By Wonsuh Song
Recent reports from Japan indicate a growing number of people suffering from depression, highlighting the fact that mental health issues transcend national and generational boundaries. Indeed, these challenges can affect anyone—students and adults alike. This reality underscores the importance of “inclusion” and “empathy” within educational settings today.
In 2015, the United Nations General Assembly adopted the Sustainable Development Goals (SDGs), which emphasize the principle of “leaving no one behind.” Within the realm of education, this principle implies providing equal access to learning opportunities for all individuals, including those grappling with mental health concerns. In light of the COVID-19 pandemic, which has led to a rise in mental health issues worldwide, the importance of the SDGs’ focus on inclusive development becomes even more apparent.
When educators encounter students dealing with depression or anxiety, merely pointing out a “lack of effort” or “poor self-management skills” risks exacerbating an already fragile situation. Most experts agree that it is far more essential to first understand why these students are struggling and how best to offer meaningful support. I recently learned of a student under my guidance who had been unable to attend school due to poor health and ultimately sought medical assistance for severe depression. This experience reminded me that “while AI can deliver knowledge more efficiently, helping a struggling student regain their footing requires a personal touch that only human educators can provide.”
With the rapid advancement of Artificial Intelligence (AI), the age of limitless, readily accessible information is upon us. Critics suggest that, in this environment, relying on teachers solely to deliver content has clear limitations. Instead, “empathy and care” are gaining recognition as the core strengths that educators can bring to the AI era. While students can theoretically turn to AI for mental health advice, in reality, those experiencing significant emotional distress may find even that to be overwhelming or unfeasible.
This is where teachers can play a pivotal role—by being vigilant in detecting subtle signs of distress (such as changes in facial expressions, decreased conversation, or social withdrawal) and, when necessary, coordinating with professionals to ensure that students receive appropriate treatment and counseling. Of course, this responsibility cannot rest on individual educators alone. Comprehensive support systems, involving schools, local communities, and governmental agencies, are essential for effectively addressing these mental health challenges.
SDG 4 specifically pledges to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Achieving this goal means creating robust safety nets so that those struggling physically or mentally are not left behind academically or otherwise.
Ultimately, the chief challenge for teachers in the AI era centers on the question, “How can we provide compassionate, human support to our students?” Despite the remarkable capabilities of AI, people still look to one another for comfort and understanding—particularly when going through difficult emotional experiences. Thus, we must reconsider the role of educators: they should no longer be seen primarily as transmitters of knowledge, but as caregivers and coaches who help students navigate their challenges and regain the motivation to pursue their goals.
While mental health challenges like depression are projected to continue rising, many find hope in the principle of “leaving no one behind,” as enshrined in the SDGs. By putting this principle into action within educational settings, we can create an environment in which no individual suffers in complete isolation. In the rapidly evolving AI era, the job of teachers to guide, support, and encourage students—beyond mere academic instruction—may well prove to be the essence of what true education is all about.
Song Wonsuh (Ph.D.)
Full-time Lecturer, Shumei University / NKNGO Forum Representative
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