Singh Vimal, Sharma Shivali, Zaidi S Z H, Dwivedi Mansi, Gore Rashmi, Mishra Badri Narayan
Department of Education, Chhatrapati Shahu Ji Maharaj University, Kanpur, Uttar Pradesh, India.
Amity Institute of Behavioral and Allied Sciences, Amity University, Lucknow, Uttar Pradesh, India.
Ann Neurosci. 2025 Jun 7:09727531251343771. doi: 10.1177/09727531251343771.
Social inclusion is a process through which the marginalised sections of society are included in the mainstream of society. It is ironic that even in the 21st century, many sections of Indian society remain outside the mainstream. Factors such as poverty, ill health, homelessness and abuse are ubiquitous among marginalised children, who are also considered 'at risk' across both developed and developing nations. There is a crucial need for every child to be given the opportunity to be educated. Holistic education is influenced by the progressive educational movement (Dewey 2024, , pp. 1-400). It harmoniously develops and empowers all the given human potential (Ushuluddin et al., 2019, , 3, pp. 54-70). This social exclusion greatly affects the physical and mental health of these marginalised children. The present research article analyses a caselet and reviews literature to explain the problems encountered by marginalised children, with an emphasis on their social inclusion. The article discusses the concepts of social inclusion and exclusion in the context of mental health. It scrutinises various educational policies of the Indian government and accentuates the importance of holistic education as a key factor in improving the mental health and social well-being of marginalised children.
社会包容是一个过程，通过这个过程，社会中的边缘化群体被纳入社会主流。具有讽刺意味的是，即使在21世纪，印度社会的许多群体仍处于主流之外。贫困、健康不佳、无家可归和虐待等因素在边缘化儿童中普遍存在，这些儿童在发达国家和发展中国家都被视为“处于危险之中”。每个孩子都迫切需要获得受教育的机会。全人教育受到进步教育运动的影响（杜威，2024年，第1 - 400页）。它和谐地发展并赋予所有既定的人类潜能（乌舒鲁丁等人，2019年，第3卷，第54 - 70页）。这种社会排斥极大地影响了这些边缘化儿童的身心健康。本研究文章分析了一个案例并回顾了文献，以解释边缘化儿童所面临的问题，重点是他们的社会包容。文章在心理健康的背景下讨论了社会包容和排斥的概念。它审视了印度政府的各种教育政策，并强调了全人教育作为改善边缘化儿童心理健康和社会福祉的关键因素的重要性。
