The organization, stability and emotional climate of the family are some of the factors that influence the mental health of girls in the primary-school years, in addition to biological and developmental factors. The evidence base is much more robust in relation to adolescents than primary-school girls, and in India, child mental health is discussed more rapidly than in other countries. This review thus summarizes Indian and some international literature to explore the impact of family structure on mental health among primary-school girls in India with the consideration of nuclear, joint, single-parent, skipped-generation, migrant, and conflict-affected families. The article suggests that the family structure is not to be viewed as a mere label on the level of the demographics; its impact is moderated by the quality of caregiving, gender norms, economic security, mental health of parents, school connectedness, and access to support services. Girls are particularly vulnerable in the literature where family transitions are accompanied by poverty, parental absence, domestic conflict, bereavement or heavy household responsibility. In parallel, risk may be mitigated by extended kin support, emotionally-available caretakers, positive parenting and school based mental health systems. According to the review of related literature, policy interest and a promising platform of school mental health is increasing in India, yet implementation is still disjointed and urban-based. Primary education requires a family-sensitive and gender-responsive approach thus incorporating early screening, teacher sensitization, parent involvement, counselling pathways and referral networks. This review finds that to enhance the mental health outcomes of primary-school girls in India, the move should be out of the deficit perspective of non-traditional families and on to the aspect of relational safety, continuity of caregiving and integrated support to home, school and community.
Rumi et al. (Mon,) studied this question.