Education Policy, Student Mental Health and Social Dynamics in South Asia: A Scopus-Based Bibliometric Review and Empirical Evidence from Bangladesh
DOI:
https://doi.org/10.15575/kpi.v8i2.45465Keywords:
Education policy, student mental health, academic stress, social dynamics, BangladeshAbstract
This study examines the intersection of education policy reform, student mental health, and social
dynamics in South Asia by integrating Scopus-based bibliometric analysis with empirical evidence
from Bangladesh. A mixed-methods design was applied using 96 Scopus-indexed documents
published between 2001 and 2026, survey responses from 278 students, and thematic analysis of
teacher interview data. Bibliometric findings show rapid growth in the field after 2020, with 50
documents published during 2024–2026 and 1,171 total citations across the dataset, indicating an
emerging research area linking curriculum reform, digital learning, stress, assessment, and student
well-being. Quantitative findings reveal that 64.4% of students identified difficulty adapting to new
procedures as the main stressor, 52.2% reported increased stress, 55.4% reported increased anxiety,
61.5% reported negative mental-health effects, and 64.0% reported negative impacts on social
relationships. Qualitative findings indicate that ineffective training, unclear assessment, digital
inequality, teacher workload, weakened peer relations, and employment uncertainty shape these
psychosocial outcomes. The study recommends mental-health-sensitive, equity-oriented, and
teacher-supported education reform.
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Copyright (c) 2026 A.K.M. Mahmudul Haque, Imran Hossain, Md. Habibullah, Irtiza Hasan Dipto, Pooja Rani Pramanik, Abu Zubayer, Omar Faruk, Md. Ashraful Islam
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