Report on the Session– Detecting Childhood Depression
Date- 25/02/26 & 27/02/26
Venue- A V Room
Participants– Teachers of VPMS Pune
Resource Persons– Mrs.Mrinalini Fernandes & Mrs.Mrunmayee Harshe
“Sometimes the quietest child in the room is fighting the loudest battle within.”
A two-day session on “Detecting Childhood Depression” was conducted for the teachers of VPMS Pune. In light of the increasing prevalence of emotional distress and rising concerns around adolescent suicide, the topic holds deep relevance in today’s educational landscape. The workshop emphasized the urgent need for educators to remain informed, observant, and responsive to the evolving mental health needs of students.
Given that children spend a significant portion of their day in school, teachers are often among the first adults to notice subtle shifts in behaviour, mood, academic engagement, and peer relationships. While educators are not expected to diagnose mental health conditions, their ability to identify early warning signs, provide empathetic support, and initiate timely referrals play a transformative role in prevention and early intervention.
With this view, the session aimed at building awareness about childhood and adolescent depression, helping teachers recognize early signs and risk factors in the classroom, highlighting the connection between emotional well-being & learning and reinforcing the vital role teachers play in prevention, support, and referral.
The workshop began by setting the context for understanding the multifactorial causes of childhood depression. The speakers underscored how the mental health of parents and teachers significantly influences a child’s emotional well-being. A detailed distinction between adult depression and childhood depression was explained, helping teachers understand age-specific symptom presentation. Reflective activities and case studies were integrated to deepen engagement and practical understanding. Vulnerability markers in adolescents, including emotion dysregulation, high-risk sexual behaviours, and substance use and misuse, were discussed comprehensively.
On the second day, the focus shifted to “Noticing the Unseen”. Practical and actionable strategies were shared, equipping teachers with tools to support students both within and out of the classroom. Emphasis was placed on small, consistent actions that contribute to building a psychologically safe school environment. The importance of conducting Depression Literacy sessions for students and parents was reinforced, empowering teachers to extend awareness beyond the classroom.
The workshop concluded with teachers making personal commitments toward fostering a healthier emotional climate in their classrooms. The powerful closing poem, “The Child You May Never Know You Saved,” left the audience deeply reflective, reminding them of the invisible yet profound impact they can have on a child’s life trajectory.
The session proved to be an eye-opening and empowering experience for all participants. When a teacher learns to notice what is often unseen, lives can quietly be transformed. In nurturing emotional safety within classrooms, educators become silent architects of hope, resilience, and lifelong well-being.
