The objectives of the study were: (1) To identify the emotional needs of students in a Navodaya Vidhyalay. (2) To develop an in-service training program for teachers of Navodaya Vidhyalay in meeting students’ emotional needs. (3) To implement and study the effectiveness of developed program.

The training program consisted of Transactional Analysis, Rational Emotive Behavior Therapy and Basic Counselling Skills. After implementation of the training program, the investigator collected data through participant observation of interaction of teachers and students in various situations, like, classroom, dormitories, playground and dining hall.

The investigator used the participant observation, unstructured interview, Ego state scale, style profile of interaction role in organization scale, questionnaire on counselling and reaction scale for feedback.

It was an experimental study.The design of the present study is primarily qualitative but encompasses both qualitative and quantative approaches. At the end of observation period, three questionnaires were administered before the invention program. Jawahar Navodaya Vidhyalay was purposively selected for the study. Further in order to identify the emotional needs of student and to develop a training program for teacher in meeting student emotional needs all the available 20 teachers; 10 students from each class and the principal of the Vidhyalaya comprised the sampling units of the study.

The data collected through Ego state scale and Spiro – M scale were analyzed using percentage analysis. The responses on counselling skills before and after the intervention program were used for content analysis.

The findings of the study included the following: (1) It shows that teachers have hardly focused on the emotions of students because they were busy in completing the abc’s’ of curriculum. (2) The designed intervention did make a difference in the teacher’s behavior as it focused on the knowledge and skills intended to bring desirable change in attitude. (3) The teachers showed significant learning of the inputs of the intervention program. Their behavior changed radically with students, as they were consciously utilizing the knowledge and skills provided in the intervention program.