The Teacher as a Murabbi: A Case Study in Nurturing Student’s Mental Health in a Pakistani School

Abstract

The mental health and well-being of children have emerged as critical concerns in today's fast-paced, technology-driven society. Teachers, as key influencers in children's lives, play a pivotal role in shaping not only academic success but also emotional and psychological development. This study explores teachers’ paradigms in raising children, focusing on strategies that promote mental health, resilience, and overall well-being. Using a qualitative methodology, this research incorporates interviews with experienced educators, classroom observations, and a review of contemporary literature to identify best practices for nurturing children within educational settings. The findings indicate that teachers who prioritize emotional connection, active listening, and supportive classroom environments significantly enhance students’ mental health. Key strategies include creating safe spaces for emotional expression, integrating social-emotional learning (SEL) into the curriculum, and fostering collaboration with parents to ensure consistent support. The study concludes that raising children from a teacher's perspective extends beyond academic instruction; it involves cultivating a holistic environment where children feel valued, understood, and empowered. Recommendations include investing in professional development programs and prioritizing teachers’ well-being to sustain effective student support. 

Keywords: Teacher-Student Bonding, Mental Health, Student Well-Being, Social-Emotional Learning.