Mental health is increasingly being framed as an individual responsibility, ignoring the systemic roots of the problem. This approach perpetuates institutional flaws while those in power escape accountability. Instead of addressing societal pressures, the focus shifts to equipping individuals with tools to endure them—techniques to “manage stress” rather than dismantle the structures causing it (Herrawi et al., 2021, Jacob, 2016).
This issue is especially pronounced in academic institutions, which should foster critical thinking and empower students but often reinforce oppressive bureaucratic norms. Indian education often prioritizes compliance over creativity, teaching students to tolerate violations of their fundamental rights rather than question authority. The emphasis on respect for seniority, even when unjustified, restrains critical discourse (Sundar & Rai, 2018, Komanapalli & Rao, 2020).
Reforming the faults embedded in education is more urgent than ever. From discriminatory practices to institutionalized silencing, students and staff face numerous challenges. Mental health professionals often treat victims of these systems instead of addressing the underlying problems. Breathing exercises and mindfulness can only do so much if students are taught to avoid confrontation with these injustices.
The Illusion of “Higher” Education
Our education system is increasingly superficial, prioritizing quantifiable metrics like grades, publications, and rankings rather than true intellectual growth. Human rights violations, including caste discrimination and institutional apathy toward marginalized communities, plague even prestigious institutions like IITs.
For example, privileged faculty members who mistreat marginalized colleagues often escape accountability, sometimes even receiving promotions or transfers to higher positions. Meanwhile, students face systemic silencing tactics. Genuine student unions are either absent or symbolic. Students lack access to mass communication tools like email lists, making collective organization nearly impossible. This isolation discourages them from raising concerns, as they risk retaliation without the safety of solidarity (Caste, Inequality).
Even basic freedoms are restricted. Arbitrary hostel rules restricting movement after certain hours are seldom questioned. Many students internalize these hierarchies, further establishing systemic dysfunction (Raina, 2019). Those who conform are rewarded with access to hidden privileges, while dissenters are punished or sidelined (Kumar,2021).
The academic system evaluates individuals based on reductive metrics like the number of publications, leading to a culture of low-quality, quantity-driven research. These metrics ignore disciplinary differences—publishing in psychology is not the same as in mathematics or literature. Yet, careers and promotions are determined by these flawed standards (Alviggi et al, 2024).
Instead of questioning these flawed rules, the system insists on stress management workshops and time-management techniques like the Eisenhower Matrix or the Pomodoro Technique. While these tools may help individuals cope, they do nothing to address the root causes of systemic pressure.
Work-life balance is another concept hijacked by this individualistic approach. Psychologists teach professionals to delegate tasks or say “no” politely. But the problem isn’t a lack of assertiveness, it’s the systemic exploitation that makes such strategies necessary. Glossy solutions like these only distract from the real issue. The message is clear: adapt to the system rather than demand its reform.
Redefine mental health
We need to consider psychological strategies that can encourage people to be brave enough to challenge injustice and flawed systems, rather than just keeping them away from political issues. If we do not, we risk creating a culture of silence, discouraging involvement in social issues, and reinforcing submission. Privilege is intrinsically linked to this disengagement; only those protected by their circumstances can afford to disregard these facts. Such luxury is not available to those directly impacted by systematic injustice. If we continue down this path, we will only enable political structures to re-emerge unopposed and uncontrolled.
To tackle these issues, schools should teach students about the political consequences of events, whether related to gender, regional issues, or other social matters. Instead of leaving these problems unclear, schools should guide students on how to deal with them. It’s also important to encourage students to speak up about their concerns rather than rewarding silence. Teaching students about their rights can help them understand their power and how to use it. This approach can lead to real change, support teamwork, and challenge the culture of passivity.
Mental health is not an individual problem. It cannot be resolved through breathing exercises or productivity hacks while oppressive structures remain intact. True reform will come only when those in positions of power feel accountable to the people they govern. The privileged must understand that their actions have consequences.
If systemic oppression persists, no amount of stress management techniques or individual therapy will suffice. The only way forward is through collective action. Academic institutions must transform from spaces of compliance into spaces of empowerment, where questioning the status quo is not punished but encouraged.
It is time for a new movement prioritizing systemic accountability over individual coping mechanisms. Unless we confront these oppressive systems, the politics of mental health will continue to serve the powerful while alienating those it claims to help.
Mihna Amanullah is a 2nd year PhD scholar in Psychology with a personal interest in the intersection of mental health and systemic reform. They are committed to advocating for structural changes that prioritize mental well-being.
