Project Muskan

Consequences of Inaction

School dropouts are twice as likely among adolescents with depression, this limits future employment and can entrench families in long-term poverty (Dupéré, Leventhal, & Pagani, 2018).
Depression and lack of mental health support are closely linked to increased substance misuse and minor criminal behavior among rural adolescents (Patel et al., 2016).
Depression and lack of mental health support are closely linked to increased substance misuse and minor criminal behavior among rural adolescents (Patel et al., 2016).

How Does Our System Work?

Stag One: Screening

We conduct psychological screenings that are research-based, culturally sensitive, and developmentally appropriate, under the direct supervision of qualified psychologists and trained interns. Tools are adapted to each community’s language and context, ensuring children understand and respond comfortably.

Developmental needs are prioritised, young children or those with disabilities are supported by trusted adults, and our screening format is customised for accessibility. These flexible, session-specific adjustments allow us to accurately identify red-flag cases and distinguish children needing clinical intervention from those who do not, ensuring that every child receives the right level of care and support in a timely, ethical manner

Stage Two: Identification

Cases requiring clinical intervention are referred to our partner psychologists, with urgent cases fast-tracked for emergency care. Muskan volunteers track red-flagged cases, document patterns, and share secure records through planned, research-based observation templates that allow psychologists to accurately interpret intern-collected data.

Interns are trained to recognise red flags and, when identified, we collaborate with the NGO or a trusted local guide for crisis prevention. For children experiencing mild distress, we provide realistic, culturally appropriate therapeutic strategies, both somatic and emotional, that can be feasibly practiced in rural settings. This ensures timely, ethical, and effective support tailored to each child’s needs.

Stage three: Intervention

Red flag cases are fast-tracked for emergency care through NGO partners ensuring daily supervision, psychologist access and appropriate crisis prevention methods on a local level. We aim to connect children suffering from psychological distress to our partnered psychologists for clinical intervention.

A key pillar of our approach is training local volunteers to recognize early signs of emotional difficulty and provide emergency immediate and non-clinical support. This mental health literacy not only equips them with tools for nurturing and

regulation, but also actively challenges demonological beliefs (such as associating psychological distress with spiritual possession or curses) that remain prevalent in rural communities. Most importantly, it lays the foundation for a ground-level, self-sustaining support system where children can consistently turn to someone within their immediate environment.

How does Project Muskan fill in the gaps in indian mental health?

Existing models mix adult and adolescent care without passive community surveillance. We combine active (school‑based) and passive (community clusters) monitoring, catching early distress signals wherever children live and learn.
Traditional systems miss the most marginalized, leaving chronic distress unaddressed. Through district‑level mapping and partnerships with local NGOs, we systematically identify and refer high‑risk children into crisis‑prevention protocols and long‑term care pathways.
Other programs (SMART, MITHRA or ASHA groups) focus on adults, not children. Tele‐MANAS can’t reliably reach rural kids because of low phone use, poor networks and lack of digital literacy. Aam Aadmi School Clinics serve urban government schools which leaves out rural and out‐of‐school children.