Guarding the Soul, Educating the Nation

Amid the complexity and demands of today's world, education has become the main foundation for preparing the next generation. However, in the effort to achieve success and intellectual development, we often tend to forget one important aspect, namely the mental health of students. True education should not only focus on cognitive intelligence, but also develop children's personality, emotional resilience, and social skills. This is where the close relationship between education and mental health lies; the two support each other and build the foundation for a whole individual.

Unfortunately, education in Indonesia tends to place too much emphasis on academic achievement. Indicators of student success are often measured by exam scores, class rankings, or achievements in various competitions. A dense curriculum, high expectations, and a number-based evaluation system often cause the learning process to lose its meaning. As a result, many students feel stressed, lose motivation, and regard school as a tormenting burden.

Meanwhile, the essence of education should be far broader. Ki Hajar Dewantara, a national education figure, once stated that education is “guidance in the life and growth of children”. This shows that education should accompany children's development as a whole, not merely chase results. The mental, emotional, and social aspects must be an integral part of the learning process.

Holistic education treats every student as a unique individual and not merely as a machine for memorising. They are given room to explore their interests and talents, learn to manage emotions, and build healthy social relationships. If these aspects are neglected, what is produced is not an intelligent generation, but a tired and anxious one.

Various studies have shown that excessive academic pressure has a negative impact on students' mental health. They often experience anxiety before exams, lose self-confidence when they receive low grades, and feel worthless if they cannot meet the expectations of teachers or parents.

The phenomenon of “burnout” or learning fatigue is no longer unfamiliar, even at the primary education level. Students feel bored, stressed, and lose their motivation to learn because of demands that never end. Moreover, in the context of online education during the pandemic, many students experienced social isolation, lost direct interaction, and felt a decline in psychological well-being.

Data from UNICEF Indonesia (2021) show that 1 in 3 adolescents in Indonesia experiences mental health problems, with depression and anxiety as the most common disorders. A national survey by the Ministry of Health in 2018 recorded that around 6.1% of children aged 15-24 years experienced mental-emotional disorders.

This academic pressure not only affects mental health, but also reduces the quality of learning. A child who is stressed will find it difficult to concentrate, hard to remember lessons, and tends to avoid learning activities. Therefore, it is important for teachers and parents to understand the importance of a balance between demands and support.

Mental health literacy must become an inseparable part of the school curriculum. Students need to be equipped with basic knowledge about emotions, stress, anxiety, and ways to manage them. They must also be taught how to recognise and express feelings in a healthy way, and to know when to seek help. This can be realised through social-emotional lessons, open discussions in class, or reflection activities. No less important, teachers and education staff also need training in child and adolescent developmental psychology so that they can guide students wisely.

Several leading schools in the world have integrated emotional education programmes into their learning activities. They realise that sustainable academic success depends greatly on children's mental health and social abilities. Indonesia, too, can learn from these good practices. The national curriculum needs to be overhauled so that it better supports students' mental health. An overly heavy study load should be reduced, by prioritising project-based approaches, discussion, and real learning experiences. Exams should not be the only measure of success; instead, a more comprehensive assessment of students' processes and development deserves to be prioritised.

The Kurikulum Merdeka (Merdeka Curriculum) currently implemented by the government actually reflects a spirit of developing learning that is more flexible and suited to students' needs. However, its implementation still faces various challenges, from teacher readiness to adequate infrastructure support. A more humane curriculum does not mean lowering educational standards. On the contrary, this curriculum gives students room to develop according to their respective potential. This includes providing time for rest, play, and self-expression, all of which are important parts of a healthy learning process.

Sustainable education begins with building a school culture that supports mental health. Schools must be a safe, comfortable, and inclusive environment for every student. A learning space free from violence, discrimination, and bullying will make students feel valued and respected. On the other hand, schools need to provide professional and easily accessible counselling services. Guidance and Counselling (BK) teachers should not only play a role when problems arise, but also actively develop prevention programmes and mental health promotion. Ideally, every school has at least one psychologist ready to provide personal support to students.

Programmes such as “no-homework days”, outbound activities, relaxation classes, and even tranquillity rooms at school can be concrete steps to maintain a balance between the learning process and mental health. Teachers play a very vital role in detecting and supporting students who experience mental health problems. With sensitivity and an open attitude, teachers can create a conducive classroom atmosphere, avoid restrictive language or actions, and motivate students through a positive approach.

Parents also have an equally important role. A family environment that provides a supportive foundation is the starting point for children's mental health. Open communication, appreciation of children's effort (not only of results), and sensitivity to changes in children's behaviour are small things that have a big impact. Synergy between school and family is very important. The two must support each other and not blame each other. With good communication, both parties can form a solid support system for the growth and development of children.

Education and mental health are not two separate things. They are interrelated and reinforce each other. A person who is mentally healthy will be better able to learn, think clearly, and solve problems. On the other hand, education that cares about children's mental well-being will produce individuals who are not only intelligent, but also resilient, empathetic, and balanced.

Therefore, if we want to build a strong future for the nation, we must ensure that education not only makes people intelligent, but also keeps them healthy. Education should not only be about producing champions, but also about shaping whole human beings. It is time for all elements of the nation to realise that education and mental health are two complementary pillars, for the sake of a future generation that is empowered, happy, and meaningful.