The Bhutanese Leading the way.
58 students have died by suicide in the last 59 months since 2019
From January to 22nd November 2024 there have been a total of 11 student suicide cases across Bhutan as reported by schools to the Ministry of Education and Skills Development (MoESD).
In the last 10 years, there have been a total of 92 student suicides averaging around 9 per year.
In the last five years, the number of student suicide cases is 58 from 2019 to 2024; with 7 cases in 2019, 8 cases in 2020, 12 cases in 2021, 9 cases in 2022, 11 cases in 2023 and 11 cases in 2024. This is an average of almost one case every month.
The highest numbers of student suicide cases were recorded in 2021 which was in the thick of the pandemic, and when there were online classes and limited interaction among students.
It is notable that the majority of the suicides in the last five years are in the academic months from March to November making up 55 cases. There has been no suicide till date in December, only 1 suicide in January and 2 in February.
The month with the highest suicide rate in the last five years is July with 12 suicides. This coincides with the mid-year exams month. The second highest months are June and October with 7 cases each. The third highest month is March with 6 suicide cases when the academic year really kicks off.
It is clear from the above data that most suicides occur in the academic months, and the numbers go up during the mid-year exams period. Suicide rates are minimal during winter vacations.
Another major factor is age, with most of the suicides happening between the ages of 15 and 18 years, which when converted into classes falls mainly between classes 8 and 12. Of this, the most vulnerable age is 16 years.
The Department of Education Programs (DEP), which is now focused on health and well-being in schools, said the age group of 15-18 years is a critical period for emotional and psychological development, marked by the challenges of puberty, and the transition from childhood to adulthood.
This phase often brings intense emotions, physical changes, and social pressures, while many adolescents lack the coping mechanisms needed to navigate them effectively.
DEP said students face a range of challenges impacting their academic, social, and emotional well-being, with family issues emerging as the most common factor linked to the highest number of suicide incidents.
Conflict and dysfunction within families often led to emotional instability, while a lack of a supportive home environment further exacerbated students’ struggles, contributing significantly to mental health issues.
Parental pressure to meet high academic or extracurricular expectations adds to their stress, often resulting in anxiety, burnout, and a fear of disappointing their parents.
Academic pressures, including high expectations, fear of failure, and intense competition, overwhelm many students, leading to exhaustion, demotivation, and mental health concerns, like anxiety and depression. Relationship issues, such as peer pressure and challenges in navigating romantic relationships, also harm their self-esteem and emotional stability.
Another important data point on the mental health and well-being of students is the situational analysis reports compiled by 153 counsellors in 153 secondary schools across the country.
DEP said that these reports typically show that while most schools are considered physically safe, issues such as academic pressure, bullying, mental health struggles, and peer pressure remain significant concerns.
The findings often indicate a mixed picture of home safety, with many students reporting supportive and caring parental relationships, but others experiencing family conflict, parents’ separation, neglect, or lack of emotional support at home.
In terms of parental care, the reports reveal that while many parents are involved and proactive in their children’s education and well-being, others may be less engaged due to factors, like work pressures, lack of resources, or limited awareness about mental health and parenting style.
More boys than girls are able to complete the suicides.
What is DEP and MoESD doing to tackle suicides and improve mental health?
With the scale of the problem visible above, the next question is what are the steps being taken by MoESD and, DEP in particular, to tackle the above issues.
DEP said the ministry has made student health and well-being a top priority, recognizing the increasing prevalence of mental health issues among children and youth. Factors, such as substance use, family challenges, excessive use of digital devices, and bullying are affecting students’ mental and emotional health, threatening to undermine the broader purpose of education.
In response, MoESD launched the School Health and Wellbeing Strategy in mid-2023 in collaboration with The PEMA, taking a comprehensive approach to address these challenges and create a nurturing educational environment.
While some programs were there from 2011 onwards, they were strengthened and new ones were also introduced.
The School Health and Wellbeing Strategy comprises of eight programs.
The first program is the Mentor-Mentee Program, where a group of students are placed with a trusted teacher at school, who are like parents at school not focusing on academics, but on the health and well being of the students. If the mentor cannot handle the more serious issues the students are facing, then the matter is forwarded to the counselors, and in more severe cases, even to the hospitals.
It provides a safe space for students to share personal challenges, build trust with mentors, and foster strong support networks.
The second is the Student Resilience Development Program, which equip the students with skills to manage stress, overcome challenges, and develop emotional resilience. This has a universal component for all students, and also student specific components based on individual needs.
There is then the Peer Helpers Program where good role model students serve to head groups of students and share issues among themselves that they would not share with teachers. The peer helper is chosen carefully and trained. It promotes peer-to-peer support, enabling students to help one another in times of need.
There is then Career Education and Counseling Services which offers guidance to students on academic and career pathways while addressing their personal challenges.
There is the health and wellbeing screening and situational analysis which identifies individual and group needs, allowing schools to tailor interventions to promote long-term well-being.
A school-based Parenting Education and Awareness Program strengthens the role of families in supporting children’s mental and emotional health. Here, parents are taught to deal with substance abuse and children, positive parenting which is both universal and targeted, and sometimes even parents are given help like dealing with alcohol addiction.
There is an Anti-Bullying Awareness Program which addresses social issues that negatively impact students’ mental health and well-being.
There is then the Choe-Shed Leyrim which incorporates spiritual and moral teachings to promote values-based education.
Apart from the 8 programs above, a big change happening now is that the Performance Management System (PMS) of schools, which was earlier more academic based is going to give more emphasis on extra circular activities, like scouts, sports, culture, etc., to enhance the well-being students.
For example, from this year there will be sports carnivals where a cluster of schools will compete in sports.
In the domain of tech, DEP in collaboration with a firm from Singapore, is implementing a pilot Artificial Intelligence (AI) based application called the Zoala where all 9,000 students from classes 7 till 12 in Thimphu Thromde are on the App.
The App asks if a student if he or she is happy or sad, and asks why, in case the student is sad, and then it picks up key words like bullying, sexual harassment, suicide, etc., and sends a WhatsApp alert to the counselor and the principal who then swing into action.
DEP said that, within two months, the App has helped prevent 13 potential suicide cases, including one invervention just in the nick of time.
The App is planned to be taken to the rest of the country after the pilot phase in Thimphu.
There are 153 counsellors for 153 schools and schools that do not have counsellors have well-being focal teachers. Schools in Dzongkhags can also use cluster counsellors.
There are 173 secondary schools in the country, and 573 schools in total including extended classrooms.
The ministry has also prioritized capacity building, training principals, DEOs, and focal teachers, and expanding programs to include caregivers, ECCD facilitators, wardens, and matrons. Training focuses on Psychological First Aid, Early Identification and Safe Referral, and Helping Skills, ensuring that all stakeholders can effectively support students’ well-being.
The School Health and Wellbeing Strategy reflects a paradigm shift in education, moving beyond academics to embrace a more holistic vision of student success. By prioritizing emotional and psychological health, MoESD is fostering an environment where students can thrive in all aspects of life.
DEP said the MoESD remains steadfast in its commitment to providing inclusive, quality education that supports the development of well-rounded, capable, and resilient individuals who can contribute meaningfully to their families, communities, and the nation.
The schools also conduct winter camps for more vulnerable students.
DEP called for support from all, particularly parents and guardians, in the efforts to address issues related to children’s mental health and suicide.
