Manodarpan (2020): Promoting Mental Health And Emotional Wellbeing Among Students Nationwide

Policy Update
Arjya Shree Pande

Background

Manodarpan was launched by the Ministry of Human Resource Development (now Ministry of Education), Government of India, on 21 July 2020 as a comprehensive initiative to provide psychosocial support for the mental health and well being of students during the COVID-19 pandemic and beyond (Press Information Bureau, 2020). It forms part of the Atma Nirbhar Bharat Abhiyan, aimed at strengthening human capital through reforms in the education sector (Press Information Bureau, 2020).

The policy’s inception responded to the unprecedented challenges of the COVID-19 outbreak. Nationwide lockdowns, school and college closures, uncertainty over examinations and admissions, the shift to online learning, and career related anxieties created heightened stress, anxiety, fear, and other emotional and behavioural issues, particularly among children and adolescents. Teachers and parents also faced new stressors that reduced their capacity to support students effectively (Press Information Bureau, 2020). While academic continuity was prioritised, the Ministry recognised that mental well-being required equal attention. A Working Group of experts from education, mental health, and psychosocial fields was constituted to monitor concerns and facilitate support through counselling, online resources, and a helpline (Press Information Bureau, 2020).

The core objectives are to monitor and promote the mental health issues of students and teachers; facilitate psychosocial support during crises such as COVID-19 and afterwards; build resilience through life skills; encourage positive coping, peer support, and independent learning; and integrate preventive mental health services into mainstream education so that students can live happily, effectively, and productively (NCERT).

Implementation began with the formal launch on 21 July 2020, when the National Toll-free Helpline (8448440632), a dedicated webpage, and a handbook were inaugurated. The initiative was designed from the outset to continue beyond the pandemic (Press Information Bureau, 2020).

Target beneficiaries include school students, college and university students, teachers, faculty, and their families across India (Press Information Bureau, 2020; NCERT, n.d.).

Key provisions comprise: advisory guidelines for students, teachers, faculty, and families; a dedicated webpage hosting practical tips, posters, videos, FAQs, and an online query system; a national directory of voluntary counsellors; the National Toll-free Helpline staffed by experienced psychologists and mental-health professionals for tele-counselling; a handbook on psychosocial support and life skills; an interactive online chat platform; and webinars plus audio-visual resources including peer-contributed materials. (Press Information Bureau, 2020).

Functioning

Manodarpan operates as a multi-modal psychosocial support system centred on a dedicated webpage (manodarpan.education.gov.in), a national toll-free tele-counselling helpline (8448440632), live interactive sessions, and resource materials. Students, teachers, and families access advisory guidelines, practical tips, videos, FAQs, and an online directory of counsellors. The helpline, operational since 21 July 2020, provides free tele-counselling through Interactive Voice Response System (IVRS), staffed by trained professionals. Daily ‘Sahyog’ live sessions (Monday–Friday, 5:00–5:30 pm) for Classes VI–XII and weekly ‘Paricharcha’ webinars with experts are telecast on PM e-Vidya channels and NCERT’s YouTube platform, focusing on stress management, examination anxiety, and emotional well-being ( Press Information Bureau, 2021).

The institutional framework is anchored in the Ministry of Education, with a Working Group of experts from education, mental health, and psychosocial fields constituted to monitor student concerns and guide support services. Operational implementation is led by the Manodarpan Cell within NCERT, which organises sessions, capacity building workshops, regional consultative meetings, and resource development in collaboration with Regional Institutes of Education (Press Information Bureau, 2021; Press Information Bureau, 2025).

Implementation relies on voluntary services of qualified counsellors (MA/MSc in Psychology/Social Work/Education with counselling diploma and experience), an online counsellor directory, and convergence with platforms such as PM e-Vidya. As of March 2026, 69 tele-counsellors were engaged across the country (Lok Sabha reply, 2026). Counsellors are screened and shortlisted by a designated screening committee. After engagement they receive training, and capacity building sessions are organised periodically based on the nature of concerns received on the helpline (Lok Sabha reply, 2026).

Required qualifications of the counsellors (confirmed in the Lok Sabha reply, 2026):

MA/MSc in Psychology / Social Work / Education / Human Development
Diploma in Guidance and Counselling
Minimum two years of experience in counselling school and college students.

Working Hours of the counsellors

Official documents from the earlier phase of the initiative (when approximately 80 counsellors were engaged) stated that services were available from 8:00 am to 8:00 pm across the week through the IVRS system (NCERT, 2023). The 2026 parliamentary reply confirming the current strength of 69 counsellors does not restate the hours, but there is no indication of a change in the operational window.

Languages Covered by the counsellors

Government replies and the official Manodarpan website do not provide details on the specific languages offered by the 69 tele-counsellors.

No separate dedicated budget line is publicly detailed; activities are integrated within the Ministry of Education and NCERT programmes, relying significantly on voluntary professional contributions (Press Information Bureau, 2020).

Progress shows sustained functioning beyond the pandemic. By 10 March 2026, the helpline had received 3,32,877 calls from across regions, including crisis interventions for suicidal ideationthrough the Manodarpan helpline. Services have expanded to include mental-health surveys, early identification resources, state consultative meets, and alignment with NEP 2020 goals. Continuous academic monitoring by the Manodarpan Cell informs refinements rather than a single summative evaluation (Lok Sabha reply, 2026).

Government data indicate broad utilisation, yet the scale of calls relative to India’s student population and the voluntary nature of counselling capacity highlight ongoing needs for deeper evidence generation, wider outreach, and strengthened institutional embedding to fully address persistent psychosocial concerns.

Performance

Over the five years since its launch in July 2020, Manodarpan’s performance has been tracked primarily through parliamentary replies, Ministry of Education updates, and NCERT monitoring rather than dedicated Programme MIS dashboards, Union Budget line-item outcomes, Economic Survey references, CAG audits, or Cabinet notes. Available government data show progressive expansion of reach, though absolute coverage remains modest relative to the national student population (Lok Sabha replies, 2021–2026).

Helpline utilisation provides the clearest trend indicator. Calls received rose from 12,361 (July 2020–February 2021) to 25,435 by mid-2023, 28,617 by November 2023, and 3,32,877 by 10 March 2026, reflecting sustained and accelerating demand, including crisis interventions for suicidal ideation that were referred to relevant authorities (Lok Sabha reply, 2021; Lok Sabha reply, 2023; Lok Sabha reply, 2026). Live sessions recorded cumulative Sahyog viewership of approximately 6,00,000 at one reporting point, with monthly figures in late 2023 exceeding 12,000 for Sahyog and 7,000 for Paricharcha; 1,067 schools across categories reported Mental Health Week activities in 2023 (Lok Sabha reply, 2023).

Figure 1

Source: Adapted by the author from, the Lok Sabha Unstarred Question No. 3866, answered on 16 March 2026 (Ministry of Education) (Lok Sabha reply, 2026).

Here Figure 1 shows, grade wise and state-wise distribution of Manodarpan IVRS tele-counselling beneficiaries as on early 2026, showing that nearly 70% of users were from Classes 6–8 and the highest share of calls came from Uttar Pradesh (24.94%) and Delhi (14.68%).

State-wise analysis of IVRS tele-counselling beneficiaries (as of early 2026) shows concentration in Uttar Pradesh (24.94 %), Delhi (14.68 %), Bihar (8.84 %), Maharashtra (5.50 %), and Madhya Pradesh (5.09 %), with lower shares in several southern and north-eastern states (Lok Sabha reply, 2026). Sectoral (grade-wise) distribution is heavily skewed toward middle-school students: Classes 6–8 accounted for 69.10 %, Classes 9–12 for 25.85 %, and primary classes for under 6 % (Lok Sabha reply, 2026).

Funding allocations, reported in parliamentary replies, remained modest until a sharp increase: ₹34.36 lakh (2021–22), ₹45.86 lakh (2022–23), ₹67.74 lakh (2023–24), ₹54.74 lakh (2024–25), and ₹6.20 crore as the approved allocation for (2025–26) (Rajya Sabha reply, 2026). The Manodarpan Cell in NCERT undertakes continuous analysis of helpline data and session participation to inform refinements; no single summative impact evaluation has been conducted (Lok Sabha reply, 2026).

Figure 2

Source: Adapted by the author from, the Rajya Sabha reply (Annexure to Unstarred Question), 2026 (Rajya Sabha reply, 2026).

Here figure 2, shows year wise funds allocated to the Manodarpan initiative from 2021–22 to 2025–26, reflecting modest allocations in the initial years followed by a sharp increase to ₹6.20 crore in 2025–26.

PIB releases and Ministry updates consistently reaffirm the initiative’s role alongside broader mental health measures such as Tele-MANAS, but do not provide comparative outcome metrics against other programmes or pre-2020 baselines (Press Information Bureau, 2021; Press Information Bureau, 2026). Overall, government evidence indicates growing utilisation and institutional continuity, yet limited formal evaluation frameworks constrain definitive assessment of effectiveness at scale.

Impact

Manodarpan was designed to provide psychosocial support, monitor mental-health concerns of students and teachers, facilitate counselling and online resources, and promote resilience and life skills during the COVID-19 outbreak and beyond (Press Information Bureau, 2020; NCERT, n.d.). Government evidence indicates partial achievement of these objectives through expanded service delivery and sustained utilisation, while formal outcome measurement remains limited.

The national toll-free helpline has demonstrated clear reach: 3,32,877 calls were received by 10 March 2026 from across regions, including professionally managed interventions for suicidal ideation that were referred to appropriate authorities (Lok Sabha reply, 2026). Live interactive platforms have further extended awareness. Cumulative Sahyog viewership exceeded 12 lakh by mid-2025, with regular Paricharcha sessions addressing academic stress, peer pressure, and emotional regulation (Rajya Sabha reply, 2025; Lok Sabha reply, 2023). A 2022 NCERT survey under the initiative covered 3,79,842 students from Classes 6–12 across 28 States and 8 UTs, generating data on mental-health perceptions that informed subsequent resource development (Lok Sabha reply, 2023).

Handbooks on early identification of distress and capacity-building workshops for guidance functionaries have been produced and disseminated (Rajya Sabha reply, 2026).

Alignment with NEP 2020 goals of holistic development is reflected in regional consultative meetings and integration of mental-health themes into school activities, including Mental Health Week celebrations reported by over 1,000 schools in 2023 (Press Information Bureau, 2025; Lok Sabha reply, 2023). Funding support rose substantially to ₹6.20 crore in 2025–26, signalling continued institutional commitment (Rajya Sabha reply, 2026).

However, official replies explicitly state that the initiative remains at the stage of continuous evidence generation and thematic studies rather than a single summative impact evaluation (Lok Sabha reply, 2026; Rajya Sabha reply, 2026). No government report quantifies reductions in anxiety levels, improved resilience scores, or long term behavioural outcomes attributable to the programme. Thus, while Manodarpan has successfully established accessible support mechanisms and raised awareness, fulfilling core operational objectives, comprehensive evidence of deeper, population level impact on student well being is still evolving through ongoing monitoring by the Manodarpan Cell in NCERT, and no single summative impact evaluation has been undertaken (Lok Sabha reply, 2026; Rajya Sabha reply, 2026).

Emerging Issues

Limited Formal Impact Evaluation

Government replies confirm that Manodarpan operates through continuous evidence generation and thematic studies rather than a single summative impact evaluation. While helpline data and session viewership are analysed by the Manodarpan Cell in NCERT, the absence of standardised outcome indicators (such as measured changes in student resilience or anxiety levels) constrains assessment of whether core objectives of psychosocial support and well-being have been fully realised (Lok Sabha reply, 2026; Rajya Sabha reply, 2026).

Financing Constraints and Sustainability

Allocations remained modest for several years (₹34.36 lakh in 2021–22 rising gradually to ₹67.74 lakh in 2023–24) before a sharp increase to ₹6.20 crore in 2025–26. Heavy reliance on voluntary counsellors (69 professionals as of March 2026) raises questions about long-term financial and human-resource sustainability, particularly as demand for services continues to grow (Rajya Sabha reply, 2026; Lok Sabha reply, 2026).

Uneven Geographic and Sectoral Coverage

State wise distribution of Manodarpan helpline beneficiaries reveals a marked concentration in a few regions. Uttar Pradesh accounts for (24.94 %) of users, followed by Delhi (14.68 %) and Bihar (8.84 %), while several southern and north-eastern states record significantly lower shares (Lok Sabha reply, 2026).

A similar imbalance appears in the grade-wise profile. Classes 6–8 constitute 69.10 % of beneficiaries, Classes 9–12 account for 25.85 %, and primary classes (1–5) remain below 6 % (Lok Sabha reply, 2026).

These figures establish clear unevenness in current utilisation across both geography and educational stages. However, they record only the profile of those who contacted the helpline and do not, by themselves, demonstrate systematic exclusion. The observed patterns may reflect differences in outreach and promotion, the relative suitability of a tele-helpline format for different age groups, variations in help-seeking behaviour, or a combination of these factors.

Monitoring and Data Limitations

Official statements note that detailed beneficiary data (including gender disaggregated or long term follow up information) are not systematically collected beyond IVRS call totals and session viewership. This restricts robust programme monitoring and accountability mechanisms (Lok Sabha reply, 2023; Lok Sabha reply, 2026).

Institutional Coordination and Capacity

Although the initiative aligns with NEP 2020 and converges with broader mental health platforms, dependence on a limited pool of voluntary professionals and the phased expansion of services highlight ongoing challenges in scaling institutional capacity and ensuring consistent coordination across States and educational levels (Press Information Bureau, 2025; Lok Sabha reply, 2026).

Way Forward

Strengthening Evidence-Based Monitoring and Evaluation

Building on the Manodarpan Cell’s ongoing analysis of helpline data and session participation, a structured framework of outcome indicators should be institutionalised. Simple, privacy preserving measures, such as anonymised post-session feedback on perceived usefulness, tracking of referral completion for crisis cases, short-term follow-up questions on stress and coping, and analysis of repeat callers can help distinguish service delivery from early changes in student well-being. Regular thematic studies already underway can evolve into periodic impact assessments that inform adaptive planning and demonstrate contribution to NEP 2020’s vision of holistic learner development (Lok Sabha reply, 2026; Press Information Bureau, 2025).

Expanding Professional Capacity and Sustainable Financing

The recent increase in allocation to ₹6.20 crore in 2025–26 provides an opportunity to transition from predominantly voluntary counselling to a hybrid model that includes trained school level counsellors and sustained professional support. Capacity building workshops already conducted through Regional Institutes of Education can be scaled nationwide to create a larger pool of qualified personnel, ensuring long term service continuity (Rajya Sabha reply, 2026).

Enhancing Inclusion and Equitable Outreach

Targeted strategies are needed to improve reach among primary stage students, higher-secondary learners, and under represented States. State consultative meetings and awareness campaigns in schools can be intensified, while leveraging PM e-Vidya channels and the existing counsellor directory to reduce geographic and grade-level disparities observed in utilisation data (Lok Sabha reply, 2026; Press Information Bureau, 2025).

Deepening Institutional Integration with National Priorities

Closer convergence with Tele-MANAS, the Ayushman Bharat School Health and Wellness Programme, and NEP 2020 curriculum reforms will embed psychosocial support within mainstream education. At present the initiatives largely operate in parallel. A practical pathway would establish two way referral protocols between Manodarpan and Tele-MANAS for crisis cases, designate the Manodarpan Cell as the nodal coordinator for shared training, and integrate selected resource materials into Health and Wellness Ambassador training and NEP aligned curricula. Formalising the inclusion of indigenous knowledge and life skills modules already explored in regional consultative meetings would further align the initiative with human capital development and Atmanirbhar Bharat goals (Press Information Bureau, 2025; Lok Sabha reply, 2026).

Leveraging Technology for Scalable Support

Continued use of digital platforms for live sessions, resource dissemination, and online query systems should be expanded with multilingual interfaces and mobile friendly tools. This will enhance accessibility and support the creation of a sustainable, preventive mental-health ecosystem that contributes to productive and resilient youth central to India’s long term development priorities (Press Information Bureau, 2021).

References

Ministry of Education. (2020, July 21). Union HRD Minister launches MANODARPAN initiative of Ministry of HRD to provide psychosocial support to students for their Mental Health and Well-being. Press Information Bureau. https://pib.gov.in/Pressreleaseshare.aspx?PRID=1640208

Ministry of Education. (2021, November 29). Initiatives taken by the Government for Mental Health and Emotional Wellbeing of Students. Press Information Bureau. https://pib.gov.in/PressReleseDetailm.aspx?PRID=1776154

Ministry of Education. (2025). Manodarpan Cell, NCERT organises Regional Consultative Meeting on Bhartiya Wisdom/Traditions with Mental Health Practices in School Education. Press Information Bureau. https://pib.gov.in/PressReleasePage.aspx?PRID=2215565

National Council of Educational Research and Training. (n.d.). Manodarpan. https://ncert.nic.in/manodarpan.php

National Council of Educational Research and Training, Manodarpan Cell. (2022, September). Mental Health and Well-being of School Students – A Survey, 2022 (Key Findings). https://www.ncert.nic.in/pdf/Mental_Health_WSS_A_Survey_new.pdf

Lok Sabha. (2021). Unstarred Question No. 93 (Manodarpan). Parliament of India. https://sansad.in/getFile/loksabhaquestions/annex/175/AS93.pdf?source=pqals

Lok Sabha. (2023). Unstarred Question No. 1221 (Manodarpan). Parliament of India. https://sansad.in/getFile/loksabhaquestions/annex/1714/AU1221.pdf?source=pqals

Lok Sabha. (2023). Unstarred Question No. 2919 (Manodarpan). Parliament of India. https://sansad.in/getFile/loksabhaquestions/annex/1712/AU2919.pdf?source=pqals

Lok Sabha. (2026, March 16). Unstarred Question No. 3866 – Manodarpan Initiative, Student Suicides and Mental Health Outcomes (answered by Minister of State for Education). Parliament of India. https://sansad.in/getFile/loksabhaquestions/annex/187/AU3866_XiIb9f.pdf?source=pqals

Rajya Sabha. (2026). Unstarred Question (Annexure) – Year-wise funds allocated for Manodarpan initiative. Parliament of India. https://sansad.in/getFile/annex/270/AU529_N9KlqZ.pdf?source=pqars

About the contributor

Arjya Shree Pande is a Research and Editorial Intern at IMPRI. She is currently pursuing a Masters in Sociology and Advanced Post Graduate Diplomas in Communication for Social Behaviour Change, technical support (UNICEF) and Global Politics. She is seeking analytical, policy, or programme oriented roles in international, governmental, or development settings where she wants her experience in research, behavioural insights, and governance expertise can be applied to evidence based decision making, public service delivery, and technology enabled social impact.

Acknowledgments

The author sincerely expresses gratitude to the reviewers ( Khushi, Aditya Chavan ), IMPRI India and the editorial team for their valuable comments, constructive suggestions, and continuous guidance throughout the preparation of this article.