{"id":16320,"date":"2026-04-21T06:52:26","date_gmt":"2026-04-21T06:52:26","guid":{"rendered":"https:\/\/www.smilefoundationindia.org\/blog\/?p=16320"},"modified":"2026-04-24T11:03:23","modified_gmt":"2026-04-24T11:03:23","slug":"mental-health-classroom-learning-india","status":"publish","type":"post","link":"https:\/\/www.smilefoundationindia.org\/blog\/mental-health-classroom-learning-india\/","title":{"rendered":"Mental Health Is Foundational to Learning in India&#8217;s Classrooms"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong>Summary<\/strong><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>India&#8217;s education conversation has made significant progress on access, infrastructure and curriculum. What it has been slower to reckon with is the interior life of the child sitting in the classroom. <\/li>\n\n\n\n<li>Mental health, the capacity to regulate emotion, sustain attention and engage with learning, is not a supplementary concern. It is the foundational condition on which all learning rests. <\/li>\n\n\n\n<li>For children in underserved communities, where socio-economic stress enters the classroom alongside the child every morning, this gap is not abstract. It is the reason capable children disengage, capable teachers burn out and well-resourced interventions underperform. <\/li>\n\n\n\n<li>Smile Foundation&#8217;s education programmes are built on the understanding that emotional well-being is not an add-on to quality education. It is what makes quality education possible.<\/li>\n<\/ul>\n\n\n\n<figure class=\"wp-block-image size-large\"><img fetchpriority=\"high\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction-1024x683.png\" alt=\"\" class=\"wp-image-16323\" srcset=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction-1024x683.png 1024w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction-300x200.png 300w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction-768x512.png 768w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction-1200x800.png 1200w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-focus-vs.-mental-distraction.png 1536w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The Child Who Is Present but Not There<\/strong><\/h2>\n\n\n\n<p>The teacher has been speaking for ten minutes. The lesson is clear, the pace is reasonable and most of the class is following. But in the third row, a child is staring at a point somewhere beyond the blackboard. She is not asleep. She is not being deliberately disruptive. She is simply somewhere else \u2014 unreachable, for reasons that have nothing to do with the quality of the lesson and everything to do with what happened before she walked through the school gate that morning.<\/p>\n\n\n\n<p>This scene, replicated in classrooms across India every day, tends to be read as a behavioural problem. The child is inattentive. She needs to be redirected or disciplined, or kept back after class. What it rarely gets read as \u2014 though the evidence is consistent and substantial \u2014 is a mental <a class=\"wpil_keyword_link\" href=\"https:\/\/www.smilefoundationindia.org\/health\/\"   title=\"Health\" data-wpil-keyword-link=\"linked\"  data-wpil-monitor-id=\"3173\">health<\/a> signal. A child whose emotional system is under strain does not have full access to her cognitive system. Attention, in that state, is not a choice she is failing to make. It is a resource she does not currently have.<\/p>\n\n\n\n<p>This is the invisible barrier at the centre of India&#8217;s learning challenge. Not the absence of schools or teachers or textbooks but the absence of the emotional readiness that makes those things usable.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The Problem That Looks Like Something Else<\/strong><\/h2>\n\n\n\n<p>Mental health is difficult to see in a classroom, which is part of why it is so consistently misread. The signs do not announce themselves as distress. They present as restlessness, withdrawal, aggression or a flatness that gets classified as low ability. A child who is emotionally overwhelmed does not raise their hand and say so. They act out or they disappear into themselves or they simply stop trying, and each of these responses tends to trigger a pedagogical or disciplinary reaction rather than an emotional one.<\/p>\n\n\n\n<p>The misreading matters because the response it produces makes things worse. A child who is withdrawn because of anxiety at home does not benefit from being moved to the back of the class. A child whose restlessness is a response to chronic stress does not become more able to learn because they have been told to sit still. When distress is interpreted as defiance, the intervention addresses the symptom and deepens the cause.<\/p>\n\n\n\n<p>This pattern is not unique to India, but it is particularly consequential here \u2014 in classrooms that are already stretched, with teachers who are already managing more than any one person can reasonably manage, in communities where the stressors that children carry into school are significant and structural.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems-1024x683.png\" alt=\"\" class=\"wp-image-16327\" srcset=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems-1024x683.png 1024w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems-300x200.png 300w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems-768x512.png 768w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems-1200x800.png 1200w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Hidden-factors-in-learning-systems.png 1536w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What Stress Does to the Learning Brain<\/strong><\/h2>\n\n\n\n<p>The relationship between emotional state and cognitive performance is not intuitive in the way that the relationship between, say, nutrition and concentration tends to be. But it is just as direct, and the neuroscience behind it is well-established.<\/p>\n\n\n\n<p>When a child is under chronic stress \u2014 the kind produced not by a single difficult event but by the sustained pressure of poverty, instability, conflict at home or food insecurity \u2014 the body&#8217;s stress response system remains in a state of low-level activation. Cortisol, the primary stress hormone, is elevated. And elevated <a href=\"https:\/\/my.clevelandclinic.org\/health\/articles\/22187-cortisol\" rel=\"nofollow noopener\" target=\"_blank\">cortisol<\/a> has a specific and measurable effect on the brain&#8217;s prefrontal cortex \u2014 the region responsible for attention, working memory, impulse control and the capacity to plan and reason.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain-1024x683.png\" alt=\"\" class=\"wp-image-16325\" srcset=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain-1024x683.png 1024w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain-300x200.png 300w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain-768x512.png 768w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain-1200x800.png 1200w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Stress-vs-learning-calm-and-stressed-brain.png 1536w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>In simple terms: a stressed brain is a brain that is partially occupied. Its resources are directed, below the level of conscious awareness, toward managing threat. The cognitive bandwidth available for learning, taking in new information, holding it in working memory, connecting it to existing knowledge and retrieving it later, is reduced. Not because the child is less capable but because the brain is doing something else with its resources.<\/p>\n\n\n\n<p>UNESCO and WHO have both identified school mental health as a critical and underinvested dimension of educational quality, noting that emotional well-being is among the strongest predictors of learning outcomes \u2014 more consistent, in some analyses, than class size or even teacher qualification. The evidence is not marginal. It is central. And it has not yet been sufficiently integrated into how India thinks about, designs or funds its education system.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>When Life Conditions Walk Into the Classroom<\/strong><\/h2>\n\n\n\n<p>For children in underserved communities, the stress that impairs learning is rarely episodic. It is structural and continuous. It is the stress of a household where income is unpredictable and food is sometimes scarce. Imagine the stress of living in overcrowded conditions without privacy or quiet and the stress of being a first-generation learner in a family that cannot support homework, cannot read the school diary and cannot absorb the cost of a child being educated rather than contributing to household income.<\/p>\n\n\n\n<p>For millions of children attending government schools in urban slums and rural districts across India, they are simply the conditions of daily life. And they do not stay outside when the school bell rings. They travel with the child, settle into the seat beside them and compete with the teacher for their attention every period of every day.<\/p>\n\n\n\n<p>First-generation learners face a particular version of this challenge. They are navigating not only the content of the curriculum but the social and cultural codes of an institution that was not designed with their lives in mind. The gap between home culture and school culture \u2014 in language, in expectation, in the unspoken rules of classroom behaviour \u2014 produces a form of chronic low-level dissonance that is, in itself, a stressor. Children who are spending cognitive and emotional energy managing that gap have less of both available for learning.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>The Teacher Who Is Also Running on Empty<\/strong><\/h2>\n\n\n\n<p>Any honest account of mental health in India&#8217;s classrooms has to include the teacher. Not as a secondary character, but as someone whose emotional state is as consequential for learning as the child&#8217;s, and whose needs are even more thoroughly ignored.<\/p>\n\n\n\n<p>Teaching in an under-resourced government school in India is, by any reasonable measure, an extraordinarily demanding occupation. Class sizes of forty, fifty or more are common. Administrative burdens like data entry, mid-day meal supervision, election duty and census work regularly consume time that should be available for preparation and instruction. Professional development is inconsistent and support for the emotional dimensions of the work is almost entirely absent.<\/p>\n\n\n\n<p>The result is a profession characterised by high rates of burnout and emotional fatigue and a classroom dynamic in which two people who both need support are instead depending on each other without either having enough to give. A teacher who is emotionally depleted cannot create the warm, stable, psychologically safe environment that research consistently identifies as the precondition for effective learning. They can deliver content. But delivery is not the same as teaching, and teaching is not the same as learning.<\/p>\n\n\n\n<p>The mental health of teachers is not a welfare issue separate from educational outcomes. It is directly connected to them.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>What Actually Works: Integration, Not Addition<\/strong><\/h2>\n\n\n\n<p>The instinct, when mental health enters the education conversation, is to reach for a specialist solution \u2014 a counsellor, a helpline, a dedicated mental health curriculum delivered by a trained professional on Fridays. These things have value. But they are not sufficient, and in many contexts, they are not accessible. What the evidence points toward, consistently, is integration: embedding mental health awareness and emotionally responsive practice into the fabric of how teaching and learning happen every day.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus-1024x683.png\" alt=\"\" class=\"wp-image-16329\" srcset=\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus-1024x683.png 1024w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus-300x200.png 300w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus-768x512.png 768w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus-1200x800.png 1200w, https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/04\/Classroom-transformation-India-in-focus.png 1536w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<p>This means teacher sensitisation \u2014 not training teachers to be therapists, but equipping them to recognise distress signals, to respond to behaviour with curiosity rather than only consequence, and to understand that a child who is struggling emotionally is not a management problem to be solved but a human being to be understood.<\/p>\n\n\n\n<p>It means creating classroom environments characterised by routine, predictability, and psychological safety \u2014 conditions that, for children whose home environments are often chaotic, provide the regulatory stability that makes cognitive engagement possible. Research on trauma-informed education consistently shows that structure and warmth, in combination, are among the most powerful interventions available to a classroom teacher.<\/p>\n\n\n\n<p>It means creating space for expression \u2014 not as a therapeutic exercise, but as a routine part of how children are invited to be present in school. Drawing, storytelling, conversation, play \u2014 these are not distractions from learning. For children who have limited language for their interior experience, they are the means by which that experience can be processed rather than carried in silence.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>How Smile Foundation Approaches This<\/strong><\/h2>\n\n\n\n<p>Smile Foundation&#8217;s education programmes are built on the understanding that a child&#8217;s capacity to learn is inseparable from their emotional state, and that the classroom environments created through <a href=\"https:\/\/www.smilefoundationindia.org\/education\/\">Mission Education<\/a> need to reflect that understanding in practice, not just in principle.<\/p>\n\n\n\n<p>Teacher capacity building within the programme includes attention to the emotional dimensions of teaching: how to read a classroom, how to respond to a child who is disengaged or distressed and how to create a learning environment that feels safe enough for children to take the risks that learning requires. This is not a separate mental health module. It is woven into the broader understanding of what good teaching involves.<\/p>\n\n\n\n<p>Child-friendly environments designed with attention to warmth, order and the sense that the space belongs to the children in it are a consistent feature of Smile Foundation&#8217;s learning centres. The physical and relational environment is understood as a pedagogical tool, not just a backdrop.<\/p>\n\n\n\n<p>Psychosocial awareness informs how programme staff engage with both children and families, recognising that the stressors children carry into classrooms have origins that the school alone cannot address, but that the school can either compound or cushion.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>A Shift in One Classroom<\/strong><\/h2>\n\n\n\n<p>In one of Smile Foundation&#8217;s learning centres in a peri-urban community near Mumbai, facilitators noticed that a group of older students had become increasingly disengaged over the course of a term. Attendance was inconsistent. Participation in class had dropped. The initial response \u2014 more structured instruction, additional practice exercises \u2014 produced no improvement.<\/p>\n\n\n\n<p>What shifted the situation was not a change in curriculum but a change in approach. Facilitators began spending the first fifteen minutes of each session in open conversation \u2014 not about academic content, but about what was happening in the children&#8217;s lives. A routine was established that was predictable and warm. Children were given small responsibilities within the learning space that signalled they were trusted and valued.<\/p>\n\n\n\n<p>Over the following weeks, attendance stabilised. Participation increased \u2014 tentatively at first, then more consistently. The content had not changed. The children had not changed. What had changed was the emotional temperature of the room, and with it, the children&#8217;s capacity to be present in it.<\/p>\n\n\n\n<p>It is a modest, replicable, evidence-consistent shift, and it is exactly what integration of mental health into education looks like in practice.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Reframing What Learning Requires<\/strong><\/h2>\n\n\n\n<p>There is a model of education that understands learning as content delivery \u2014 the teacher has knowledge, the student receives it and the quality of the exchange is determined by the clarity of the transmission. On this model, mental health is peripheral. The lesson either lands or it does not, and the emotional state of the people in the room is a secondary variable.<\/p>\n\n\n\n<p>The evidence does not support this model. Learning is not reception. It is a complex cognitive and emotional process that depends, at every stage, on the learner&#8217;s capacity to engage \u2014 to attend, to hold information, to connect it to what is already known, to retrieve it later. That capacity is not fixed. It fluctuates with emotional state, with felt safety, with the degree to which the learning environment supports or undermines the learner&#8217;s sense of themselves as someone capable of learning.<\/p>\n\n\n\n<p>On this understanding \u2014 which is the understanding that the research supports \u2014 mental health is not a supplementary concern to be addressed once the academic basics are in place. It is the infrastructure on which academic learning is built. A classroom that ignores the emotional lives of the children in it is a classroom that is, in a very practical sense, working against itself.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Emotional Readiness Is the First Lesson<\/strong><\/h2>\n\n\n\n<p>India&#8217;s education system has achieved extraordinary things in the past two decades. The expansion of access, the reduction of dropout rates, the increasing attention to learning quality rather than mere enrolment \u2014 these are genuine and hard-won gains. What the system has not yet fully reckoned with is the interior condition of the child who sits in the classroom that has been built, with the teacher who has been trained, reading the textbook that has been printed.<\/p>\n\n\n\n<p>Learning depends on emotional readiness. Not as a precondition that can be assumed and moved past, but as a condition that must be actively created and sustained through the environments schools build, the practices teachers use and the understanding that a child&#8217;s capacity to learn is never separable from how that child feels.<\/p>\n\n\n\n<p>Mental health is not an add-on to education. It is what makes education possible. Until that understanding is built into how India designs, funds, and evaluates its schools, the learning crisis will persist \u2014 not for lack of schools or teachers or resources, but for lack of attention to the human being at the centre of the enterprise.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Frequently Asked Questions (FAQs)<\/strong><\/h2>\n\n\n\n<p><strong>Why is mental health relevant to learning outcomes in schools?<\/strong> <\/p>\n\n\n\n<p>Mental health directly affects the cognitive functions that learning depends on attention, working memory, the ability to process and retain new information. A child under chronic stress does not have full access to these functions. Addressing mental health in schools is therefore not a welfare concern separate from academic performance. It is a prerequisite for it.<\/p>\n\n\n\n<p><strong>How does stress affect a child&#8217;s ability to learn?<\/strong> <\/p>\n\n\n\n<p>Chronic stress keeps the body&#8217;s stress response system in a state of low-level activation, elevating cortisol and reducing the cognitive bandwidth available for learning. The prefrontal cortex responsible for attention, reasoning and memory is particularly affected. In simple terms, a stressed brain is a partially occupied brain, with fewer resources available for the work of absorbing and retaining new knowledge.<\/p>\n\n\n\n<p><strong>Which children are most affected by mental health challenges in school?<\/strong> <\/p>\n\n\n\n<p>Children from underserved communities face compounding stressors like poverty, household instability, food insecurity and overcrowding that do not stay outside the classroom. First-generation learners face the additional strain of navigating an institutional culture that was not designed with their lives in mind. These children are not less capable. They are carrying more, with less support.<\/p>\n\n\n\n<p><strong>What is the teacher&#8217;s role in supporting student mental health?<\/strong> <\/p>\n\n\n\n<p>Teachers are the primary architects of the classroom environment and their emotional state and relational approach have a direct bearing on whether children feel safe enough to engage with learning. Teacher sensitisation \u2014 the capacity to recognise distress signals and respond with curiosity rather than only consequence \u2014 is one of the most impactful and underinvested interventions available.<\/p>\n\n\n\n<p><strong>What does integrating mental health into education actually look like?<\/strong> <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Classroom routines that provide predictability and warmth <\/li>\n\n\n\n<li>Teacher training that includes the emotional dimensions of the work<\/li>\n\n\n\n<li>Learning environments designed to feel safe and welcoming<\/li>\n\n\n\n<li>Space for children to express themselves as a routine part of the school day<\/li>\n\n\n\n<li>Does not require a specialist in every school<\/li>\n\n\n\n<li>Requires a shift in how teaching and learning are understood and practised<\/li>\n<\/ul>\n\n\n\n<p><strong>How does Smile Foundation address mental health in its education programmes?<\/strong> Smile Foundation embeds psychosocial awareness into its Mission Education programme through teacher capacity building, child-friendly learning environments, and an understanding of the whole child \u2014 not just the academic learner. The approach recognises that the emotional temperature of a classroom is a pedagogical variable, and invests in creating the conditions that allow children to be genuinely present and engaged.<\/p>\n\n\n\n<p><strong>Is there evidence that improving classroom emotional environment improves learning outcomes?<\/strong> Yes \u2014 and the evidence is substantial. Research on trauma-informed education, safe learning environments, and teacher-student relational quality consistently shows that children learn more effectively in environments characterised by warmth, routine, and psychological safety. UNESCO and WHO have both identified school mental health as a critical determinant of educational quality, with effects that are measurable and significant.<\/p>\n\n\n\n<p><strong>Can mental health support be delivered at scale in India&#8217;s school system?<\/strong> <\/p>\n\n\n\n<p>Scale requires integration rather than addition. A counsellor in every school is neither feasible nor, on its own, sufficient. What is feasible \u2014 and what the evidence supports \u2014 is building mental health awareness into teacher training, embedding emotionally responsive practice into standard pedagogical approaches, and designing school environments that actively support children&#8217;s well-being. These are not expensive interventions. They are design choices, and they are available to any school system willing to make them.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>A child who cannot focus is not necessarily a child who will not learn. Often, they are a child who cannot \u2014 not yet, and not in these conditions. Mental health is not a separate concern from education. It is the condition that makes education possible. Until classrooms are built around that understanding, learning will remain out of reach for too many children.<\/p>\n","protected":false},"author":3,"featured_media":16321,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,10,16],"tags":[],"class_list":["post-16320","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-insights","category-smile"],"_links":{"self":[{"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/posts\/16320","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/comments?post=16320"}],"version-history":[{"count":0,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/posts\/16320\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/media\/16321"}],"wp:attachment":[{"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/media?parent=16320"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/categories?post=16320"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.smilefoundationindia.org\/blog\/wp-json\/wp\/v2\/tags?post=16320"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}