The novel coronavirus presentsan unprecedented impact on physical as well as global public mental health. Younger people are vulnerable to negative psychological consequences during the Coronavirus disease (COVID-19) pandemic. This study aimed to identify the prevalence of anxiety, depression, and stress among the younger Nepalese population during the COVID-19 pandemic.Furthermore, it aimed to examine sociodemographic predictors of anxiety, depression, and stress. A quantitative cross-sectional survey was conducted through online platforms. Three hundred-one (301) participants of age group 16- 40 years filled the validated Anxiety, Depression, and Stress Scale (ADSS) form between 5th October 2020 to 5th December 2020.The total prevalence of anxiety, depression, and stress in our study population was 46.5%, 50.6%, and 56.2%, respectively. Anxiety, depression, and stress all were predominant among the age group of 16-24 years, female population, those living in rural areas, and respondents with undergraduate education levels. Moreover, depression was found to be higher among tribal ethnicity, married women, and respondents with the perceived defect. Binary logistic regression analysis showed females (odds ratio (OR)=1.64; 95% CI: 0.99-2.17) and undergraduate educationlevels(OR=4.246; 95% CI: 1.44-12.53) were independently associated with anxiety; tribal ethnicity respondents (OR=2.22; 95% CI: 1.31-3.74) showed higher rate of depression and the age group 16-24 years (OR=0.34; 95% CI: 0.12-0.95) were found to have increased stress level. The Nepalese youth population showed a high prevalence of anxiety, depression, and stress. These findings suggest that psychological support programs are needed urgently to promote the psychological well-being of Nepalese youth. Also, future longitudinal studies should be conducted with an adequate sample size to explore the long-term mental health impact of COVID-19 among the youth population.

Inclusive education is a strategy that identifies children who, for any reason, are excluded. from a specific context of schooling and promotes a process of social and academic inclusion of all children within the school Traditionally, learning outcomes for students involve academic, social, and emotional outcomes and are closely tied to a school’s culture and ethos. Many school psychologists, as well as child therapists and professionals, have been seriously concerned with the effectiveness of their individualcentred practice, and they are concerned with the development of more child-focused and system-centered approaches as they recognise that incorporating children’s and stakeholder perspectives into the counselling or therapeutic process appears to improve its effectiveness. The major objective of this review is to understand the current context of inclusive education in Nepal and also compare it with international progress in inclusive education. In In addition, the role of school psychologists in improving the inclusive education environment is also studied. Although an inclusive educational environment benefits students greatly, it is not widely recognised due to a lack of awareness and strategic education implementation. policies that promote inclusive education. School psychologists play the most vital role in the successful implementation of inclusive education, as they understand the school environment’s pros and cons and students’ psychological states in every inclusive environment. And for this reason, the presence of school psychologists is essential in any inclusive educational environment.