Abstract

This qualitative study explores the institutional atmosphere and its effects on the mental health of pupil teachers participating in teacher education programs at H.N.B. Garhwal Central University, Uttarakhand. The research focuses on the perceived systems of support and the difficulties encountered by pupil teachers, employing semi-structured interviews and focus group discussions. The data were analyzed thematically using Braun and Clarke’s (2006) framework. The results suggest that the institutional climate—defined by faculty behavior, peer interactions, administrative procedures, and academic workload—significantly influences the psychological well-being of pupil teachers. The study concludes that environments that are supportive and participatory enhance mental health and professional development, whereas rigid and unempathetic structures lead to increased stress and anxiety. The paper provides practical suggestions for policy and institutional changes aimed at fostering well-being in teacher education.