthen a student’s sense of wellbeing?

“In the age of AI and rapid technological change, the teacher’s role goes beyond academics,” says Mr. Mungali. “Through Social and Emotional Learning (SEL), children learn to understand their emotions, build meaningful relationships, and seek help when needed. SEL equips them not just for success, but for balance, resilience, and lifelong wellbeing.”

Dr. Srivastava emphasises empathy and trust: “Teachers should be empathetic, non-judgmental listeners. Recognising differences in abilities, avoiding comparisons, and offering guidance at the right time can strengthen wellbeing. A confidential, trusting space where emotions are validated is often the most comforting support.”

For Mr. Arora, wellbeing is built on “consistent, genuine acts of care.” He explains, “Gentle check-ins, conversations about a book or a plan a student mentioned, or simply listening without judgement go a long way. Authenticity is key—if a teacher cannot support a student fully, guiding them to the right person is in itself a powerful act of care. Asking ‘How do you think I can help?’ or ‘Would you like my perspective?’ gives agency back to the student.”

Q. How can teachers balance the dual responsibility of academic instruction and emotional mentorship without feeling overburdened?

“For teachers to support students effectively, they must first prioritise their own emotional wellbeing,” stresses Mr. Mungali. “It is the shared responsibility of teachers and school leadership to foster a culture that values emotional health. The smart use of AI-based tools can also help track behavioural patterns and flag deviations, ensuring no child’s needs go unnoticed.”

Dr. Srivastava adds, “Teachers should maintain their own work-life balance and seek support when needed in a non-stigmatised manner. Structuring teaching so that some time is devoted to non-academic interactions—bonding sessions, group discussions, or individual check-ins—helps balance the dual responsibility.”

For Sameer Arora, the principle is simple: “Maslow before Bloom. A child who doesn’t feel safe or supported cannot learn. Emotional mentorship and academic instruction are inseparable. The balance lies in integration—short reflective pauses, check-ins, or moments of downtime woven into lessons. Equally important is support for teachers themselves, through referral systems and intentional spaces for self-care.”

This Teachers’ Day, the voices of Praneet Mungali, Sanjay Srivastava, and Sameer Arora remind us that teachers are not only academic guides but also emotional anchors. By noticing the earliest signs of stress, creating safe spaces, and integrating care with instruction, they play a vital yet often unseen role in shaping resilient, emotionally healthy students.