Brains, Balance & Boldness: The Case for Life Skills in Indian Classrooms

In the face of rising stress, digital distractions, and social pressures, Indian youth are grappling with emotional, behavioural, and interpersonal challenges like never before. Basic Life Skills (BLS) – as defined by the World Health Organisation – equip young people with the tools to manage emotions, communicate effectively, and make responsible decisions. A pioneering study by NIMHANS (2012) in Karnataka, which implemented a structured Life Skills Education (LSE) program across high schools, showed marked improvements in students’ emotional stability, coping mechanisms, and academic interest. Teachers involved in the program also reported reduced behavioural issues and improved classroom participation.

Another major initiative, the ICMR-NIMHANS school mental health program (2015–2019), evaluated across 12 states in India, demonstrated that life skills modules reduced levels of aggression, anxiety, and depressive symptoms in adolescents. This multi-site intervention targeted rural and urban youth, showing that even minimal exposure (10–12 sessions) to life skills education yielded measurable psychosocial benefits. Furthermore, the NCERT’s evaluation of the Adolescence Education Programme (AEP) highlighted that students with consistent exposure to life skills training had better knowledge about reproductive health, higher gender sensitivity, and were significantly more assertive in resisting peer pressure related to substance use and risky behavior.

In addition, UNFPA India conducted a study on life skills interventions in Jharkhand and Madhya Pradesh (2016–18), which found that youth who received life skills training had enhanced decision – making abilities, better gender attitude scores, and greater self-confidence in navigating interpersonal challenges. Similarly, the Tata Institute of Social Sciences (TISS) evaluated the Yuva Parivartan life skills initiative and found that life skills training improved employability, emotional resilience, and social integration among urban disadvantaged youth. These consistent findings across multiple Indian states and demographics underscore the urgent need to institutionalise life skills education as a core part of schooling and youth development programs. It is not merely an educational enhancement – it is a foundational investment in India’s demographic dividend.