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As an employee at the Indian Institute of Technology, Kharagpur, my primary objective is to provide robust mental health support to the students pursuing courses in Engineering. Transitioning from the structured environment of school to the greater independence of college can be challenging, and understanding the unique pressures that students face during this pivotal phase is essential. My role helps them navigate these obstacles with resilience.

Due to my experience over the years, I have fostered a deeper understanding of the struggles young adults face today. My commitment to this journey is grounded in the belief that with the right support, students can learn to manage their mental well-being and embrace their academic pursuits with confidence and clarity.

Although I was gradually improving the way I engaged with my students at the Indian Institute of Technology, I felt that something essential was still missing, so I chose to study the MSc in Applied Behaviour Analysis (ABA) at Â鶹´«Ã½Ó³»­. This decision opened new horizons for me. From the moment I applied to the day I graduated, I experienced significant growth—not just in my personal life, but also in how I perceive educational challenges. Also, I would like to emphasise my gratefulness to my previous learning, which happen to lay  the strong foundation upon which richer experiences of translational learning were built. It thus helped me understand how scientific discoveries can be used for public health and wellbeing, something I have been engaging in to empower the residential campus community to provide broader social support, prevention and connect.

The MSc in Applied Behaviour Analysis included a project at an NHS hospital which really clarified my vision and underscored the importance of applying theory to real-world practice. This experience impacted my treatment skills and I can now assist my students in managing overwhelming thoughts by identifying the necessary changes and customising solutions. One of the key therapies that also resonated with me during the course was Acceptance and Commitment Therapy (ACT), advocating for acceptance rather than constant mental struggle.

I found that living in Wales posed several challenges, having to adjust to a different culture and educational framework and I had to learn the skills necessary for managing my studies, family dynamics, and personal reinvention. My experience at the Mindfulness Centre of Excellence at Â鶹´«Ã½Ó³»­ played a crucial role in helping me navigate these feelings and I feel that my experience at Â鶹´«Ã½Ó³»­ empowered me and significantly enriched my personal growth. Through mindfulness practices, I have developed a deeper connection with myself and have come to understand that my thoughts often impeded my ability to connect with others. Mindfulness has made me realise that my fear of being judged limited my social interactions. From this realisation, rather than perceiving my feelings as weaknesses or failures, I have adopted a constructive mindset that focused on their potential utility. This shift enabled me to appreciate my role and approach my professional development with a proactive and open mindset.

Since returning to India, I have been lucky enough to become the World Dream Ambassador for ‘Dreams in India’ which has provided me with the opportunity to engage in creative initiatives aimed at fostering student development, through focusing on transforming thoughts into actionable outcomes by implementing strategic nudges within the institution. 

Behavioural analysis prompts a critical examination of the functions of specific behaviours. In line with this, I instruct my students on the functional aspects of behaviour and its maintenance, and my studies at Bangor have really helped me hone my skills. I’m very pleased that my work contributed to me being named as the recipient of the Staff Excellence Award in 2022 and 2025.

I’m very proud of my achievements and how my works helps others. I’m indebted to Â鶹´«Ã½Ó³»­ for focussing my mind and giving me essential experience in this growing field.