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The library and information services of the twenty first century are rapidly changing education learning patterns because of the rapid development of electronic publishing libraries. However, the literature reveals the considerable unpredictability in experience, challenges, and awareness about E-resources among college students during and after the COVID-19 Pandemic scenario. In the aftermath of the pandemic, everyone has been forced to learn and teach E-resources in educational institutions worldwide. Along with their academic demands, college students are confronted by a lack of knowledge of handling e-learning resources and low network connectivity in remote regions. In this aspect, this study commenced to describe the experience, challenges, and awareness about e-learning resources. A descriptive and diagnostic research design was adopted and primary data was collected from college students through Google Forms with participant consent. The basic information about respondents, experience, challenges, and awareness of E-resources are tools of the study. The statistical analysis is to be carried out based on the study's objective. This analysis was used to identify influential factors and to explore the relationships between e-learning experience, and resource awareness. Subsequently, the analysis is used to discuss recommendations for enhancing the utilization of e-learning resources based on the study's findings.

In South Asian societies, nationalist projects have often relied on cultural symbols drawn from varied native traditions for their legitimacy claims. In a multi-ethnic society like India, with a multitude of narratives about collective pasts, it becomes difficult for such projects to achieve a multi-symbol congruence that is deemed necessary. The schools are key sites where such complex interplay of the production of locality (region) and national identity can be examined. Schools located in the state of Assam afford a vantage point to examine the vexed relation between the national and the regional imaginaries. The article draws on materials collected from a school affiliated to the Vidya Bharati Trust located in Assam. The Trust and the schools run by it have been extensively examined for their focus on promoting a certain ideology of nationalism which is based on the cultural supremacy of Hindu symbols. However, the branches of such schools in Assam carry a distinct regional character in their endorsement of regional icons and of Assamese language. This article examines the dynamics of nation, religion and region within educational spaces in the deployment of visual images and in the curricular materials used in a school named after Sankardeva.

The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected using a purposive sampling technique. A three-point attitude scale was constructed and validated by the investigator to collect data. The scale comprised of 40 statements including both positive and negative statements. The collected data were analysed with statistical techniques such as mean, standard deviation, and "t"-test. The results revealed that postgraduate students had favourable attitude towards the teaching profession. Further, it was found that the variables such as gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents had no influence on postgraduate students' attitude towards the teaching profession. This shows that the postgraduate students had similar attitude towards the teaching profession.

Mixed methods research (MMR) is useful for addressing complex and multidisciplinary urban problems. This article demonstrates an integrated MMR approach with a novel two-phase exploratory sequential design while studying play, play space, and children's (age 7-15 years) location preference for play in three residential areas in Dhaka. We used directly administered survey and interviews in the first phase to describe play and play space from children's perspective. Informed by the first, we employed GIS-based spatial and statistical analysis in the second phase to study patterns of children's location preference for play. Our article contributes to the methodological literature by combining MMR with urban spatial analysis in children's play environment studies.

The article concerns the description of the system of professional training of border guards at the higher educational establishments in the Republic of India and distinguishing its structural components. To achieve the purpose of the research we used two groups of methods: quantitative and qualitative. Quantitative methods include analysis of statistical data, structural method, method of additional analysis of data, study of specific object, and juxtaposition. Qualitative methods concern analysis of normative documents, literature review, observation, method of scientific description of information, and comparative method. According to theoretical findings system approach enables to consider professional training as an integrated system with regard to its subsystems. Also, it is regarded as a specific strategy or set of techniques used to solve the particular problem -- training of future expert. In our case, the pedagogical objective is to train highly-qualified border guard. The author described the system of professional training of border guards at the higher military educational establishments in the Republic of India in details. We have found that the system of professional training of border guards at the higher military educational establishments in the Republic of India consists of nine structural components. They are the following: legislative, management, institutional, methodological, targeted, organizational, content, technological, and result. Each component has its own peculiarities and coverage. The combination of all the structural components enables the system of professional training be effective and achieve the objectives. The uniqueness of the study of the system of professional training of border guards at the higher military educational establishments in the Republic of India concerns the fact that its structural components were not described before in one work. And the explanation of interrelation of structural components is very important for professional training itself and contributes to enhancing the efficiency of the educational process.

The case "Ayub Khan v. Municipal Corporation of Delhi Schools" is one of the landmark cases for promoting a conversation on ethics of corporal punishment in Indian society. Based on literature synthesis and the critical examination of the Court case using ethical frameworks (Stefkovich, 2006; Stefkovich & Shapiro, 2010) this paper argues that law alone may not preclude teachers from using an age old practice such as corporal punishment. Furthermore using literature related to the Court case as secondary data sources, the paper argues that teachers trained in incorporating ethical paradigms in their decision making presents best chances for effective implementation of laws against corporal punishment in Indian schools.

There exist many actors within the realm of education policy planning and implementation, namely: the policy makers; the national, local and regional institutions engaged in the dissemination and interpretation of these policies; and the educational institutions that implement these policies at the ground level (schools). While schools are largely perceived to be at the receiving end of these policies, they are also held most accountable for any failures in effective implementation. The systemic factors, including: differences in local and regional institutions; the organizations that make decisions around functions, accountability and resource allocation; and the immediate environments surrounding the schools, are often ignored. This paper highlights institutional differences that affect policy implementation in two mega cities of India, namely, Mumbai and Delhi. The paper suggests that policy reshaping rarely considers the feedback from the bottom up; rather, policies are revised largely based on global and national agenda shifts rather than in response to on-the-ground impact of their implementation. The paper argues for a more reciprocal relationship between policy and practice, identifying the need for practice to influence policy in a mutually reinforcing process. Further, the paper argues that innovation at the local level of policy implementation is a critical mechanism by which such a reciprocal relationship can be established. (Contains 2 figures, 1 table and 4 endnotes.)

Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the "goodness" of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying "consciousness of responsibility" towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education.

Purpose: E-learning is emerging as a potential delivery medium for education and training. This is evident from the increasing number of educational institutions and organizations adopting e-learning. In India, there has been an upsurge in the number of students going for management education. But, before management institutes embark on this e-learning journey, it is important to assess student readiness for this medium. The purpose of this paper is to examine the awareness levels, degree of familiarity and readiness to accept e-learning environment. Design/methodology/approach: Exploratory study and personal interviews were conducted to design the instrument which was administered to 240 students pursuing management education at the Indian Institute of Management, Ahmedabad (IIM-A), which is a premier business school in India. A total of 154 duly filled questionnaires were used for data analysis. Factor analysis, cluster analysis and chi-square test were carried out to meet the objectives of the study. Findings: Factor analysis resulted in identification of five factors which were given names. Further, two clusters were identified among the respondents. To examine if the cluster profile varied in demographic variables, a chi-square test showed that none of the demographic variables are statistically related to the clusters. Research limitations/implications: The sample was comprised of students of a business school and therefore it may not be representative of all students studying business management. Second, since the sample comprised only 17 female students, generalization of results is difficult. Practical implications: The research holds relevance, as an assessment of prior exposure to technology and comfort level, attitude, behavior and motivation may determine the e-learners' readiness to adopt or not adopt this medium. Originality/value: The paper brings forth student readiness for e-learning as a medium of education in India. This may serve as a guide to those business schools which have started delivering management education or plan to deliver online education in future. (Contains 6 tables and 1 figure.)

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is basically conceptual and descriptive. The paper studies the role of KM in facilitating knowledge sharing among stakeholders in TEIs in India and elaborates on the need for knowledge management in the teaching-learning process. A KM framework for enhancement of knowledge sharing by the use of shared intellectual repositories (IRs) is proposed for the enhancement of teaching and learning in technical educational institutions in India. Findings: The authors value the impact that KM can have in enhancing the quality of teaching and learning in TEIs, and underscore the need for credible research into the benefits and challenges that the implementation of IT-based KM intervention will provide. Research limitations/implications: The paper emphasizes the urgent need for improvement in quality of education in TEIs in India using the tools and processes of knowledge management. The importance of the proposed framework lies in augmenting the teaching-learning process, improving productivity, enhancing communication among academia, researchers and professionals, enhancing student perception and understanding of subjects, and providing a common platform for pooling individual knowledge towards a common knowledge base. Originality/value: The paper helps academicians to understand the importance of IT-supported KM concepts, tools and practices towards quality teaching and learning. It provides useful inputs to TEIs, which must recognize that implementation of KM will influence knowledge sharing among faculty, researchers, practitioners, experts, professionals and students and enable quality education for students. Furthermore, the development of an IT-based KM system will facilitate the promotion of institutional value in the competitive academic society. However there exists the need to evaluate the proposed framework in TEIs in India. (Contains 2 tables and 4 figures.)

Purpose: The paper aims to look at the balanced scorecard (BSC) concept and discuss in what way it should be applied to higher education programs/institutions in the Indian context. Design/methodology/approach: The paper is based on extant literature on the balanced scorecard concept per se, as well as applications of BSC in higher education as reported by other researchers. Findings: The BSC approach offers an institution the opportunity to formulate a cascade of measures to translate the mission of knowledge creation, sharing and utilization into a comprehensive, coherent, communicable and mobilizing framework--for external stakeholders and for one another. Research limitations/implications: In the absence of any specific Indian case study, the possible impact could only be conjectured or deduced. Practical implications: A useful model is proposed that can be adapted with appropriate modifications to the management of tertiary institutions of education in India, whether it be a university, affiliate college, autonomous institution or private educational institution. Originality/value: In the absence of evidence of the application of BSC to the educational institutional domain in India, the current paper may be a starting-point for a debate and possible strategies to implement BSC methodology in this area. (Contains 5 tables and 1 figure.)

Studies Flora Annie Steel, an uneducated woman who nonetheless became an Inspector of Female Schools in Punjab, India, in 1884. Focuses on her reports within the context of British imperialism and late 19th-century report conventions. Concludes that cultural expectations for women in imperialism influenced Steel's response to the genre; and the report genre may have been fluid within imperialism. (PA)

India is rich in agrobiodiversity and is considered to be one of the important countries for production of food, oilseed and horticultural crops, spices, and medicinal plants. However, the prevalence of noncommunicable diseases (NCDs) such as type 2 diabetes (T2D) and obesity has been rapidly increasing in India due to unhealthy food habits, for example, changing from healthy unpolished brown rice to highly polished white rice. Bringing back our traditional foods such as millets and making use of India's rich biodiversity could help improve the health of its population and help in preventing and control of NCDs such as T2D. [ABSTRACT FROM AUTHOR]

The link between school feeding programmes (SFP) and the promotion of healthy eating and health is being explored in studies performed in different countries. The coronavirus disease-19 pandemic has revealed flaws and weaknesses in contemporary food systems, with many school-age children experiencing food insecurity and hunger. There is intense debate among policymakers regarding whether government SFP should be universal or targeted. Countries such as Brazil and India, which have two of the most comprehensive universal free-of-charge programmes, have shown the benefits of SFP, including improved nutritional status, support for more sustainable food systems, attendance and academic performance. Evidence shows and supports actions advocating that it is time to offer healthy and free school meals for all students. [ABSTRACT FROM AUTHOR]

Context: Indoor air pollution (IAP) affects the long-term health, cognitive growth, and academic performance of children. Since children spend most of their time at school, quantifying IAP in classrooms is an important parameter for air pollution. Aim: To assess the average particulate matter (PM) levels inside and outside of classrooms along with their associated factors and teacher's perceived indoor climate. Setting and Design: Cross-sectional survey in nine government-run schools. Methods and Material: PM2.5 and PM10 were measured inside the classroom and outdoors simultaneously during summers, using an Atmos monitor for two consecutive days, along with several school and classroom characteristics. Perception about indoor air quality was captured from teachers (n = 15) using a validated questionnaire. Statistical Analysis: Mean values of PM using mixed effect linear regression. Perceived indoor air quality is presented using percentages. Results: Mean indoor PM2.5 and PM10 was 52.5 µg/m³ and 65 µg/m³. Indoor and outdoor PM levels were highly correlated, but the indoor-outdoor ratio of PM concentrations was more than 1. Teachers were mostly bothered by dust, dirt, and noise in the schools. Conclusion: Indoor air quality was higher than World Health Organization (WHO) standards but within the national standards. Need further research to find the exact cause for higher indoor PM levels compared to outdoor PM levels. [ABSTRACT FROM AUTHOR]

Background: World has seen a tremendous epidemiological transition in disease patterns from communicable to non-communicable diseases (NCDs). Currently cardiovascular diseases are a major cause of disability and premature deaths globally. Objective: (1) To know prevalence of various risk factors of cardiovascular diseases in the rural area of Meerut. (2) To find out the association of sociodemographic factors with hypertension. Settings and design: A cross-sectional study was conducted in Machchra village. Methods: The study was conducted among 315 study participants over time period of one year in which all the adults aged >30 years above residing in the ward of study area were included. Sampling technique used was systematic random sampling. Results: The prevalence of hypertension, diabetes and hypercholesterolemia was found to be 30.2%, 22.2% and 15.2% respectively. The prevalence of pre-obese and obese were 14.3% and 7.0% respectively. The maximum prevalence of hypertension was seen in the age group of 70 years (66.7%), in females (30.6%), SES as class IV (36.5%), secondary school completed population (42.9%) and among homemakers (40.9%). The prevalence of hypertension was found to be statistically significant in relation to age, educational status and occupation. Conclusion: In our study the prevalence of hypertension was found to be 30.2% (in males 29.6% while in females 30.6%). [ABSTRACT FROM AUTHOR]

Objective: The objective of the study is to examine the impact of school closures on recreational screen time, emotional, and behavioral functioning of school-going children and adolescents during the imposition of social containment measures and school closure in India. Methodology: The survey utilized a Google Form that was sent to parents of children aged 6--14 years through e-mails and social media platforms. Parents were asked to report on the child's duration of recreational screen time and whether the child's overall behavioral functioning had changed since the school closures. The child's emotional and behavioral functioning was assessed by the Strength and Difficulties Questionnaire (SDQ). The scores on the SDQ and screen time use were compared by overall parental behavioral rating to identify the areas of concerns for children whose functioning was reported to have worsened after the closing of schools. Results: The mean recreational screen time was reported to be 2.65 h (standard deviation = 1.89). A significantly higher proportion of children whose behavior worsened after school closures, relative to those who improved or were same, had scores in the abnormal range of functioning on three of the subscales of SDQ including emotional problems (χ² = 29.03, P = 0.0001), hyperactivity/inattention (χ² = 24.67, P = 0.0001), conduct problems (χ² = 22.01, P = 0.0001), and overall total SDQ score (χ² = 41.20, P = 0.0001). Conclusions: Interventions should be aimed at encouraging outdoor physical activity while respecting government restrictions, healthy routines, pursuing hobbies, and promoting responsible use of electronic devices during the pandemic and crisis recovery period. [ABSTRACT FROM AUTHOR]

The introduction of computers in Indian schools runs parallel with the development of a digital divide in the country. In addition to the formal ways in which government policies shape access to computers in schools, deeper informal cultures of the state and schools shape opinion about these technologies. In this paper, we examine three levels of these informal cultures: political cultures and their perceptions of technology; bureaucratic cultures, which are distanced from schooling realities; and classroom teaching-learning practices, where digital inequalities add to pre-existing educational inequalities. For examining the interplay of the informal cultures, we scale down from the national level to examine the case of West Bengal, a state in eastern India. The state has been one of the strongholds of Left politics in India. Drawing upon its experiences, we explore the linkage between political ideology and the social embedding of resistance to computers. [ABSTRACT FROM AUTHOR]

Details findings from a project on the potential for arts activities and art therapy to support the mental health and wellbeing of children living in Kashmir. The intervention engaged 30 school children over the course of one year who produced various forms of artwork and performances. In this paper, we report on project impacts, drawing on some of our qualitative measures including observations and interviews. Our research details impacts and improvements in areas of emotional expression, belonging, and agency. We also found an important role for schools to create safe, secure, and caring spaces to allow students to express themselves and work through traumatic feelings in a non-judgemental way. School-based arts interventions can play an important role in the mental health and wellbeing of children. Critical here, however, are dedicated space, time, and resources to provide a supportive environment and to sustain activity in long-term. [ABSTRACT FROM AUTHOR]

Background: The pandemic has put at risk the social and emotional development of children on account of the paucity of arenas for social interaction. This study from Kerala, India was conducted to assess the resilience factors, behavioural concerns, psychological distress symptoms among the children aged 3 to 5 years. We also tried to look into the lost opportunities that could have aided the social and emotional development of children like peer interaction, child care hours. Methods: The cross-sectional study was conducted among the children aged 3 to 5 years. A total of 535 children attending the immunisation clinics were enrolled by consecutive sampling. Devereux Early Childhood Assessment P2 (DECA P2) questionnaire was used to assess the levels of resilient factors and behavioural concerns in the study population. Results: We observed a high proportion of children in the area of need category of protective factors under DECA P2. The proportion of children falling under area of concern was 64.5%, 49%, 68.4% for attachment/relationship, self-regulation, and initiative respectively. 24.9% study subjects have a behavioural concern score that puts them in the area of need category. The logistic regression model we created identified 'Male Gender,' 'Mothers could spend only less time for child care' and 'electronic devices used as pacifier' as significant predictors for belonging to Area of need Behavioural Concerns T score category. Conclusion: A large proportion of children aged between 3 to 5 years with reported behavioural concerns and lack of protective factors for socioemotional development. This can be attributed partly to the ongoing pandemic and its associated restrictions. The increased child care hours invested by parents or grandparents could have sized down the full impact that the pandemic would have had on the socio emotional development of the child. Increased time spent using electronic devices coupled with dwindled opportunities for interaction with peers have been notable challenges. [ABSTRACT FROM AUTHOR]

This clinical practice guide traces the role of art and creativity in mental health and well-being. This is a difficult task since the evidence from research spans a wide variety of fine art forms and different aspects of creativity. Hence, we have tried to combine both evidence-based research as well as our clinical experience and practice in the field of arts in utilizing creative pursuits as a life skill and a well-being initiative. The focus of the guidelines is preventive and promotional with relevance to mental health. We also hope that this should be a beginning in encouraging psychiatrists in India to use art-based therapies in their clinical practice. This will further our knowledge of how arts can be a therapeutic intervention as well as a well-being tool. It will also build on the evidence base on how art impacts our mental health. Creativity is undeniably one of humanity's most valued traits; the capacity to produce new ideas, innovations, and art is perhaps the most striking characteristic of the human brain. "Art" has evolved, and what is art, has been redefined over human history. The domain of "art" refers to the diverse range of activities that often use imagination to express ideas and feelings. Whilst the boundaries of what constitutes art or creativity may sometimes appear esoteric, we still can identify a range of creative pursuits: visual, musical, verbal, literary, dance, or creative pursuits related to our body movements and a range of forms of newer integrated forms and those that use technology are recognized as art forms. As in most ancient traditions, in India, we have a plethora of fine art traditions many of which have a highly systematic practice around their learning. We believe this is an asset that we need to nurture and celebrate. We begin by tracing the footsteps of Indian fine arts being a mental health promotional tool in ancient India. We then proceed to describe the scope of creative pursuits for different populations and its relevance in school and child mental health. We offer suggestions as to how creative art forms can be utilized in a practical way in daily life, schools, and care of the elderly. It is to be noted that the entire focus here is the process of creativity and not the completed product or the achievement related to the same. Hence, it is relevant to each one of us and to anyone who wishes to be healthy. [ABSTRACT FROM AUTHOR]

Covid-induced lockdowns have increased the importance of technology in education. Though access to technology as well as availability of the internet remain a major concern for a lot of children in the global south, children with intellectual disabilities are disadvantaged even more as most of the e-content is developed keeping in mind the average learner. Unstructured interviews were conducted with children with intellectual disabilities studying in government schools in Haryana as well as their teachers and parents. Thematic analysis of the interviews was conducted to understand the use-patterns of mobile phones by children with intellectual disabilities. Findings suggest that these children are learning to use mobile phones on their own or with some support and are able to navigate the complexities of these smartphones quite well. They use these devices mostly for their entertainment. This paper then reflects on the need and strategies to develop these technologies in ways that they can be used as effective tools for teaching children with intellectual disabilities, especially in the inclusive education system in developing countries. The paper reflects on the need to develop technology and tools using flexible and exploratory designs to enhance the learning processes for children with intellectual disabilities from the lower income strata. This study highlights the importance of being able to use mobile phones by children with intellectual disabilities belonging to low income families. Following this, the article argues for designing of mobile phones suitable for use by children with intellectual disabilities using playfulness and explorations, and Building e-content keeping the elements of playfulness and exploration which can enhance the learnings of this group of students which is often ignored. [ABSTRACT FROM AUTHOR]

Background: Adolescence is a phase of transition marked by several biological, psychological, and social changes. A vast majority of students attend government schools in India. There seems to be a paucity of studies assessing the level of life skills. Materials and Methods: The present study aimed to assess life skills among adolescents attending government schools. Life skills of government school-going adolescents belonging to the age groups of 14 (n = 47), 15 (n = 51), and 16 (n = 22) years were assessed cross-sectionally through the Life Skills Assessment Scale. Voluntary assent of the participants and written informed consent from the school and the guardians were obtained. Collected data were analyzed using the software (Statistical Package for the Social Sciences SPSS, 25.0 version) using the statistical methods of mean, standard deviation, frequency, and percentage. To see the variation in life skills across the sociodemographic factors, independent sample t-tests (religion, residence, types of family, and socioeconomic status) and ANOVA (age levels, birth order, mother's education, and father's education) were used. Effect sizes were computed as partial eta-squared. The level of significance was kept at 0.05, and post hoc Bonferroni corrections were made for multiple comparisons. The study had the approval of Scientific Advisory and Institute Ethics Committees. Results: Students aged 14 years were significantly lower in life skills compared to the other two groups. Parental education also had a significant effect on life skills development. Children belonging to lower socioeconomic group were poorer in life skills compared to middle socioeconomic status. Conclusion: Findings highlight the need for the inclusion of life skills-based curriculum in government schools. [ABSTRACT FROM AUTHOR]

This paper examines how the expansion in schooling infrastructure of girls as part of India's Education for All program has increased female literacy and reduced gender gaps. To identify causal effects, I exploit the variation according to the targeting scheme of the programme which involved classifying subdistricts as either educationally backward or not. Using a regression discontinuity method, I find significant expansion in the number of girls' schools and residential schools for girls, but no significant positive effect on either female literacy or the gender literacy gap. Cost-effective methods other than an untargeted, large-scale infrastructure programme should be explored. [ABSTRACT FROM AUTHOR]

Background: India has the largest adolescent population worldwide, and among this group, mental health issues account for 16% of the total global burden of disease and injury. Disturbingly, approximately half of these health conditions manifest before the age of 14 years. To assess the prevalence of depression, anxiety, and stress along with its correlates among the adolescents in the schools of Kamrup (Metro) district, Assam. Methods and Material: This cross-sectional study was conducted in 10 randomly selected high schools in the study area among the adolescents selected from 8th to 10th standards in the age group of 14 to 17 years. A pre-designed, pre-tested interview schedule, the modified Kuppuswamy scale, and 'Depression Anxiety Stress Scale-21 Items' (DASS 21) questionnaire were used for data collection. Results: The mean ± 2SD age of the adolescents was 14.74 ± 1.58 years. Among the adolescents, the overall prevalence of depression, anxiety, and stress was found to be 22.2%, 24.4%, and 6.9%, respectively. Conclusions: The occurrence of mental health morbidities among adolescents is notably widespread, yet researchers have largely overlooked this aspect. This underscores the need for comprehensive investigations into the factors that contribute to these mental health issues. [ABSTRACT FROM AUTHOR]

Objective: Preventive measures and appropriate rehabilitation are important in reducing the social burden of blindness. This study was to evaluate the etiologies, proportions, and level of rehabilitation for patients with blindness. Materials and Methods: A prospective observational study with 1000 visually impaired patients was conducted. The data regarding age, gender, socioeconomic status (SES), etiologies, curable or incurable blindness (IB), treatments, awareness, and state of rehabilitation were collected and reviewed. Results: The ratio of curable to IB was 0.82:1. The proportion of blindness rises after 40, even while the proportion of curable blindness (CB) increases after 60. The male–female ratios were 1.25:1 and 1:1.66 in the cases of CB and IB, respectively. On the other hand, the male–female ratio for childhood blindness was 1.66:1. Cataracts (78.22%) were the most common cause of CB, whereas diabetic retinopathy (24%), corneal opacity (17.5%), and trauma (12.4%) were causes of IB. Patients with illiteracy, low SES, and female gender were more likely to develop IB. There were low enrollment rates at the blind school and poor rehabilitation, mainly because of a lack of knowledge. Conclusion: Diabetic retinopathy, corneal opacity, and trauma are the major causes of IB. IB and poor rehabilitation were more profound in women and were associated with illiteracy, low SES, and a lack of awareness. [ABSTRACT FROM AUTHOR]

Objectives: To assess the effectiveness of a nutrition education intervention between the control and experimental groups of school-going girls. Methods: Using multistage random sampling, a school-based pre-post quasi-experimental study was conducted among 472,10-19-year-old adolescent girls in Lucknow, India. The respondents were divided into a control group (CG) and an experimental group (EG). EG was exposed to a self-designed documentary on topics related to a balanced diet, while CG was not. Results: Most girls had inadequate knowledge pre-intervention (t(471) =10.8,p<.001) in both CG and EG. Post-intervention scores improved significantly [t(471)=8.496,p=.00]. The number of respondents with "inadequate" knowledge decreased from 130 to 79 in EG, while those with "adequate" knowledge increased from 34 to 86. Conclusion: Overall, the findings underscore the effectiveness of audio-visual aid in filling the knowledge gap among adolescent girls in a school setting. It also emphasizes the need to implement customised and targeted nutrition education programmes for adolescent girls. The results show that knowledge levels of respondents were below average, which upon nutrition education intervention, improved. Hence, the same can effectively improve nutrition literacy among adolescents. [ABSTRACT FROM AUTHOR]

The study examined the perception of the actual and expected roles of school counsellors (SC) from the perspective of school administrators, counsellors, teachers, students, and parents living in South India. Stakeholders recruited using multi-stage cluster sampling (N = 1029)completed the 42item International Survey of School Counsellors Activities exploring the perception about SC roles. Results indicated a significant difference among teachers, students, and parents. Teachers were more aware than students and parents about the SCs' actual role in Individual Works with Students, and they had higher levels of expectations of SC role. However, students were more aware of the actual roles , like Group Work with Students, College and Career Counseling, and Prevention Work. Future research should focus on a multi-faceted approach to redefining the SC role. [ABSTRACT FROM AUTHOR]

Background: Various studies revealed that adolescent girls have limited knowledge pertaining to sexual and reproductive health (SRH). The current study assessed the effectiveness of SRH education among adolescent girls in urban areas of Odisha, India. Methods: The study design was a cluster randomized trial, where the clusters composed of eight Odia (regional language) medium government girls' high schools in Bhubaneswar, the capital city of the state of Odisha, India. For the selection of study participants, adolescent girls who were studying in the ninth and tenth standards were recruited from each school. Eight schools were randomized through restrictive randomization at a 1:1 ratio, with four schools each in the intervention and control arm. Baseline and end-line assessments were done using a pre-tested, semi-structured questionnaire. Following baseline assessment, an intervention was given with the help of handbooks developed by the study authors to the schools in the intervention arm. Outcomes included change in knowledge, attitude and practices pertaining to SRH. Results: In our study at baseline, there were a total of 790 students, where 469 (59.4%) students were in the intervention arm, and 321 (40.6%) students were in the control arm. At baseline, only 282 (60.1%) in the intervention arm and 171 (53.3%) in the control arm were aware that physical bodily changes due to puberty were normal. After the intervention, there was a statistically significant increase in knowledge in intervention group 367 (94.8%) (p-value < 0.001). Most students used sanitary pads as absorbent, 97.2% in the intervention group and 98.4% in the control group. However, after the intervention, the use of other absorbents reduced to zero in the intervention group with a statistically significant difference (p < 0.05). The number of students having awareness on different methods of contraception increased from 51 (10.9%) to 337 (87.1%) in the intervention arm (p < 0.001), and of those having awareness on STIs/RTIs increased from 177 (38.2%) to 371 (96.1%) in the intervention group (p < 0.001). Conclusion: From our study, there is a significant proportional change in knowledge, attitude, and practices pertaining to SRH. Our study recommends policymakers and program managers for the implementation of comprehensive SRH in the regular school curriculum. Trial registration CTRI/2021/01/030490, registered on January 15, 2021. Prospectively registered at https://ctri.nic.in/Clinicaltrials/login.php Plain language summary: Adolescent girls lack adequate knowledge pertaining to sexual and reproductive health, for which they face various issues such as teenage pregnancy, unsafe abortions and sexually transmitted infections. Hence the authors conducted this study to assess the effectiveness of school-based sexual and reproductive health education among adolescent girls in Odisha state of India in terms of improving knowledge, attitude and practices pertaining to reproductive health. A total of eight vernacular (Odia language) medium schools were selected for the conduct of the study, and the schools were randomly assigned where four schools received SRH education, and the other four received no intervention. A baseline assessment pertaining to SRH was done among adolescent girls studying in ninth and tenth classes of all eight schools, and then education was given to the four schools in the intervention arm. Students were educated on topics such as puberty, menstrual health, pregnancy, contraception and STIs/RTIs with the help of handbooks prepared by the authors. After 3 months of providing education, an endline assessment was done for the adolescent girls in all eight schools. There was an increase in knowledge, attitude and practices pertaining to SRH among the students who received education when compared to those who didn't. Hence our study recommends policymakers and program managers include SRH education in the regular school curriculum. [ABSTRACT FROM AUTHOR]

Background: Health promotion interventions that are developed and evaluated by researchers and other external providers are at risk of not being sustained beyond the initial implementation period. When delivered by a lay school health worker, the SEHER study of a whole-school health promotion intervention in Bihar, India was found to be feasible, acceptable and effective in improving school climate and student health behaviors. The objective of this case study is to describe the decision-making processes, barriers, and enablers to continuing the SEHER intervention following its official closure. Methods: For this exploratory qualitative case study, data were collected from four government-run secondary schools, two of which continued SEHER and two of which discontinued it after official closure. Thirteen school staff were interviewed, and 100 girls and boys (aged 15-18 years old) participated in eight focus groups discussing their experiences of the process of continuing the intervention (or discontinuing) following its official closure. Thematic analysis was conducted in NVivo 12 using grounded theory. Results: No school sustained the intervention as originally delivered in the research trial. In two schools, the intervention was adapted by selecting sustainable components, whereas in two others it was discontinued altogether. We identified four interrelated themes that explained the complex decision-making process, barriers, and enablers related to program continuation: (1) understanding of the intervention philosophy among school staff; (2) school capabilities to continue with intervention activities; (3) school attitudes and motivation about implementing the intervention, and; (4) the education policy environment and governance structures. Suggestions for overcoming barriers included adequate resource allocation; training, supervision, and support from external providers and the Ministry of Education; and formal government approval to continue the intervention. Conclusion: Sustaining this whole-school health promotion intervention in lowresource school settings in India depended on individual, school and government factors as well as external support. These findings suggest that health interventions will not necessarily become embedded in a school's operations merely because they are designed as a whole-school approach or because they are effective. Research should identify the resources and processes required to balance planning for future sustainability while awaiting trial results about an intervention's effectiveness. [ABSTRACT FROM AUTHOR]

Global commitments to the education of children with disabilities, have led to progressive policy developments in India, and a surge in the enrolment of children who were traditionally excluded from the formal education system. This paper examines the perceptions and practices of mainstream teachers in rural government schools, within the context of increased learner diversity, focusing on how teachers understand, and respond to, the needs of children with disabilities. Data were collected through semi-structured interviews with teachers and classroom observations, in six primary schools, in three districts of Haryana. Our findings suggest that deficit-oriented views dominated teacher thinking, but they showed a readiness to engage with disability issues, recognising the value of education for all. However, they struggled in their classroom practices in relation to meeting diverse learner needs and exclusionary practices were further amplified for children with disabilities. Teachers were unwilling to take responsibility for the learning of children with disabilities, expressing significant concerns about their own preparedness, while highlighting the lack of effective and appropriate support structures. The paper concludes by drawing attention to the pressing need for effective teacher professional development opportunities and other support structures, to provide quality education. [ABSTRACT FROM AUTHOR]

OBJECTIVES: To estimate the impacts of 2 interventions, early stimulation (ES) for children aged <3 years and enhanced preschool (EP) for children aged 31 years, and their interactions. METHODS: In Odisha, India, 192 villages were randomly assigned to ES or to no ES. Within each village, about 8 mothers with children initially aged 7 to 16 months were enrolled, receiving ES or no ES accordingly (n = 1449). Subsequently, when children were aged ~3 years, the villages were rerandomized to either EP at Anganwadi centers or no EP. This yielded 4 groups: (1) ES and EP, (2) only ES, (3) only EP, and (4) no intervention. Trained Anganwadi workers ran the EP. Primary outcomes, measured at baseline and follow-up after ~1 year, were children's IQ (summarizing cognition, language, and executive functioning) and school readiness (SR). Secondary outcomes were home environments, caregivers' child-development knowledge. and preschool quality. RESULTS: Fifteen months after ES ended, onlyES had a sustained benefit on IQ (0.18 SD, P <.04) and on SR (0.13 SD, P <.08). Only EP improved IQ (0.17 SD, P <.04) and SR (0.24 SD, P <.01). Receiving both interventions improved IQ (0.24 SD, P <.01) and SR (0.21 SD, P <.01). No statistically significant interactions between the 2 interventions were observed. CONCLUSIONS: Both ES and EP increased IQ and SR. Only ES impacts were sustained for 15 months. Only EP resulted in considerable catch-up for children who did not receive only ES. The absence of significant complementarities should be investigated further because of its profound policy implications. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between dental hygiene and child maltreatment, malnutrition, and overall development. The researchers examined 900 students aged 5 to 15 years from government schools in Lucknow district, Uttar Pradesh. The study observed nutritional status by assessment of the physiological status of the body based on its height and weight and signs of abuse/neglect. The results showed that 260 abused students had poor dental hygiene, and 236 of them were mild to moderately malnourished. In comparison, 362 non-abused students had dental neglect, and 232 were moderately malnourished. These findings highlight a significant association between dental care neglect, child maltreatment, and malnutrition. It is crucial to address the social stigma surrounding this issue, normalize discussions, and encourage dentists to identify signs of abuse and inform relevant authorities about potential discrepancies. [ABSTRACT FROM AUTHOR]

Objectives: There is limited understanding of change processes and long‐term effects of low‐intensity psychosocial interventions. We investigated these aspects in two brief problem‐solving intervention formats for adolescents with elevated mental health symptoms and associated distress/impairment. Methods: This qualitative study was nested within a school‐based randomized controlled trial in New Delhi, India, which compared two problem‐solving intervention formats: a lay counsellor‐led format supported by printed materials (intervention arm) and printed problem‐solving materials alone ("bibliotherapy" control arm). A total of 32 participants, ranging in age from 14 to 20 years (mean = 16.4 years, SD = 1.9) and comprising 21 males and 11 females, were interviewed across both trial arms at 12‐month follow‐up. Results: Five themes were derived using thematic framework analysis. The "impacts on symptoms and functioning" theme described symptomatic improvements and functional gains. "Processes underlying problem solving" reflected changes in positive beliefs, attitudes and emotions when confronted with problems, and the use of a more effective problem‐solving coping style. "Experiences of problem‐solving materials" covered benefits (e.g. access to relatable stories and readymade solutions) and limitations (e.g. diminishing use over time) of printed problem‐solving handouts. "Role of supporting figures" accounted for the facilitating roles played by counsellors and trusted others. There were also accounts of researchers functioning as de facto counsellors in the bibliotherapy arm. "Recommended modifications for intervention delivery" included more flexible and private ways to access the interventions, greater personalization of the counselling process, more engaging and relevant supporting materials, and suggestions for widening access to the interventions in schools and community settings. Conclusions: We infer from our qualitative analysis that changes in problem‐solving style and problem orientation underpinned long‐term symptomatic and functional improvements. Participants in the counsellor‐led intervention appeared better able to sustain the use of problem‐solving skills and generalize this approach beyond the original presenting problems. We attribute the differences between arms to the influence of direct advice and supportive interactions with counsellors. Practice implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: There is an increasing emphasis on inclusive education in the Indian educational context. While efforts are being made to bring children from varied marginalised sections into the fold of inclusive classrooms, inclusion of children with disability is of crucial importance too. The present study attempted to find out whether schools in India's North-eastern state of Tripura are ready for inclusive education in its true sense. Method: Sixty schools from eight districts of Tripura were identified through systematic random sampling technique. Data was collected through focus group discussions and interviews with the headmasters/headmistresses and teachers, and analysed along with observations of the physical infrastructure of the schools in the study. Results: The physical infrastructure of the schools was far from ideal. Headmasters/ headmistresses and teachers appeared to lack the required knowledge and skills that would make inclusive education possible. There was also shortage of funds needed to make the necessary adaptations. Conclusion: The schools in Tripura have to build school readiness for inclusive education. Sensitisation of the headmasters/headmistresses about the capabilities and needs of children with disabilities, capacity building of teachers and concerted efforts to make the school infrastructure exemplary in all respects, are required. [ABSTRACT FROM AUTHOR]

Introduction: Menstrual-related problems are one of the most common problems among adolescent girls and might adversely affect their performance in academic and other activities of daily life. Aims & Objectives: To determine the prevalence of school absenteeism among adolescent school girls during menstruation. To assess the restrictions which are imposed on adolescent school girls during menstruation. To evaluate the various factors associated with school absenteeism during menstruation. Methods: A study was conducted by carrying out a questionnaire and focus group discussion between October 2019-January 2020 in seven schools of Bangalore city after obtaining the assent and informed consent signed by their parents. Result: The mean age of the girls was 14.45 ± 1.71. The proportion of school absenteeism during menstruation was (30.25%). The majority (89.25%) of the students among the school absentees missed one day of school during menstruation. Among the school absentees, pain/discomfort was one of the main reasons for missing school, accounting for (69.42%). (46.25%) of the students were restricted from any kind of religious activities. Pain during menstruation, shame, fear of leakage, lack of toilet or water supply, lack of a place to dispose of sanitary pads and absence of a private place to manage periods were some factors that were associated with school absenteeism during menstruation. Conclusion: Considerably high school absenteeism among adolescent girls due to menstruation was noted in this study, highlighting the need for improved interventions that reach girls at a young age. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the present study was to train teachers using a multidisciplinary approach and to document the effect of this training on their awareness regarding dyslexia, knowledge of dyslexia, and the identification of children with dyslexia. Materials and Method: The study included 100 primary school teachers (23 males and 77 females) having Kannada as their mother tongue and English as their second language. A questionnaire in Kannada was developed by the investigators to collect the responses before and after the teacher training from the primary school teachers about knowledge of dyslexia. The questionnaire was developed based on the Dyslexia Assessment for Languages in India (DALI). Results: The mean responses of the participants were higher during post-training compared to pre-training conditions. The standard deviation values were higher during pre-training compared to post-training conditions. Wilcoxon signed-rank test revealed that there was a statistically significant difference between the ratings of pre-training and post-training conditions. Therefore, it was inferred that training teachers to identify the characteristics of dyslexia significantly improved the knowledge of the teachers on general facts and myths about dyslexia, signs, and symptoms exhibited by children with dyslexia. Conclusions: The findings of the present study revealed that a structured multidisciplinary model of teacher training programs focusing on the knowledge and skills to identify possible dyslexic children can be very effective to prepare the teachers to identify and manage these children in a school setup where professional help is limited. [ABSTRACT FROM AUTHOR]

Background: Learning disability is a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. Literature reports that in India prevalence of learning disability is 10% and there is approximately 90 million people with varying degrees of learning disabilities. Teachers play an important role in identifying and managing learning disabilities by using proper dealing strategies. Aim: The aim of this study is to assess the knowledge and dealing strategies regarding learning disabilities in students among teachers. Methods: 250 teachers who were engaged in teaching students from 1st to 5th standards were selected by convenient sampling technique from selected schools of Jodhpur. Results: A self-structured knowledge questionnaire found that 62.4% of teachers had inadequate and 37.6% had adequate knowledge regarding learning disabilities. Self-structured dealing strategy rating scale had seven domains and out of them, the preventive dealing strategies domain are more evidently used by the teachers as compared to other domains. Conclusions: Study concluded that most of the teachers had inadequate knowledge regarding the learning disability and there is a great need to plan and implement awareness program for teachers about learning disabilities. [ABSTRACT FROM AUTHOR]

Aims and Objectives: It was to evaluate the usefulness of psychosocial intervention in promoting knowledge and awareness about the harmful effects of alcohol use in a sample of adolescents. Materials and Methods: The research design was a prospective, interventional nonrandomized control group design with two groups, one experimental group (interventional) and another control group. Ethical clearance was obtained from the institutional ethical committee. Samples were selected using the nonprobability convenience sampling technique in two schools district of Patiala, Punjab. The assessment instruments were as follows: (a) semi-structured sociodemographic pro forma, (b) alcohol use pro forma, (c) semi-structured interventional knowledge questionnaire, and (d) psychosocial intervention package. A psychosocial intervention package for the prevention of alcohol use among adolescents was provided to the experimental group. Results: The target intervention population consisted of adolescents in the age group (14-18) years. Nearly half of the subjects (47.5%) in the experimental and more than half of the subjects (57.5%) in the control group had a trend of alcohol use during family functions and social gatherings. The study's results revealed that in the preintervention baseline assessment, the adolescents had an average level of knowledge regarding the ill effects of alcohol use, and the mean score (±standard deviation [SD]) was 12.43 ± 2.645. After postintervention, an average level of knowledge was found to be improved regarding the ill effect of alcohol use, and the mean (±SD) knowledge level score was 19.60 ± 2.599. Discussion: The findings of this study showed that after psychosocial intervention among the experimental group, the knowledge level for minimizing alcohol consumption increased significantly. The participants reported abstinence from alcohol consumption in the experimental group after intervention. Conclusions: The salient findings from this study can be utilized to develop and implement effective psychosocial prevention strategies to tackle alcohol use in various parts of India. Further research is warranted to replicate the findings of the present study. [ABSTRACT FROM AUTHOR]

Psychoanalysis has been around in India for over a century now, beginning with the works of G.S. Bose in 1910s. However, the popularity, acceptability and accessibility of Psychoanalytic Psychotherapy has had a fluctuating course in the mental health arena of the country. The initial enthusiasm seems to have been circumscribed within the academic community and appears to have taken objections with its 'foreign origin and roots'. This approach to psychotherapy was seen as alien to the Indian culture and was not welcome warmly as a treatment strategy. However, there have been some recent attempts in making this style of thought and school popular and accessible in clinical settings and there seems to be a slow but gradual increase in the usage of Psychoanalytic thinking in both clinical and non-clinical settings. The paper reviews the history and describes the current state of Psychoanalytic Psychotherapy in India and highlights the difficulties in accessing the therapy within the national health schemes. [ABSTRACT FROM AUTHOR]

As countries across the world adopt policies addressing menstruation, it is imperative to identify who benefits from such policies and to understand the dynamics of inclusion and exclusion. We examine such policies through the lens of human rights, as a framework that demands addressing marginalization, ensuring substantive equality, and guaranteeing inclusive participation to ensure that the menstrual needs of everyone, everywhere are met. Our review is focused on four countries (India, Kenya, Senegal, and the United States) and is based on data from 34 policy documents and interviews with 85 participants. We show that girls, particularly school-going girls, are the main target group of policies. Due to this myopic view of menstrual needs, policies risk leaving the needs of adult menstruators, including those experiencing (peri)menopause, unaddressed. Moreover, the intersection between menstrual status and markers of identity such as disability and gender identity produces further policy gaps. These gaps can be attributed to the exclusion of marginalized menstruators from decision-making processes by creating barriers and failing to ensure meaningful inclusive participation. To address inequalities, policy makers need to make a concerted effort to understand and accommodate the needs of menstruators in all their diversity. [ABSTRACT FROM AUTHOR]

Over the last decade, many countries have adopted policies addressing menstrual needs. Our research explores the opportunities and challenges that have shaped these initiatives and critically examines their scope and substantive focus. Our study analyses developments in four countries: India, Kenya, Senegal, and the United States. It is based on an analysis of 34 policy documents and interviews with 85 participants active in policy-making or advocacy. Across countries, we found a predominant policy focus on tangible and material outcomes, such as menstrual products and facilities, that is informed by a narrow perception of menstrual needs as the management of bleeding. A number of drivers influenced policy-makers to keep this focus, especially the key narrative around menstrual pads as a perceived solution to school absenteeism combined with sensationalisation in the media and the quest for quantifiable results. Menstrual stigma is so ingrained that it continues to constrain policy-makers and advocates themselves by perceiving and presenting menstruation as a problem to be fixed, managed, and hidden. When considering new policy directions, we need to create capacity for a holistic menstrual policy landscape that overcomes systemic barriers to addressing the needs of menstruators that are largely rooted in menstrual stigma. [ABSTRACT FROM AUTHOR]

Introduction: E-Teaching learning method is a new mode of distance learning, is applied via the internet technologies and involves the educational activities, which do not require the presence of teacher and the learner at the same place. In order to contain the contagion, many countries have implemented restrictive measures to reduce gathering and formation of crowds. Schools are affected and close their classes. Almost 1.6 billion, children in 195 countries worldwide could not use their classroom. The novel corona virus disease (COVID-19) first appeared in Wuhan city of China at the end of 2019. Around 320 million learners are affected in India, of which about 34 million belonged to the tertiary level of education. Method: A quantitative research approach was used. The research adopted for the present study was non-experimental descriptive design. The target population for the study was school going children, selected area of U.S. Nagar, Uttarakhand. Sample size was 250 Students selected by convenient sampling. The structured knowledge questionnaire was prepared to assess the impact of E-teaching learning method. Data analysis was done by both descriptive and inferential statistics on the basis of objectives and hypothesis of study. Result: The result shows that most students are facing network issues during online classes out of 100, 80.4% students are facing it. As per the collected data there are only 4.4% students who do not have any health problems due to online classes whereas 20% are suffering from headache, 6.4% suffer from back pain, while eye strain has affected 31.6% students and all this condition affected total 37.6% students. Conclusion: The conclusion of this study stated that the E-teaching learning method has a negative impact on health of school going children. [ABSTRACT FROM AUTHOR]

Successful understudies are understudies who perform much preferable scholastically over their companions. While advantages to are being a successful understudy, for example, getting additional help from instructors, they likewise experience interesting difficulties like expanded recurrence of harassing. A large part of the exploration on this gathering of understudies depends on quantitative investigations led on members of Caucasian plummet. It is proposed that getting a superior comprehension of these successful understudies could be accomplished by figuring out their encounters through a subjective methodology. A singular's encounters and discernments can be impacted by social factors and directing examination with an Asian populace would assist better with understanding how factors which are all the more unequivocally accentuated in Asian culture, for example, obedient devotion and acquiescence to guardians add to the encounters of Asian successful understudies Education is viewed as basic for the advancement of the people, yet additionally for the improvement of local area and country. To achieve upgrades in all perspectives, and use present day and creative procedures and techniques, people need to produce mindfulness and improve their instructive abilities. The primary reason for this examination paper is to figure out the elements that impact the scholarly presentation of the understudies in auxiliary schools in India. In optional schools, there are various variables inside school and outside school that impact the scholastic presentation of the understudies. The fundamental regions that have been considered incorporate, factors impacting the scholarly exhibition of the understudies, scholastic execution and huge number of understudies in class, parental and related factors connecting with scholastic accomplishment, commitment of school factors towards the scholastic presentation of understudies, impact of destitution on scholastic accomplishment of understudies and different reasons for low scholarly accomplishment. [ABSTRACT FROM AUTHOR]

In India, 14.6% of adolescents are currently using tobacco in any form and tobacco control is a major public health challenge. The objective of this systematic review is to analyze all the existing literature and evaluate the effectiveness of school-based tobacco use prevention programs for adolescents in India. The review protocol was registered in PROSPERO (CRD42020159535). Studies were selected using database search, manual search, gray literature, reference chasing, and contacting the authors. All randomized controlled trials, cluster-randomized trials, quasi-experimental, and non-randomized studies reporting school-based tobacco use preventive interventions for adolescents in India; articles published in English (other languages where it can be translated to English) published between January 2000 till May 2020 were included. Data was independently extracted by two reviewers. The Risk of bias (RoB) and quality of the study were assessed using appropriate tools. Among 7972 identified articles, only 13 studies met the inclusion criteria. Each study implemented a unique intervention and measured distinct outcomes. Postintervention, all the studies reported improvements in the study group with respect to the reduction of tobacco use and change in the knowledge, attitude, practices, and/or behavior outcome parameters. Twelve study results were based on short-term assessment. Overall, a 5.17-17.0% tobacco use reduction rate was noted. RoB was high for six studies. Key methodological problems related to study design, duration, outcome parameter, follow-up time, type of intervention, and attrition were identified. School-based tobacco use prevention programs for adolescents in India might have shown positive outcomes but are associated with significant limitations. [ABSTRACT FROM AUTHOR]