<![CDATA[This study examines the intersection of education policy reform, student mental health, and social dynamics in South Asia by integrating Scopus-based bibliometric analysis with empirical evidence from Bangladesh. A mixed-methods design was applied using 96 Scopus-indexed documents published between 2001 and 2026, survey responses from 278 students, and thematic analysis of teacher interview data. Bibliometric findings show rapid growth in the field after 2020, with 50 documents published during 2024–2026 and 1,171 total citations across the dataset, indicating an emerging research area linking curriculum reform, digital learning, stress, assessment, and student well-being. Quantitative findings reveal that 64.4% of students identified difficulty adapting to new procedures as the main stressor, 52.2% reported increased stress, 55.4% reported increased anxiety, 61.5% reported negative mental-health effects, and 64.0% reported negative impacts on social relationships. Qualitative findings indicate that ineffective training, unclear assessment, digital inequality, teacher workload, weakened peer relations, and employment uncertainty shape these psychosocial outcomes. The study recommends mental-health-sensitive, equity-oriented, and teacher-supported education reform.]]>
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