Media Release
Mangaluru, Mar 2: In line with the vision of sustainable development goal 3 that promotes mental health and well-being for individuals of all ages, the Department of Clinical Psychology at Srinivas University, under the Institute of Allied Health Sciences (SIAHS), Mukka, organised an awareness programme titled “Neurodevelopmental Disorders: Every Mind Matters” for the teaching staff of Spandana–Lions Special School.
The initiative focused on strengthening educators’ understanding of neurodevelopmental conditions and equipping them with practical tools to better support children in classroom settings.
The session was facilitated by Namratha P K and Prathiksha, assistant professors in the Department of Clinical Psychology, SIAHS. The programme was conducted under the guidance of Dr Bhagyashree Bhandary, with support from Prof Pavana Krishnamurthy, dean of SIAHS, and Asha N, assistant professor and course coordinator, whose coordination ensured the smooth execution of the event.
The primary aim of the programme was to deepen teachers’ knowledge of neurodevelopmental disorders, enable early recognition of behavioural and developmental concerns, and introduce effective classroom strategies to manage and support children with special needs. It also sought to encourage inclusive educational practices and foster greater sensitivity toward diverse learning profiles.
During the interactive session, educators gained insights into conditions such as Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, and Intellectual Developmental Disorder.
The facilitators highlighted early warning signs, clarified common misconceptions, and addressed the classroom challenges often associated with these conditions. Real-life examples and case-based discussions were used to connect theoretical concepts with everyday teaching experiences.
The programme included detailed explanations of disorder characteristics, practical case discussions drawn from classroom scenarios, and the sharing of evidence-based classroom management strategies. A question-and-answer segment allowed teachers to voice specific concerns related to student behaviour and academic performance, making the session highly participatory and contextually relevant.
Educators responded positively to the initiative, actively contributing to discussions and reflecting on their experiences. Many reported enhanced clarity in identifying developmental concerns and expressed greater confidence in implementing supportive strategies within their classrooms. The programme helped dispel misconceptions and reinforced a shared commitment to inclusive and child-centred education.
The initiative also aligns with sustainable development goal 4 by promoting equitable and inclusive quality education, and sustainable development goal 17 through collaborative engagement between the university and the special school. By strengthening institutional partnerships and community outreach, the programme underscored the importance of collective efforts in advancing child mental health and inclusive education.
Overall, the awareness programme marked a meaningful step toward empowering educators with knowledge and practical skills to better support children with neurodevelopmental disorders, reinforcing the value of early identification, informed intervention, and collaborative action in building inclusive learning environments.