What will be the first thing that comes to your mind when we say school?
Textbooks?
Exams?
Results?
Fun?
Study?
Friends?
Teachers?
Or maybe you would say, the second home.
For every student, school has been the second home, because after family, it is school and people in the school call it teachers, students, helpers, principal, anyone inside the premises where students tend to spend the most of their time throughout the day.
And irrespective of the level of quality education a student is receiving, school is a living, breathing ecosystem where students shape their emotions, identities, pressures, and dreams while learning new things in life.
And yet, one of the most serious challenges students face can go unnoticed - DEPRESSION!
Though it has been a crucial issue for quite some time, the recent Neerja Modi School incident has sparked concerns around the student well-being, emotional safety, and institutional responsibility. Even if every individual is different and cases can be complex, one fact cannot be denied that early emotional distress often leaves signals.
So no matter what complexity a child is going through, there have been signals that the child kept giving, and when these signals are missed, somewhere systems fail the child. Hence it is very important that the school is not just aware, but also active. This article is a detailed guide on what depression is, the causes, symptoms, etc, and also what schools should do in this scenario.
So firstly,
Most of us still laugh at this term, or think that it is just a mindset problem and if we lay emphasis on this, the child might get more serious over this. So the alternate reaction by most adults is to ask them to subside and take it lightly. And this might work on some who think they are facing some issue but once the mindset shifts, things get better. But this simply does not mean that we start treating every child in a similar manner. Depression is a medical mental health condition that can seriously impact an individual’s thought process, feelings, behavior, and how they function. Students can also mess up their learning, sleep, relationships, appetite, and sometimes even their physical health.
Unlike the temporary hormonal changes, mood swings, or stress, depression can stick for a longer time, making a person believe that nothing is going right in their life and sometimes leading them to end their lives altogether.
And that is why we lay so much emphasis on schools not missing the early warning signs of depression in students as students nearly spend one-third of their day in school. So there are more chances for a teacher to notice the small changes in a child. But of course, schools are not meant to replace the health professionals but they can also spot early warning signs and create safe pathways for students to feel supported and loved.
Depression in students doesn’t come in one single form. It can look different depending on age, personality, environment, and life experiences. So if students know the major types, it can help schools not label the changes in students as “being lazy” or “having attitude problems” or “lack discipline”, while a child might be struggling emotionally.
Below are the most common types of depression seen among school-going students.
This is what most people think of when they hear the word depression.
Students with Major Depressive Disorder experience intense and persistent feelings of sadness, emptiness, or hopelessness that last for weeks or even months. These feelings don’t just come and go and they can affect their daily functioning immensely.
In school, MDD may show up as:
Consistent low mood or irritability
Loss of interest in activities they once enjoyed
Difficulty concentrating in class
Noticeable drop in academic performance
Fatigue, sleep changes, or lack of energy
What makes MDD particularly concerning is that students often try to hide it, especially high-achievers who feel pressure to “stay strong.”
This is a quieter, long-term form of depression and is often missed or misunderstood.
Students with Persistent Depressive Disorder may not appear extremely sad, but they carry a constant sense of low mood, negativity, or emotional heaviness for years.
In schools, these students are often described as:
“Always dull”
“Unmotivated”
“Pessimistic”
Because the symptoms are less intense but long-lasting, adults may assume, “This is just how they are.” But underneath, the student may feel stuck, emotionally exhausted, and disconnected.
This type of depression develops in response to specific life changes or stressful events.
Common triggers for students include:
Changing schools
Academic failure or exam pressure
Parental separation or conflict
Loss of a loved one
Bullying or social rejection
These students may struggle emotionally even if they were previously confident or well-adjusted. Without timely support, situational depression can slowly deepen into more severe forms.
Schools play a crucial role here as their early empathy and support can prevent long-term emotional damage.
Though often associated with adults, Seasonal Affective Disorder can also affect students.
It is linked to changes in seasons, especially reduced sunlight, and can impact mood, energy levels, and motivation.
In students, SAD may appear as:
Low energy during certain months
Increased sleep or fatigue
Reduced participation in class
Drop in enthusiasm and engagement
Because this pattern repeats yearly, it’s often mistaken for laziness or lack of discipline instead of a mental health concern.
Many students don’t experience depression alone. It often exists alongside anxiety.
These students may:
Feel constantly worried yet emotionally numb
Fear failure but lack motivation
Appear restless but withdrawn at the same time
This combination can be especially overwhelming for students, making it harder for them to express what they’re feeling. Schools that recognize this overlap are better equipped to respond with care rather than pressure.
This is one of the most overlooked forms of depression in school environments.
Instead of sadness, students may show:
Anger or irritability
Defiance or disruptive behavior
Excessive joking or emotional shutdown
These students are often disciplined rather than supported. Masked depression reminds us that not all struggling students look sad, some might just look “difficult.”
Depression in students is mostly hidden in everyday school moments, maybe a quiet desk, an unfinished notebook, or a child who used to try but no longer does. Schools should not wait for the student’s loud crying or open confession to understand what that student might be facing. So following are the warning signs of depression schools should keep observing routinely in their students.
One of the earliest and clearest warning signs is a shift in who the student seems to be.
You might notice:
A usually cheerful child becoming withdrawn or irritable
A talkative student suddenly going silent
A calm student becoming unusually angry or frustrated
These changes are often brushed off as “just a phase.” But when the shift lasts and affects daily functioning, it’s the mind asking for help.
Key school insight:
Student’s behavior should be taken as their communication. They might feel hard to express it in words so when their behavior starts speaking it should not go unnoticed.
A sudden or gradual drop in academic performance is not always about ability.
Warning signs include:
Incomplete or missing assignments
Difficulty concentrating in class
Loss of interest in learning
Frequent daydreaming or mental absence
Depression drains mental energy. Even capable, motivated students may struggle to keep up, not because they don’t care, but because they feel emotionally overwhelmed.
What schools often miss:
Something effort drops before grades do.
Students struggling with depression often begin to pull away from peers and activities.
Look for:
Sitting alone during breaks or lunch
Avoiding group work or extracurriculars
Reduced interaction with friends
Increased absenteeism
School is a social space. When a student slowly disappears from it, something deeper may be going on.
Important reminder:
Isolation is not always a choice, sometimes students don’t know how to not be alone or they simply do not wish to be around anyone.
Depression doesn’t just affect the mind, it often shows up in the body.
Common complaints include:
Headaches
Stomach aches
Constant tiredness
Feeling unwell before school
When medical tests show nothing concerning, emotional distress may be the root cause.
Why this matters in schools:
Students may not say “I’m sad,” but they’ll say “I don’t feel well.”
This is the most serious warning sign and the one that requires immediate attention.
Listen for statements like:
“Nothing matters anymore.”
“I’m not good at anything.”
“What’s the point of trying?”
“I don’t feel anything.”
Even if said casually or jokingly, these statements signal deep emotional pain.
Critical note for schools:
Never assume a student is “just seeking attention.” Silence after such statements can be dangerous.
We get it, it is not possible for schools to remove every challenge a student faces, but they must become a place of safety, understanding, and support. So when mental well-being is treated as part of the education, it becomes easy for students to seek help as it now feels normal to them rather than choosing to suffer in silence as speaking up seems tough. Try creating an emotionally safe school environment where there are open conversations about feelings, strong anti-bullying practices, and a culture free from shame so that students feel accepted and heard.
Teachers also play a key role in early identification. With basic mental health awareness, teachers can recognise behavioural, emotional, or academic changes and respond appropriately by guiding students toward support. And not just teachers, accessible counselling systems are essential. Schools should normalise counselling by providing trained professionals, confidential spaces, and clear referral pathways, ensuring students receive timely and consistent care.
Peer connection also matters. Mentorship programs, buddy systems, and inclusive classroom practices reduce isolation and strengthen a sense of belonging among students. And collaboration with parents is equally important. Early communication, shared observations, and encouragement of professional help create consistent support at school and at home.
Finally, schools must balance academic expectations with well-being and have clear crisis protocols in place. Prepared systems, empathy, and early action can protect students and positively shape their future.
