Journal of Contemplative Education and Psychological Wellbeing

Navigating the Landscape of Contemplative Education and Psychological Wellbeing

Shree Krishna Wagle, Chet Nath Panta — Fri, 20 Jun 2025 00:00:00 +0000

We are pleased to present the inaugural issue of the Journal of Contemplative Education and Psychological Wellbeing, a platform dedicated to exploring the dynamic intersections of education, social and emotional health, educational psychology, school counseling, and contemplative practices. As the complexities of life in the 21st century continue to challenge traditional educational paradigms, there is a growing urgency to develop approaches that cultivate inner awareness, emotional resilience, and holistic wellbeing among learners, educators, and communities (Wang & Yorks, 2012). This journal responds to that call. Rooted in a vision of integrating intellectual, emotional, and spiritual dimensions of human development (Bainbridge & Del Negro, 2020), this journal invites scholarly and practice-based contributions that bridge Western scientific understanding with Eastern wisdom traditions. We aim to nurture a space where contemplative methods and psychological theories can be studied, applied, and reflected upon in meaningful ways within educational and counseling contexts.

Hermeneutic Phenomenological Study Using SMC on Wellbeing of Students Enduring Difficult Situations

Trishna Acharya, Nirmala Mani Adhikary — Fri, 20 Jun 2025 00:00:00 +0000

This study examines how disrupted intrapersonal communication from conflict and migration affects student well-being and proposes the Sadharanikaran School Counseling Technique (SSCT) to foster emotional connectedness (sahridayata) using the Sadharanikaran Model of Communication (SMC). The study is conducted in two phases within a five-year interval using a longitudinal time frame. The first role of intrapersonal communication in the human development of the research participants facing difficult life situations, such as conflict and international migrant workers leaving behind families, is articulated using the theoretical framework of SMC. The first phase of the study was conducted in 2019, and the second phase was conducted in 2025. It attempts to trace the effect of Maoist insurgency (1996 to 2006) leading to international migrant workers in the wellbeing of children of those families who are studying from school to university level. In the first phase, the findings of the study show that these children have self-harming tendencies due to disconnection from parents and overindulgence in digital media, hindering intrapersonal communication. This has led to drug abuse, suicidal tendencies, hyper-reaction, and anxiety in them. Institutional intervention of family, school, rehab, and other support mechanisms is an urgent need to ensure their well-being, yet the stakeholders seem disconnected from them. The second phase of the study attempts to bring some theoretical insights to resolve this issue for the well-being of research participants using communication as a tool. Sadharanikaran School Counseling Technique (SSCT), derived from the Sadharanikaran Media Analysis Technique (SMAT), is proposed here to assess the Sahridayata between the students experiencing difficult life conditions and the school counselor who supports them to cope with it in a teaching-learning context.

Societal Stigma and the Caregiver’s Dilemma in Inclusive School Settings

Shreeya Shah, Sharmila Shrestha — Fri, 20 Jun 2025 00:00:00 +0000

The study explores the impact of societal stigma on caregivers in inclusive school settings in Nepal, highlighting the emotional exhaustion, isolation, and disengagement experienced by those raising neurodiverse children despite progressive educational policies. Using narrative inquiry, the study shows how affiliate stigma, or stigma experienced by association, undermines the wellbeing of caregivers, leading to internalized shame and participate less in support networks. The study offers culturally specific insight into how institutional barriers and deeply held beliefs perpetuate stigma and hinder the progress of inclusive education. Based on the lived experiences of caregivers and educators working in inclusive schools, the study advocates for stigma-informed practices and integrated mental health support. It also assesses Nepali educational resources for caregivers, identifying policy gaps and highlighting the impact of stigma on inclusive education. Finally, the study offers implications for improvements such as enhanced institutional support for caregivers, the creation of safe emotional spaces, and culturally sensitive awareness campaigns to strengthen caregivers' resilience and promote equitable, inclusive education.

PDF Transitional Stress to Grade One Students in Academic Writing

Shrijana Satyal — Wed, 20 Aug 2025 00:00:00 +0000

This study explores the stress experienced by Grade One students in private schools in Lalitpur as they transition from preschool to more structured writing activities. While early writing skills are essential for academic success, there is limited research on how writing interventions affect young learners in low-resource settings. Using Bridges’ Transition Model (2011) and the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), the study explores key questions: How do first graders experience the shift to structured writing? Are teachers aware of this stress, and are they trained to support systematic writing? How do teachers address this stress in the classroom? The research used critical hermeneutics, combining classroom observations, teacher interviews, and collection of student work. The researcher also drew on personal experience working with Grade One students during their writing transition to understand the stress they face. The findings offer useful insights into reducing student stress, supporting academic success, and helping teachers and school staff improve the classroom environment. The study also provides recommendations for curriculum developers and policymakers to design effective, evidence-based educational interventions.