“Kya itna bura hun main maa”; (Am I that bad, Mom?); This heartfelt verse from the song from Taare Zameen Par touched a different mood with everyone. The film depicts the struggles of an undiagnosed dyslexic child sent to boarding school. Rarely do we see what happens on the other side – what the other side experiences while out of sight. When we talk about cinema and mental health awareness, especially among students, we are entering a space that is both deeply personal and political. Cinema becomes not only entertainment but also an intervention in the ideological space of mental health discourse. It does not merely represent reality but also acts as a symptom of our traumas and repressed desires. In terms of mental health, cinema often captures the repressed struggles that individuals, especially students, go through in a hyper-competitive and alienating society. These cinematic tales of suffering, isolation and the search for identity tap into the collective psyche, exposing the cracks in a neo-liberal education system that treats students as products for the poor. are optimized, not individuals need to be nurtured. Consider the depiction of mental health films such as Dead Poets Society. The films do not simply show the struggles of students; they highlight the ways in which the social structures of family, school, and peer groups become sites of oppression. Mental health problems are not isolated cases; they are symptomatic of broader structural violence, which cinema has consciously or unconsciously exposed. The image of the ideal student excelling in his studies while gracefully navigating his youth is precisely that, a fantasy. Films that demonstrate the pressures of education, societal expectations, and the digital age can challenge or reinforce this fantasy. For educators, it is important to recognize cinema as a powerful pedagogical tool. It can shape the way students perceive and interact with the world, creating a foundation for critical reflection and personal growth. For example, in the recently concluded School Cinema International Film Festival, where more than 8 million students participated. An outstanding film, The Animated Life of SL Bhatia by Indian filmmaker Meera Krishnamurthy offers a captivating glimpse into the extraordinary life of Major General Sohan Lal Bhatia, a Physician, Physiologist and Administrator. famous administrator. The film chronicles his journey from the rigors of medical school to the harsh realities of World War II. For students, watching this film is not only an introduction to an inspirational figure, but also a profound lesson in the importance of hard work, resilience, and standing up for what is right. Movies like these shape the way students approach real-world challenges by offering story tips that go beyond the textbook. They demonstrate how history is shaped by the courage and determination of individuals. Through stories like these, students learn lasting lessons about the importance of empathy, the power of perseverance, and the understanding that every individual has the potential to make a difference in the world. world. These are actionable insights that will serve them well as they navigate their path. The rise of mental health narratives in cinema often aligns with the increasing commodification of wellness culture. The focus shifts from systemic change – tackling the root causes of mental health problems in education, social inequality and digital alienation – to individual solutions such as apps mindfulness, therapy, and self-care habits. While these are valuable tools, they operate within a framework that does not touch upon the underlying structures of oppression. For students, cinema can be a powerful pedagogical tool. It opens a space for dialogue about mental health, offering a way to discuss taboo topics like depression, anxiety and suicide without the stigma that often accompanies them. However, educators must approach these films seriously, using them not only as a way to talk about mental health but also as a way to interrogate the broader ideological frameworks that in which mental health issues arise. Cinema can inspire empathy and understanding, but it can also reinforce harmful stereotypes. For example, the depiction of mental illness as a kind of artistic genius in films such as Black Swan can lead to a dangerous romanticization of mental health struggles, especially for those who impressionable students, who may begin to see their own suffering as a source of creative strength rather than a legitimate medical problem requiring care.
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In short, the role of cinema in raising mental health awareness among students is still hidden. If presented thoughtfully, it can open important insights for students’ personal growth that nurture the individual within them. For students, the task is not only to absorb mental health narratives in cinema but also to question the structures that create them. That way, cinema can go beyond mere representation and become a tool to raise real awareness of mental health – a tool that challenges the status quo rather than simply reinforcing it. It. (Author: Syed Sultan Ahmed, Founder and Principal, LXL Ideas)
