Quarterly brief report
May 2026 to July 2026
Implementation Partner: Institute for Exceptional Children
Nurturing Minds, Building Lives
REGN NO. BOM 278/79 GBBSD
This quarterly report outlines progress under the RCT donation-funded Child and Adolescent Mental Health Project, which aims to strengthen access to timely, inclusive, and age-appropriate mental health support for children and adolescents. During the reporting period, the project focused on advancing early identification, psychosocial support, capacity-building of key stakeholders, and referral linkages within schools, communities, and relevant service systems. The activities undertaken reflect the project's commitment to promoting emotional well-being, reducing stigma, and ensuring that vulnerable young people and their caregivers can access safe, responsive, and sustainable mental health services.
A. Individual & Caregiver Intervention sessions
These sessions were conducted at IEC and the OPD at Tunga and Marol Pipeline.
- Total beneficiaries
- 58
- No of total sessions
- 189
- No of individual sessions
- 124
- No of parent sessions
- 58
- No of psychiatric sessions
- 7
The interventions were tailored to the individual needs and difficulties identified through the counselling process. Key areas of support included:
- Caregiver stress associated with supporting children with exceptional needs
- Crisis counselling and suicide-prevention support
- Intellectual impairment and related developmental concerns
- Neurodivergence and the need for individualized emotional and behavioural support
- Clinical illnesses and mental-health concerns among adolescents
- Aggressive behaviours and associated family or school-based challenges
- Substance abuse
It was particularly encouraging to see the RCT members demonstrate a keen interest in understanding the implementation of the project proposal. Their engagement reflected a supportive approach towards the programme and reinforced the importance of collaborative learning in strengthening service delivery.
Beneficiary stories
Story about referral & Linkage through OPD
- Client
- Raju 1 (name changed) was initially referred by an IEC partner school due to learning difficulties. During his intervention, his grandmother also brought his 7-year-old cousin, Raju 2 (name changed), for assessment.
- IEC Intervention
- IEC provided parent psychoeducation and educational intervention for Raju 1. Raju 2 underwent assessment, and his parents received detailed psychoeducation regarding Autism, including home-based management strategies. IEC also supported the family with school enrolment and coordinated follow-up with the school.
- Key Findings
- Raju 2 was identified as having Autism and required structured support, parent guidance, and educational intervention.
- Outcome
- Through IEC's family-centred approach, both children received appropriate support. Raju 2's family gained a better understanding of his needs, successfully secured his school admission, and was equipped with strategies to support his development at home.
Story about Psychiatric management through OPD
- Client
- Sita (name changed), a 43-year-old woman with moderate to borderline intellectual functioning, was referred to IEC due to frequent aggression, compulsive behaviours, and significant emotional distress, particularly around her menstrual cycle. She lived with her elderly mother, who was her primary caregiver.
- IEC Intervention
- Through IEC's Psychiatric Consultation (PCN) services, online consultations with Dr. Nilesh Shah were arranged. The family received psychoeducation about her condition, medication to manage aggression and compulsive behaviours, and guidance to involve all siblings in treatment planning. The counselling team also facilitated discussions on long-term care planning.
- Key Findings
- Clinical assessment indicated that her intellectual limitations, compulsive behaviours, and menstrual-related emotional distress were contributing significantly to her behavioural difficulties and increasing the caregiving burden on her elderly mother.
- Outcome
- Following intervention, there was a noticeable reduction in compulsive behaviours. The family reported feeling more informed and confident in managing her needs, while her elderly mother experienced reduced caregiving stress and improved family support
Story about intrafamily stress
- Client
- Sita (name changed), an 18-year-old, was referred to the IEC OPD by a partner organisation following concerns raised by her sister regarding social withdrawal, unemployment, and reduced participation in family and daily activities.
- IEC Intervention
- IEC conducted a psychological assessment and provided psychoeducation to her sister on the impact of grief, life transitions, and cognitive limitations. The intervention focused on helping the family understand her needs and supporting her gradual reintegration into family life through structured routines and skill-building.
- Key Findings
- Assessment indicated features of mild depression and intellectual limitations. A history of parental separation, the loss of her father, and subsequent relocation to her mother's home were identified as significant contributing factors to her emotional and functional difficulties.
- Outcome
- IEC supported the family in developing a better understanding of Sita's needs and provided practical strategies to promote her independence, daily functioning, and successful adjustment within the family environment.
B. Student Group sessions (community group sessions)
I. Sanskar Academy - 2 session
The first session was to help them understand identifying the signs & symptoms of mental health concerns. The second session was conducted in a coaching class situated at Tunga Gaon. The session was named “Darna Mana Hei”. The focus on teaching about exam stress and time management through activities and stories which helped the students relate and shed their inhibition of asking questions. The duration of this session was 60 minutes, and 30 minutes were sent to answer their questions.
Their teaching faculty Mr. Praful said he was surprised to see the students so active and alive during the session.
II. Shriniwas Bagarka College
On 3 July 2026, the Institute for Exceptional Children (IEC), Mumbai, conducted an Academic Motivation programme for college students, with the objective of strengthening study skills, academic confidence and resilience. The programme was designed in consultation with the College Principal to ensure that the sessions responded to the students' academic and developmental needs. A total of 228 students between 16 and 20 years of age participated in the intervention. IEC conducted six parallel sessions and addressed common academic challenges faced by young people, such as difficulty maintaining concentration, managing examination-related stress, developing consistent study routines and sustaining motivation. A standardized checklist was administered on all the students to identify stress, anxiety and depression among students and it is understood that 81 students required counselling intervention for the same. Through this initiative, IEC contributed to creating a more supportive academic environment and equipped students with practical tools to approach their educational goals with greater confidence and consistency. A detailed report was shared with the college and free OPD service has been offered.
III. Guru Nanak Mission High School
Three focused sessions were conducted with Grade X students who were experiencing academic difficulties and were identified as requiring additional support. The intervention aimed to promote a more positive and constructive attitude towards academics, while helping students recognize that learning outcomes can improve through consistent effort, practical skill-building and structured preparation.
The sessions encouraged participants to reflect on their existing study habits, identify barriers affecting their performance and consider realistic changes they could make in their daily routines. Students were introduced to basic organizational and planning techniques, including setting manageable study goals. The sessions sought to equip participants with skills that can support not only examination preparation but also sustained engagement with learning.
C. Parents Sessions (community group sessions)
3 sessions were conducted with parents so that they provide effective support to their adolescent children. The take home lessons for parents were to practice
- Commitment
- Consistency
- Communication
- Command
- Chaos
D. Teachers' sessions
I. Suvidhya High School session
On 29 July 2026, a visiting team from the Institute for Exceptional Children (IEC) conducted an outreach and sensitisation visit to Suvidya School. The visit introduced the 24 teaching faculty to IEC's mental-health, educational and community-based services, including psychological assessments, medical consultations, remedial education, workshops and OPD referral facilities. As the school does not currently have an in-house counsellor, the interaction focused on strengthening teachers' capacity to identify and respond to students requiring additional emotional, behavioural or learning support.
An interactive observation activity helped teachers reflect on the importance of closely noticing changes in students' behaviour and classroom functioning. The IEC team discussed common concerns such as persistent academic errors, difficulties with written work and sudden behavioural changes, while highlighting the possible role of learning differences, neurodevelopmental conditions and emotional distress. Teachers were also informed about IEC's OPD schedules, service locations and referral procedures to enable timely access to specialised support for students and families. The session concluded with an orientation to the Teacher Referral Form, equipping educators with a structured process for documenting concerns and facilitating appropriate professional referrals.
II. Guru Nanak Mission High School
Teachers, parents and scholastically backward students from grade VII, VIII & X were seen together focusing on ensuring that students get requisite support from home and school. This helped in bridging the communication gap among them.
E. Community events conducted by IEC & participation in other organizations
I. Dream Marol Event participation by IEC
A total of 100 informational flyers were distributed to visitors to increase awareness of the IEC OPD services. The flyers provided concise, accessible information about the services available, the nature of support offered, and how visitors could access or seek further guidance through the OPD.
This outreach activity helped ensure that visitors received direct information at the point of contact, encouraged them to make informed use of IEC OPD services, and contributed to greater visibility of the programme among the visiting community.
II. Doctors' event at IEC
On the occasion of the International Day of Families, the Institute for Exceptional Children (IEC) organised the “Doctors for Community Care” event on 13 May 2026, centred on the theme “Role of Families in Integrated Care: Families, Inequalities and Child Wellbeing.” The event brought together psychiatrists, mental-health professionals, and specialists from gastroenterology, dermatology, microbiology and community medicine to promote collaboration in child and adolescent mental healthcare. Discussions focused on family-centred care, early intervention, continuity of support, cross-referral systems and stronger links between public and private healthcare services. IEC presented its systems-based model of service delivery, including counselling, therapy, assessments, caregiver support, awareness programmes and community-based initiatives such as the Happy Schools Project and Swatah Project. Dr. Nilesh Shah and Dr. Smruti highlighted the importance of compassionate, integrated and collaborative approaches that address individual needs while strengthening family and community support systems. The event also marked the launch of the IEC website and included a parent testimonial demonstrating the positive impact of timely counselling, guidance and inclusive family interventions. Participating professionals expressed interest in strengthening networks, referrals and coordinated care pathways to improve access to holistic support for children and families.
III. School Summit July 2026
On World Brain Day, 22 July 2026, the Institute for Exceptional Children (IEC) organised the Schools for Community Care Summit at the International Institute of Sports and Management (IISM), Mumbai. The summit brought together over 100 principals, educators, counsellors, healthcare professionals, NGOs, students, parents, and community representatives from across Mumbai to discuss children's brain health, mental well-being, and holistic development. Expert sessions addressed the importance of balanced nutrition, eye health and responsible screen use, movement-based learning, and collaboration among schools, families, healthcare professionals, and community organizations. IEC also unveiled its Community Mental Health OPD Poster, reaffirming its commitment to making accessible mental-health support available to children, adolescents, and families. Participants highly appreciated the interactive sessions, practical learning, and opportunities for networking and expressed willingness to collaborate with IEC through referrals, training, case consultations, research, health camps, and funding initiatives. The summit successfully strengthened community partnerships and reinforced the need for a multidisciplinary, community-based approach to help every child thrive.
During the reporting period, IEC continued to strengthen awareness, access, and support for children, adolescents, and families through its programme activities and community outreach initiatives. The interventions contributed to improved engagement with beneficiaries, schools, and community stakeholders, while also reinforcing the importance of timely developmental and mental-health support.
In the next quarter, IEC will continue to build on these efforts by expanding outreach, facilitating referrals and consultations, and strengthening partnerships with schools, healthcare professionals, and community-based organisations. We remain committed to ensuring that children and families receive accessible, responsive, and holistic support.
We sincerely thank you for your continued support and confidence in IEC's work. Your contribution enables us to sustain these services and move closer to our shared goal of helping every child reach their full potential.
Jasmine Khattar
Clinical & Executive Director
Institute for Exceptional Children
Source: “IEC Activities in Partnership with RCT — May to July”, submitted to Reliable Charitable Trust by Institute for Exceptional Children.
