The ICMH Journey in detail
The Institute for Child and Mental Health (ICMH) was founded in 1953 by the visionary psychiatrist Dr. K.R. Masani, who firmly believed that individuals facing emotional or mental disturbances could be supported effectively through counseling—without necessarily relying on medication. For nearly three decades, ICMH concentrated on this core philosophy, helping individuals overcome psychological challenges through a compassionate, non-drug approach.
It was during the 1990s that ICMH began focusing on structured and activity-based interventions. With generous support from the British High Commission and British Airways, ICMH was able to acquire land in Nerul (Navi Mumbai), where a school building was constructed. The Trustees decided to formalize operations and launch a special school for Intellectually Disabled children. At the same time, recognizing a pressing need in the community, services were also extended to hearing-impaired children, initiating a phase of expanded care and inclusion.
Expansion and Community Outreach
To widen the reach of its services, ICMH established Day Care Centers at both Nerul and Mulund. Initially, a center also operated at Vashi, but it was later merged into the Nerul School due to loss of premises. Meanwhile, Mulund witnessed rapid urban development and population growth, leading to a surge in demand for special education services in the area. With a scarcity of special schools between Ghatkopar and Thane, ICMH stepped in to bridge the gap by negotiating with the Municipal Corporation of Mumbai for four rooms at a municipal school in Mulund West. As demand outgrew the space, these rooms were thoughtfully partitioned to accommodate more children.
Back in Nerul, the steady rise in student strength prompted the construction of an additional floor to increase capacity. This kind of responsive infrastructure development reflected ICMH’s ongoing commitment to inclusivity and growth.
Holistic Therapies and Vocational Training
Driven by a forward-thinking and empathetic Board of Trustees, ICMH made significant decisions in the interest of the children. To accommodate financial constraints of many families, fees were subsidized, and a variety of free therapies were introduced. ICMH became a pioneer in Animal-Assisted Therapy and Arts Becomes Therapy, both of which had transformative impacts on students. Additionally, occupational therapists, speech therapists, and counselors were engaged to support overall well-being alongside academic learning.
The curriculum was enriched with yoga sessions, sports, and cultural activities, contributing to the holistic development of students. A Vocational Training Center was established at Nerul for students above the age of sixteen, allowing them to learn trades and aspire towards independence and employment. Moreover, computer education was introduced for those with the capacity to learn, opening new horizons for intellectually disabled children who demonstrated keen interest and learning potential.
A matter of pride for the organization was when its first batch of hearing-impaired students from Nerul successfully cleared the Secondary School Certificate (SSC) examinations. Many of these students continued their higher education or secured jobs, with one even pursuing M.Com—a true testament to the empowering environment ICMH fosters.
Operational Challenges and Adaptability
While the Municipal Corporation of Navi Mumbai later opened its own school with emphasis on hearing impairment—offering free resources such as books, transport, and uniforms—many ICMH teachers and students migrated to the municipal school. After considerable deliberation, ICMH Trustees made the difficult decision to close the Hearing Impaired Section, providing a full year’s notice to affected parents to arrange alternatives.
ICMH continued to operate under a highly professional management system, holding an ISO 9001:2015 certification, which ensures stringent transparency in systems and procedures. Furthermore, ICMH was among the first eight NGOs in India to receive certification from the Credibility Alliance of India for excellence in governance.
However, infrastructural challenges persisted, particularly in Mulund, where a growing waitlist and limited space called for urgent expansion. Inspired by the success at Nerul, the Board prioritized acquiring their own property at Mulund. Yet, as an independent, non-related Board-run NGO, ICMH does not receive government grants and is heavily reliant on compassionate donors to sustain operations. Despite escalating inflation, the institute maintained a nominal monthly fee of ₹6,000, exclusive of therapy charges—still far below industry standards.
Despite this, the actual annual cost per child far exceeds the fee collection, making donor support essential. About 70% of the expenses go toward paying salaries for teachers, therapists, and consultants. Moreover, the organization continues to uphold ideal student-teacher ratios, limiting class sizes to seven students per teacher, and operates with a minimal administrative team to maximize efficiency.
The Impact of COVID-19 and Closure of Mulund Center
The unforeseen outbreak of the COVID-19 pandemic forced both the Nerul and Mulund schools to shut abruptly. While the Nerul premises are owned by ICMH and allowed operations to be retained without additional pressure, the Mulund school, which operated out of a BMC building on a rental basis, became a financial strain. Despite no income during lockdown, ICMH continued to pay rent for two years to honor commitments and maintain a positive relationship.
However, with non-cooperation from parents in Mulund, who frequently declined fee hikes and refused participation in online sessions, and with limited student progress, the Board was compelled to take a tough call. After thoughtful deliberation, the Trustees announced the closure of the Mulund school in March 2022, coinciding with the next rental payment cycle. In contrast, the Nerul School flourished—expanding activities, successfully guiding students through Pratham levels, Std. X, and even Std. XII board exams.
Governance and Way Forward
ICMH remains committed to its core mission and values. It is governed by a Board of Trustees in accordance with the Objects of the Trust. Life Members are allowed to elect up to eleven Trustees, who all offer their service in an honorary capacity. This structure ensures a democratic and transparent approach to decision-making.
Even amidst challenges, ICMH continues its relentless pursuit of excellence in the field of special education and mental health, setting benchmarks through its inclusive philosophy, innovative therapies, and unwavering focus on building an empowered future for children with special needs.
SCHOOL INFRASTRUCTURE
Multipurpose Hall & Covered Terrace
The adjoining covered terrace allows for outdoor activities and relaxation in a secure and shaded environment, promoting a balance of indoor and outdoor experiences.
Classrooms and common spaces are equipped with modern audio-visual aids to make learning interactive and multisensory.
Vocational Training Room
Designated areas are thoughtfully set up for grooming, dressing, and daily living routines, helping students build self-care habits and prepare for social and community participation
Wellness & Recovery Spaces
Safety & Security at Skills and Ability School
Key Safety Measures:
