The recognition forms part of a wider acknowledgement of state-level best practices and reflects efforts by state governments to create school environments that support children's emotional resilience, self-awareness and positive relationships alongside academic learning.
Through Saharsh in Tripura and Anandam Pathyacharya in Uttarakhand, both governments have introduced dedicated wellbeing classes into regular school timetables. Conducted by government schoolteachers, these sessions give children opportunities to understand and express their emotions, develop positive relationships and learn to navigate everyday challenges.
Together, the two programmes reach approximately nine lakh children, including four lakh in Tripura and five lakh in Uttarakhand.
The initiatives are significant for their scale as well as the commitment of both state governments to incorporating wellbeing into regular public education. Rather than treating emotional development as a separate intervention, the programmes have been integrated into existing school structures, allowing children to develop emotional and social skills alongside their academic learning.
Shri Partha Pratim Acharya, Officer on Special Duty, State Council of Educational Research and Training, Tripura, said, "Alongside academic learning, children need opportunities to understand their emotions, build relationships and learn to navigate challenges. Through ‘Saharsh’, we are making space for children to build these skills as part of their everyday school experience."
Dr. B. P. Mandoli, State Nodal Officer, Samagra Shiksha, Government of Uttarakhand, said, "‘Anandam’ gives children a dedicated time in the school day to pause, express themselves and learn without the pressure of exams or judgement. Under the guidance of Smt. Bandana Garbyal, Director of Academic Research and Training, Uttarakhand, the programme has brought this approach into government schools, with teachers playing a central role in making these classrooms safe and supportive spaces."
The national recognition for Tripura and Uttarakhand highlights the role of state-government leadership in incorporating children's wellbeing into public education. Their initiatives provide examples for other education systems exploring ways to introduce structured wellbeing practices into regular school schedules, with teachers and public institutions playing a central role in implementation.
Tripura's Saharsh programme has also contributed to research examining the relationship between children's emotional wellbeing and academic performance. The initiative was evaluated through a large-scale randomised controlled trial (RCT) conducted in partnership with researchers from Harvard and the University of Michigan.
The study examined the effects of structured wellbeing practices on children's mental health and learning outcomes. Its findings demonstrated improvements in learning outcomes alongside reductions in student anxiety. The results reinforce the importance of addressing emotional wellbeing and academic development as complementary priorities in children's education.
Labhya, an Indian nonprofit working with state governments to integrate children's wellbeing into public education systems, has supported the implementation of both initiatives. As a knowledge partner to the Governments of Tripura and Uttarakhand, the organisation provides technical support and learning inputs for Saharsh and Anandam Pathyacharya, respectively.
Through its partnerships with governments, Labhya works towards a future in which every child can become a calm, focused learner. Further information about the organisation is available at labhya.org.
Media assets related to the initiatives are available at https://www.youtube.com/live/5G0ULfRfHGE.
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