Integrating Student Well-Being and Academic Achievement in the Context of India’s National Education Policy 2020: A Systematic Review of Evidence and Policy Implications

• Aasheesh Kumar

  Research Scholar, Department of Education, CMP Degree College, University of Allahabad, Prayagraj, UP, India

  Author

• Himanshu Gupta

  Author

• Shikha Rai

  Research Scholar, Department of Education, Deen Dayal Upadhyay Gorakhpur University, Gorakhpur, UP, India

  Author

The National Education Policy NEP 2020 of India is a carefully crafted critique of examination-oriented education to the development of all-around the learner. The well-being of students recognise through emotionally, socially, psychologically, and physically is fundamental to and enables quality education. The systematic literature review consolidates peer-reviewed empirical evidence, meta-analysis, policy paper, and government document published from 2018 and starting of 2026 to explore relationships between well-being, academic performance, and provisions of NEP 2020. PRISMA-informed process through evidence identify. In this research Overall, 48 sources were found to be eligible for the review. Positive and significant links between academic success and dimensions of well-being (especially school environment, social and emotional competencies, and academic stress management) have been demonstrated. The National Education Policy 2020 will provide support for SEL, flexible assessment, counselling, yoga and mindfulness practice and a 360-degree progress report card. However, the issue of the implementation gap still persists in regard to teacher preparedness, structural inequalities, and culturally relevant interventions. The review suggests that realization of NEP 2020’s well-being provisions in a consistent and context-specific manner will facilitate both student development and academic achievement.

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