IPB University Students Launch the INSIGHT Project, A Space for Emotional Exploration for Boarding School Teens
The ability to manage emotions is not an innate talent, but a skill that can be developed. However, amid the demands of academic activities and dormitory life, opportunities to practice this skill are often lacking.
It is this gap that IPB University students aim to address through the INSIGHT Project (Identity and Self-Regulation Growth for Healthy Teens), an experiential learning-based emotional regulation intervention program designed for eighth-grade students at the BAZNAS Cendekia School (SCB) in Bogor Regency.
The program, which runs from April through May 2026, was developed by Azzama Munjiza, a student in the Department of Family and Consumer Sciences, Faculty of Social and Human Ecology (FISEMA) at IPB University, along with a team under the guidance of Prof Megawati Simanjuntak and Fuad Habibi Siregar, SKPm, MHan.
“Behind the neat uniforms and structured dormitory routines, there are complex emotional dynamics that often go unnoticed. How do these students manage their feelings when they miss home, deal with conflicts with roommates from different cultural backgrounds, and maintain stability amid high academic pressure? That is why this program was created,” said Azzama.
She explained that each of the eight sessions is designed as a space for active exploration, with the primary tool being the Emotional Regulation and Self-Identity Workbook. This workbook guides students in recognizing their emotions, understanding their triggers, and practicing emotional regulation strategies independently.
“All the material is also integrated with Islamic values such as muhasabah, husnuzan, sabar, and tawakal, which align with SCB’s character as an Islamic based school,” she said.
Azzama added that an experience based approach is a crucial part of this program because students not only receive the material but are also encouraged to understand their own emotional states.
“When the material directly relates to real life experiences, students have a much stronger reason to engage. From initially participating out of obligation, they begin to show a more conscious and personal level of engagement,” said Azzama.
These changes were evident throughout the program. At first, student responses tended to be minimal, and discussions still felt strained. However, as the program progressed, students who had initially been passive began to actively participate. The workbooks, which had previously been filled out only briefly, evolved to contain more in-depth and reflective entries.
One participant, Regina, shared that the INSIGHT Project helped her understand how to manage her own emotions. For Azzama and the team, this experience serves as evidence that emotional regulation is a real need for adolescents, yet it is not always explicitly taught.
“Adolescent mental health in boarding school settings still doesn’t receive enough serious attention. Yet, good emotional regulation skills don’t just impact psychological well-being; they also form the foundation for academic achievement, the quality of social relationships, and the development of a healthy sense of self,” said Azzama.
For her, the INSIGHT Project demonstrates that interventions that take into account students’ real-life contexts including the values they hold, can be a relevant approach to supporting adolescent mental health. She hopes this program can be adopted by other boarding schools as part of their student orientation programs. (*/Rz) (IAAS/FHD)
