Why are so many young adults struggling despite living in a connected world? This powerful article explores the hidden toll of digital stress, poor habits, weak relationships, and achievement pressure while offering practical solutions through counselling, resilience, nutrition, and stronger family bonds.
India’s higher education system assessed 13,892 student suicides in 2023 — and called it someone else’s problem. At Academic Network’s Technology Series webinar on 28 March 2026, Prof. Dr. M M Ananth asked the question institutions have avoided: What is assessment truly for? The IACT Framework — Interpersonal, Adaptability, Cognitive, Technical — reveals that 75% of professional effectiveness is determined by persona traits, yet our entire assessment architecture measures only the remaining 25%. With 1,329 registered participants, this was one of the most searching conversations Indian higher education has had about itself. Read the full report
One in seven young Indians carries a diagnosable mental health condition. Twelve billion work days are lost globally every year to mental health issues. And the single most important question in Indian education — are our students okay, as human beings? — has never once been asked in a board meeting.
Until now.
A psychiatrist, a university builder and a war veteran sat down to talk about what we have been measuring, what we have been ignoring, and what it would actually cost to change. The answers were uncomfortable, evidence-based and, in places, quietly devastating.
Read on.
Are you unknowingly hindering your child’s learning? Discover ten common myths parents believe about education—from forcing achievements without aptitude to equating good marks with intelligence. After fifty years in education, these insights reveal why learning can only be facilitated, not caused. Your child’s authentic growth starts here
Are you unknowingly hindering your child’s learning? Discover ten common myths parents believe about education—from forcing achievements without aptitude to equating good marks with intelligence. After fifty years in education, these insights reveal why learning can only be facilitated, not caused. Your child’s authentic growth starts here
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