Mental Health As Core Curriculum: Embedding Emotional Resilience In Post-Pandemic

Abstract

The COVID-19 pandemic has left a profound impact on global education systems, not only in terms of learning loss but also in the form of a widespread mental health crisis among students. Rising levels of anxiety, depression, and emotional distress have highlighted the urgent need to prioritize mental well-being in educational settings. This study aims to explore the integration of mental health and emotional resilience as core components of school curricula in the post-pandemic era. The objective is to evaluate both the necessity and effectiveness of embedding structured mental health education into daily classroom practice. A mixed-method approach was employed, combining quantitative surveys of 620 students and 180 teachers across five Southeast Asian countries with qualitative interviews involving school counselors and policy stakeholders. Data were analyzed using thematic content analysis and multivariate regression to assess psychological outcomes and pedagogical feasibility. Findings indicate that schools incorporating mental health modules—particularly those emphasizing self-awareness, emotional regulation, and peer support—reported significant improvements in students’ emotional resilience, engagement, and academic performance. Teachers also expressed increased confidence in addressing psychosocial issues when provided with appropriate training and curriculum support. The study concludes that embedding mental health into core curricula is not only feasible but essential for building long-term educational resilience. A policy shift toward integrating emotional well-being within national education frameworks is recommended to ensure holistic recovery and preparedness for future crises.