THE BACK BURNER: EDUCATIONAL EQUITY, RESILIENCE, AND PSYCHOLOGICAL WELL-BEING AS A PREDICTOR ON PROMOTING STUDENTS MENTAL HEALTH

Purpose of the Study: The purpose of the current research was to determine the effect of equitable education, resilience, and psychological well-being on promoting student's mental health. The researchers eagerly explored everyday situations happening in male elementary schools of district Lahore, focusing on pandemic situations with zeal and zest. Methodology: The researchers structured causal-comparative research focusing positivist paradigm on a sample of randomly selected 980 respondents enrolled in male elementary schools of district Lahore of Punjab-Pakistan. The authors collected the data after administering Scott (2006) Educational Equity and school reforms Scale, Prince-Embury (2013) Resiliency Scales for Children and Adolescents, Ryff’s (1989) Psychological Well-beings Scale, and Lukat et al. (2016) Positive Mental Health Scale. After ensuring ethical considerations, the researchers run regression technique, one way; ANOVA and Pearson Product Moment Correlation (r) on the participants data. Main findings: The findings revealed that educational equity effect 81%, resilience 87.10%, and psychological wellbeing affect 66.60% in promoting students mental health. Educational equity, resilience, and psychological well-being have the same effect on 6th, 7th, and 8th grades students in promoting their mental health. Further a significant strong association between educational equity and mental health (r = .900**, n = 985, p < .05), resilience and mental health (r = .946**, n = 984, p < .05) and psychological well-beings and students mental health (r = .815**, n = 985, p < .05). Applications of this study: The results of the research will be applicable for headteachers, teachers, and parents to get aware of the worth of equitable education, resilience, and psychological well-being that play an enormous role in promoting students mental health. The debatable constructs of the current research will provide capable stakeholders to know the entire magnitude of mental health that drastically instigate and enhance student's vigour, attentiveness, dependability, intellectual ability, and optimism. Novelty/originality of this study: It is evident from the literature that less work is conducted inequitable education, resilience, and psychological well-being that play a massive role in promoting students mental health. In the case of Pakistan, the situation is very alarming and the meager because none of the researchers took initiative to framed research on these burning constructs. However, this research will opened new dimensions for the future researchers that will raise their intentions to explore the effect of primary, secondary, higher secondary, and tertiary level students equitable education, resilience, and psychological well-being on their mental health.


INTRODUCTION
Institutions are empowering catalytic responsibilities to marginalize their resources, ensuring grassroots realities focusing on a bottom-up approach and evading the technocratic approach that born white colors (Nygreen 2016;Warren, 2014). Organizations are spreading adequate knowledge to produce spirit, strengthen well-being, and overcome students problematic issues. Educational equity, resilience, and psychological well-being are core doctrine that reduces students mental health (Gale, 2011). School is a place where students mental health-related issues are diagnosed (Kessler et al., 2005) and treated through parents collaboration, teachers, headteachers, and community members active support which is associated with students educational opportunities (Colombo, 2006). The parental involvement with diverse socioeconomic status Plevyak, 2003) and their socio-cultural dynamic is the key factor that affect on students mental health (Martin et al., 2018).
Equity refers to fairness in the need, potential, and achievement of the student. It relates to social justice implications of education with fairness, integrity, and impartiality of its distribution (Jacob & Holsinger, 2008). Social segregation influences students learning opportunities that include institutional differentiation, selection procedure, and parents choice of school (West, 2006). Educational equity focuses on the fair distribution of resources, access, opportunities, and learning outcomes of students (Maiztegui-Oñate & Sáñtibanez-Gruber, 2008). Expansion in learning opportunities educational equity is still highly elusive (OECD, 2001). Equity in education ensures the spreading of fair education applying resources and sources (Centre for Public Education, 2016; Christie, 2010) for poverty-reducing and paves the way to inconsistence inhabitants earnings (Serneels et al., 2017;Vila, 2000) and demands of being equal in position, rank, value, equality, fairness and spreading of education at all level developing learners similar aptitude and behavioural traits rather than equal education for all (UNICEF, 2010; UNESCO, 2017). Equity refers to fairness in need, potential, Resilience recuperates individuals from stress, depression and is a miracle remedy that heals from wounds (Cohen, 2018), an ability that acts as a catalyst for students shelter facing upheavals since eras (Ager et al., 2010) prevent wellbeing and mental health disorders (Awan & Sitwat, 2014;Hao, 2008; Inter-Agency Standing Committee, 2007; Pardeller et al., 2020), pointed guns towards strengthening learners mental health (Prime et al., 2020), assist in promoting students authoritative uniqueness ability (Poloni et al., 2018) and put attenuating influence focusing anguishing risk experience for learners devastating transformation (Bethell et al., 2014) towards social identities (McAdams & McLean, 2013). Resilience refers to students improvement (Lin, 2016) towards language acquisition, association, philanthropic modes, emotional impressions, and mental health disorders (Masten, 2014) which are interlinked through ecological interactions (Margain & Hultman, 2019) provides strapping evidence in Bronfenbrenner's (1997) work. Students story of resilience is embedded with ecological system/proximal processes (Bronfenbrenner & Morrison, 2006); microsystem inserts considerable and revolutionary influence on students development focusing on family, schools and peers support (Bronfenbrenner, 1997). Ethical concerns of family drastically cultivate students resilience (Hillmann & Guenther, 2021), reinforce their basis of stability (Walsh, 2016), and enhance coping behaviour towards crises, specifically students with challenging needs (Ager, 2013;Downie et al., 2010). Grandparents actively worked as caregivers and engaged themselves in nurturing students resilience (Chen, 2016). Mesosystem established an association between students Microsystem maximizing their power of defense and threatening in schools surveillance (Bronfenbrenner, 1997) already occurs in mesosystem. Parents, teachers, peers, and ancestors play traditional role in extracting relations between school and family; micro and mesosystems (Hayes et al., 2017) exosystem established far-reaching process of mesosystem consisted of society, neighbourhood, high command officials, and mass media (Bronfenbrenner, 1997). In the early eras of 1977s, mass media had an indirect influence on students resilience; however, currently, mass media is playing a huge role in students development (Margain & Hultman, 2019). Association between students resilience and exosystem is auxiliary interlinked among students, microsystem, and mesosystem (Crawford, et al., 2020;Fearnley, 2020). Macrosystem overarches traditions, values, ethnicity, lifestyle, and political system through developing overt and hidden ideologies (Bronfenbrenner, 1977;Panopoulos & Drossinou-Korea, 2020). Macrosystem indirectly affects parents, teachers, and peers active involvement. Applications of the macrosystem foreground the worth of diverse traditional, political, communal, and cultural aspects that dramatically influence on students resilience towards dependability (Bronfenbrenner, 1977;Grim, 2015;Hayes et al., 2017;Hong et al., 2021).
Well-being is the blend of constructive sentimental situations; happiness, pleasure, joy, and cheers (Deci & Ryan, 2008), smooth running of life (Huppert, 2009) and is the combination of constructive thoughts towards purposeful performance (Winefield et al., 2012 (Helmer & Hilhorst, 2006;Manyena, 2006;Pantuliano & Pavanello, 2009). Psychological well-being is strongly associated with bodily fitness, cognitive working pattern, and the significant effect of neurochemical applications on hereditary aspects (Huppert, 2009). Psychological well-being is strongly related to physical and body health (Boehm et al., 2012;Pressman et al., 2019). Xu and Roberts make their significant contributions in exploring the associations between psychological well-being and students demographic information, health, and social relations. Results revealed that students emotions were playing a significant role in promoting their mental health. Boehm et al. (2011) observed research on a sample of 7,942 participants and found significant association between psychological well-being and risk incidences. Winefiel et al. (2012) framed a qualitative study in Australia to explore self-report measure on psychological well-being and psychological distress on a sample of 1,933 respondents administering standardized instruments from participants. Results of Pearson Product Moment Correlation (r) ascertained that psychological well-being negatively correlate with emotional pain and positively correlate with environmental mastery and satisfaction with life.
Mental health meant the promotion of humans actions in constructing fruitful situations for living focusing sound environment that vigorously supports mental health in adopting and maintaining a healthy lifestyle (World Health Organization, 2016), individuals emotional, psychological, and social well-being (Keyes, 2002), the approach of happiness towards successful community performance (Westerhof & Keyes, 2010 (Rothi et al., 2008) because students spend the maximum amount of time (Baghian et al., 2019) where students are passing in adulthood (Barnes, 1998) and have the potential to enlarge their cognitive skills (Willingham, 2021). Mental health refers to the individual potential to cope with life stress dynamics (World Health Organization, 2005). Superior mental health allows learners to enjoy a healthy living in school territory (World Health Organization, 2016) in environmental facilitations (O'Reilly et al., 2018) and avoid stress, worry, and unhappiness that hinder students didactic success (Dogra, 2010). Students rate of mental disorders is going to be increased rapidly (Kieling et  . Application of the whole-school approach is a challenging task due to lack of adequate funds and staff-support, transparency of uniformity in terminologies, and appropriateness of professionally trained staff for promotion of positive mental health (Rowling, 2009).

Statement of the Problem
There are strong evidence that globally, 10-20% of students are suffering from mental health disorders (Kieling et al., 2011), whereas 50% are ranged in before to 15 years of age (Kessler et al., 2005) that are gradually increasing (State of Education Survey Report, 2017) due to educational equity, resilience and psychological well-beings. Stakeholders are making continuous efforts for perusing equitable education, ensuring resilience and students psychological well-being (Lopez, 2003;Mediratta et al., 2009;Warren & Mapp, 2011) that put significant effect in promoting students mental health (Fenwick-Smith et al., 2018). It is alarming and needs of the day to put attention on Pakistani stakeholders to take revolutionary measures/conduct researches to resolve the burning dilemma for students. Empirically it is evident that educational equity, resilience and psychological well-being put a significant effect on promoting learners mental health. There exist relative voids in western culture (Ahn, 2011; Puroila & Estola, 2014) that equity, resilience, and psychological well-beings entirely reduce students mental health but more minor studies structured in non-western culture. Students enrolled in public sector schools are weak in their equitable education, resilience, psychological wellbeings that enhance their mental health due to weak policy implementation (Ahmad et al., 2012) and non-directional educational system (Ahmad et al., 2014). Teachers working in public sector schools depends on student-centered and teacher-centered teaching methods (Hassan & Akbar, 2020) to remove arduousness (Mahmood, 2013) and weaknesses (van Griethuijsen et al., 2015) focusing on nature of content (Shamsitdinova, 2021) and students cramming (Rehman & Khan, 2011) that merely enhance students educational achievements. Due to teachers slackness, students less use their cognitive potential in their practical life. On the other hand, public sector students are weak in choosing the realm of equitable education, resilience and psychological well-being. This inefficiently affects on students in obtaining equitable education, resilience, psychological well-being, and destabilized their mental health. Students of public schools are passionately/forcefully allowed to study subjects that buried their educational potential. The current research was an attempt to explore/draw the attention of Pakistani stakeholders to overcome/resolve the impact of educational equity, resilience, and psychological well-beings on promoting students mental health. The researchers have intend to explored the current provision of equitable education focusing on resilience and psychological well-being that work as a catalyst in promoting students mental health. The purpose of the current research was to explore contemporary burning issues happening in male public sector elementary educational institutions of Lahore, Punjab Province of Pakistan.

Research Questions
Following research questions were addressed in this study: 1. Is there any effect of students educational equity, resilience, and psychological well-being on promoting their mental health?
The researchers adopted quantitative leading to a positivist paradigm, which provides concrete results on existing conditions ( Thomas, 2021). The researchers applied ex post facto design to explore the effect of educational equity, resilience, and psychological well-being which play a significant role in promoting students mental health.

The population of the Study
The population is whole groups of individuals from required information are collected (Stockemer, 2019), a large group on which results are applied (Fraenkel et al., 2012), and is the group of interest to whom the researchers generalize the results of a study (Bryman, 2016). The population of the current research consisted of 59,001 elementary students, working in 87 male schools of District Lahore (Pakistan Education Statistics, 2018). The researchers selected male students because less possible to access female schools, poor cooperation, and availability of female respondents data.

Sample of the Study
The sample is a selected part of individuals from the entire population. It is a representative part (Cronk, 2012) that confirm characteristics of the whole population (Fraenkel et al., 2012) involving objects, items, or things from which are being chosen (Stockemer, 2015). The sample helps the researchers in results generalization (Creswell, 2014). In this research, the researchers randomly selected 990 respondents working in public sector male educational institutions.

Instrumentation
The researchers administered a questionnaire to obtained data from respondents. In causal-comparative research, achievement tests, interview schedules, observational procedure, attitudinal scales, and questionnaires are used as data collection instruments (Fraenkel et al., 2012). A questionnaire timely provides participants insight, entrenched, practical, easily ensures results and planned respondents anonymity (Mertler, 2021;Radhakrishna, 2007;Zouwen, 2000). The researchers administered one questionnaire having 4-parts:  The researchers entered SPSS and applied regression analysis, one-way ANOVA, and Pearson Product Moment Correlation (r) to explore/measure the effect of educational equity, resilience, and psychological well-beings on promoting students mental health. Interpretation of the results is given below:  As delineated in Table 2, results of one way ANOVA declared no significant difference between 6th, 7th and 8th grade students equity, (F (3, 984) = .055, p > .05, resilience, (F (3, 984) = p > .05) and psychological well-being, (F (3, 984) = p > .05) in promoting students mental health. It is concluded that educational equity, resilience, and psychological wellbeing have the same influence on 6th, 7th and 8th-grades students in promoting their mental health.  Table 3, results of Pearson Product Moment Correlation (r) declared significant strong association between educational equity and students mental health (r = .900**, n = 985, p < .05), significant strong relationship between resilience and mental health (r = .946**, n = 984, p < .05) and also exist strong significant correlation between psychological well-beings and students mental health (r = .815**, n = 985, p < .05).

As established in
As ascertained in Figure 1, the researchers run descriptive on factors of educational equity, resilience, and psychological well-being to find out maximum and minimum input on promoting students mental health. Interpretation declared that purpose in life was playing maximum input (M = 3.10, SD = 1.55), whereas equitable opportunities in learning were playing their more negligible role (M = 2.56, SD = 1.43) in promoting students mental health.

DISCUSSION
Educational equity needs to create space, process, and tools to embrace the intricacy of culture, and research centers. Learning opportunities less light on the complexities of students participation, transition, retention, and progression (Willems, 2010). Through equity lens expansion in education, the mental health of students resources, teachers training, and pedagogies for diverse population redesign enhanced focusing policies of educational equity (Gale, 2011;Liou et al., 2017;Rowling, 2009). Educational equity is measured in two dimensions; the extent to which education provided is appropriate and satisfactory, and the educational system provides a guarantee of success for all students ( Reyes et al. (2013) whose findings revealed resilience is good predictor on students mental health, and strongly recommends that there is dire need to construct guidelines for students to follow and implement and acquire equitable education having diverse abilities. Moreover, the results of the research conducted by Campbell (2020) established that application of equitable education among students arouse them towards educational success and reduce gender disparities, which also support with findings of doctoral dissertation structured by D'Azevedo (2015), whose findings revealed that equitable education among students enhances students perception towards promoting their school, race and mental health, and also support Resilience is an active process that is evaluated through individual resistance, reverse back, and development rate (Satici, 2016). Students personality traits; enthusiasm, expectations, wit, ability, abilities, and interests are key indicators that defend from life complicatedness (Bernstein et al., 2017). Resilience founded on usability, sustainability, and purposeful societal interconnections with constructive relations (Tomyn & Weinberg, 2018). Resilience is a significant predictor that promotes students mental health. Results of current research declared that resilience effect 87.10% on students mental health with formation of significant equation (F (3, 984) = 6645.30, p < .05). Social scientists Anthony and McLean (2015) make their significant contribution in their research conducted in Australia, whose findings reveal that implementing a key aspect of resilience plan, bouncing back program focusing respondents optimism and self-efficacy is the effective way that promotes students mental health. The findings of the research structured by Bethell et al. (2014) declared that students pampering in schools with a higher rate of resilience conclusively promote students mental health.
Resilience is an individual characteristic that is associated with a distinctive way of environmental conditions in an outstanding way (Liu et al., 2017)

CONCLUSIONS
Learning opportunities focus on access and inclusion of education and health, which are the fundamental human legal rights of every inhabitant. Students are suffering health issues. Among them, mental health is debatable one. Educational equity, resilience, and psychological well-being centers on promoting learners mental health. Applications of educational equity in societies produce dynamic learners for the delivery of first-class educational equitable aspects. Focusing on the worth of the current scenario, the researchers planned the current research to measure the effect of educational equity, resilience, and psychological well-being on promoting students mental health. The recent research was quantitative, and the researchers applied the causal-comparative design on a sample of randomly selected 3,600 students administering standardized instruments. After ensuring ethical considerations, the researchers collected the data from the participants and entered into SPSS to conquer results. The current research concludes that only 19% of teachers were weak in providing equitable education, 12.90% resilient and, 33.40% were less psychological well-being towards promoting students mental health. The continuous use of pedagogical, technological, and political knowledge get students familiar about their present-day needs. Government maximum investment and utilization stakeholders resources to arouse hidden potential. The slogan of "no cost and low cost" preferred in still applicable in public sector educational institutions for students didactic learning. Teachers training institutions are also playing their significant role in promoting teachers cognitive potential. Availability of computer labs, high-speed internet facilities, vibrant learning environment, ECE, ECD, ICT, STEM education significantly enhance teachers and students hidden abilities. On the other hand, district Lahore is the mother of educational institutions. Indigenous stakeholders move to Lahore for better residence, hospitals, security, shelter, jobs, educational, political, and religious purposes. Resultantly, it all affects on students equity, resilience and, enhanced their psychological well-being that strengthen students mental health. Results of the current results evident that students enrolled in public sector schools of district Lahore can slightly differ in equitable education and familiar with the concept of reasonable schooling, resiliency and psychological well-being.

LIMITATIONS AND RESEARCH FORWARD
The current research has certain limitations. In this research, the researchers collected the data from the respondents by applying the non-probability sampling technique. Future research scholars may collect the data through probability sampling techniques.