“Kya itna bura hun main maa”; ( Am I that bad, mom?); this heartfelt line from the song in Taare Zameen Par hits a different chord with everyone. The movie portrays the struggles of an undiagnosed dyslexic child sent to boarding school. Seldom do we see what happen on the other side- what the other side experiences when out of sight. When we speak about cinema and mental health awareness, particularly for students, we are entering a space that is both deeply personal and inherently political.
Cinema becomes not just entertainment but an intervention into the ideological space of mental health discourse. It does not merely represent the reality but acts as a symptom of our repressed traumas and desires. In terms of mental health, cinema often captures the repressed struggles that individual especially students experience in a hyper-competitive, alienating society. The cinematic narratives of suffering, isolation and the quest for identity tap into the collective psyche, exposing the cracks in the neoliberal educational system, which treats students as products to the optimized rather than individuals to be nurtured.
Consider the portrayal of mental health films like Dead Poets Society. The films do not merely represent the struggles of the students; they articulate the way in which the societal structures of family, school, and peer groups become the sites of repression. Mental health issues are not isolated occurrences; they are symptom of broader structural violence, which cinema-consciously or unconsciously -lay bare.
The image of the ideal student excelling academically while navigating adolescence with grace, is precisely a fantasy. Films that show the pressure of education, societal expectations, and the digital age can either challenge or reinforce this fantasy. For the educators, its crucial to recognize cinema as a powerful pedagogical tool. It can shape how students perceive and engage with the world, offering a foundation for critical reflection and personal development.
Take for instance, in the recently concluded School Cinema International Film Festival, where over 8 million students participated. One standout film, The Animated Life of SL Bhatia by Indian filmmaker Meera Krishnamurthy offers an enchanting glimpse into the extraordinary life of Major General Sohan Lal Bhatia, an illustrious Physician, Physiologist and 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 inspiring figure but also a powerful lesson in the importance of hard work, resilience, and standing up for what is right.
Films like these shape how students approach real-world challenges by offering narrative that extends beyond textbooks. They demonstrate how history is molded by the courage and determination of individuals. Through such stories, students learn lasting lessons on the importance of empathy, the power of perseverance, and the understanding that every individual has the potential to make a difference in the world. These are actionable insights that will serve them well as they navigate their paths.
The rise of mental health narrative in cinema often aligns with the growing commodification of the wellness culture. The focus shifts from systemic change- addressing the root cause of mental health issues in education, social inequality, and digital alienation- to individual solutions like mindfulness apps, therapy, and self-care routines. While these are valuable tools, they operate within a framework that leaves the underlying structures of oppression untouched.
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 critically, using them not just as a way to talk about mental health, but as a way to interrogate the broader ideological frameworks in which the mental health issue arises.
Cinema can inspire empathy and understanding, but it can also reinforce harmful stereotypes. For example, the portrayal of mental illness as a kind of artistic genius in films like black swan can lead to a dangerous romanticization of mental health struggles, particularly for the impressionable students who may begin to see their own suffering as a source of creative power rather than a legitimate medical issue that requires care.
In sum, the role of cinema in mental health awareness for students is latent yet present. If presented with thoughtfulness, it can open awareness vital for students’ personal growth to nurture the individual within them.
For student, the task is not just to consume mental health narrative in cinema but to question the structures that produce them. By doing so, cinema can move beyond mere representation and become a tool for genuine mental health awareness - one that challenges the status quo rather than simply reinforcing it.
(Author: Syed Sultan Ahmed, Founder and Chief Learner, LXL Ideas)
