“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.

According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.

Why Teacher Training in Nutrition Matters

We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.

This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.

As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”

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The Global Picture: Policy, But No Practice

In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.

Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.

From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’

The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.

Yet, without empowered educators, these remain half-baked concepts.

Take this line from the report:

“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”

That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.

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A Missed Opportunity in Pre-Service Education

In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?

This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.

What Needs to Change?

The report outlines three major shifts that could address this blind spot:

1. Develop a structured nutrition module for pre-service teacher education.

2. Integrate nutrition literacy into school improvement plans and co-curricular activities.

3. Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.

Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.

The Bottom Line

To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.

As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.

In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.

At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.

“No Government Should Dictate What Universities Teach”

In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”

He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”

This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.

What’s At Stake for Students and Global Academia?

Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.

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According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.

For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.

The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.

The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.

The Bigger Picture

By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.

As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.

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Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.

Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.

In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?

Why Are These Committees Crucial?

These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.

Let’s look at the mandatory CBSE committees that every school must have:

1. School Management Committee (SMC)

This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.

2. Sexual Harassment Committee/Internal Complaints Committee

Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.

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3. Child Protection Committee

It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.

4. School Discipline Committee

This committee deals with discipline-related issues and works towards fostering a respectful school culture.

5. Grievance Redressal Committee

Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.

6. Anti-Bullying Committee

Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.

7. Health & Wellness Committee

Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.

8. Examination Committee

Manages all assessment protocols and ensures fair, secure conduct of exams.

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9. Inclusive Education/Special Needs Committee

Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.

10. Career Guidance & Counseling Committee

Empowers students with career counselling, aptitude testing, and psychological support.

11. Academic Committee

Looks after curriculum implementation, quality of teaching, and subject integration.

12. House System Committee

Encourages inter-house competitions and leadership among students through structured activities.

13. Cultural & Co-curricular Activities Committee

Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.

14. IT & Innovation Committee

Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.

15. Disaster Management Committee

Prepares schools for emergencies like fire, earthquakes, or health outbreaks.

16. Parent-Teacher Association (PTA)

While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.

Why Every Educator and Parent Should Care

These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.

With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.

What Else Can Be Added?

While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:

1. Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.

2. Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.

3. Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.

In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.

Ambedkar Jayanti Special | ScooNews

Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.

This is not a failure of our students. This is a failure of our books.

Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.

And yet, he remains tragically under-read and under-taught.

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The Man We Didn’t Read Enough About

Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.

But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.

Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.

This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.

More Than a Constitution-Maker

To say Ambedkar gave us the Constitution is both true and painfully incomplete.

• He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
• He envisioned reservations not as charity but as corrective justice.
• He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
• And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.

A Voice for Individual Freedom—Louder Than We Knew

“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar

Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.

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His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.

Why Today’s Students Need Ambedkar—Unfiltered

In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.

We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.

We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.

We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.

Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.

If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.

He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.

On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.

But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.

It begs the question: Is our reality in special education as inclusive as our rhetoric?

When Inclusion Becomes a Hollow Word

For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.

We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.

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What Needs to Change?

If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.

The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.

There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?

As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?

Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?

This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?

Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?

And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?

Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.

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And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.

So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.

Because in the end, the point isn’t to create perfect art. It’s to create honest ones.

In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?

Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.

“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”

Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.

Decolonising the Classroom

A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.

“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”

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Disruptions and the Call for Change

From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.

Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.

Why NEP 2020 Is a Game Changer

Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.

Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:

• A shift from rote learning to competency-based, experiential learning

• Focus on Indian traditions and cultural rootedness

• Moving away from exam-centric teaching, especially in early years

• Recognition of multilingualism and contextual learning

• Encouragement of critical thinking, creativity, and adaptability

“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”

The Future of Jobs

To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”

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Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.

Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.

A Takeaway Challenge for Listeners

To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.

“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”

Final Thoughts

In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.

🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video- 

The Lifestyle for Environment (LiFE) initiative, launched by the Government of India, advocates for sustainable living practices that align personal behaviour with environmental well-being. This movement aims to instil a culture of eco-conscious living, focusing on behavioural changes that reduce carbon footprints and promote sustainability at an individual and collective level. In the context of CBSE (Central Board of Secondary Education) schools, this presents a unique opportunity to engage students, educators, and communities in climate action and advocacy, fostering a sense of responsibility toward the planet.

By adopting the principles of LiFE, CBSE schools can become catalysts for climate action, not only by implementing sustainable practices within their own campuses but also by advocating for environmental responsibility within the wider community. Through climate action initiatives, community engagement, and advocacy, CBSE schools can equip students with the skills and awareness needed to lead efforts in sustainability and climate change mitigation.

What is LiFE and Its Relevance to Schools?

Lifestyle for Environment (LiFE) emphasizes the importance of adopting simple, sustainable lifestyle choices in everyday activities. It advocates for reducing waste, conserving energy and water, promoting sustainable food practices, and supporting eco-friendly transportation. In schools, LiFE offers a framework for integrating these practices into students’ lives and creating a culture of sustainability. The approach goes beyond just making schools eco-friendly—it’s about embedding the values of environmental stewardship and climate action into the ethos of the school, thereby inspiring students to be changemakers in their communities.

For CBSE schools, this means not only incorporating environmental education into the curriculum but also providing students with hands-on experiences, encouraging them to lead sustainability initiatives, and fostering an environment where they can engage in climate advocacy.

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Sustainable Practices in CBSE Schools for Climate Action

To effectively implement LiFE in CBSE schools, climate action must be a central focus. This includes integrating both sustainable practices within the school operations and climate advocacy within the student body and the larger community. Here are several ways CBSE schools can engage in sustainable practices and climate advocacy:

1. Energy Conservation and Efficiency

Energy efficiency is one of the most impactful ways to mitigate climate change. CBSE schools can implement a series of measures to reduce energy consumption:

• Switching to LED lights and energy-efficient appliances in classrooms, corridors, and outdoor areas.
• Installing solar panels to generate renewable energy, thereby reducing dependence on fossil fuels.
• Promoting energy-saving habits such as switching off lights and electronics when not in use, and utilizing natural light during the day.

By reducing the energy consumption on school campuses, CBSE schools not only cut their carbon footprint but also set a powerful example for students on how energy conservation can be a part of everyday life.

2. Water Conservation and Wastewater Management

Water scarcity is a growing concern globally, and it is essential that schools teach students about water conservation. CBSE schools can introduce several water-saving practices:

• Rainwater harvesting systems to capture and store rainwater for use in irrigation and sanitation.
• Installing low-flow faucets, dual-flush toilets, and water-efficient irrigation systems in gardens and playgrounds.
• Organizing water conservation awareness campaigns in classrooms and assemblies to encourage responsible water usage.

Through these efforts, schools can significantly reduce their water consumption and teach students the value of preserving this precious resource.

3. Waste Management and Recycling Programs

Waste management is a key area where schools can demonstrate leadership in sustainability. CBSE schools can encourage students and staff to reduce, reuse, and recycle by:

• Setting up waste segregation stations across the campus to ensure that materials like paper, plastic, and glass are recycled appropriately.
• Composting organic waste from cafeterias and school grounds to create nutrient-rich soil for gardening and landscaping.
• Encouraging the use of reusable containers and eliminating single-use plastics in school activities.

Promoting responsible waste management practices teaches students about the lifecycle of products and their environmental impact, encouraging them to make mindful consumption choices.

4. Sustainable Food Practices

Food systems contribute significantly to climate change, from agriculture to transportation and waste. To reduce the environmental impact of food practices, CBSE schools can:

• Provide plant-based meal options in the school canteen, as plant-based diets generally have a lower carbon footprint compared to meat-based diets.
• Promote local and seasonal foods that have a reduced environmental cost of transportation.
• Encourage waste reduction in the cafeteria by educating students about food waste and its effects on the environment.

By making sustainable food choices, CBSE schools can help students understand the environmental impact of their eating habits and encourage healthier, more sustainable diets.

5. Eco-friendly Transportation

Transport is another major contributor to carbon emissions. To address this, CBSE schools can:

• Organize carpooling programs where students, teachers, and parents share rides to reduce the number of vehicles on the road.
• Encourage walking and cycling to school by providing safe pathways and ample bike parking spaces.
• Arrange for school buses that are more energy-efficient or use electric vehicles to reduce emissions from the daily commute.

These initiatives not only reduce greenhouse gas emissions but also promote physical health and well-being among students.

Climate Advocacy through Community Engagement

Beyond individual practices, CBSE schools can amplify their impact through community engagement and climate advocacy. Empowering students to take action and spread awareness within their communities is crucial for creating a larger cultural shift toward sustainability.

1. Student-led Sustainability Initiatives

Empowering students to take leadership roles in sustainability efforts can have a profound impact. CBSE schools can:

• Establish eco-clubs where students can take charge of environmental initiatives such as tree planting, waste collection drives, and community outreach programs.
• Organize environmental campaigns, such as “Clean-Up Days” or “Green Week,” where students can advocate for sustainable practices both within the school and the surrounding community.
• Encourage students to host climate awareness workshops or debates, bringing in experts from NGOs, environmental organizations, or local government to discuss climate change and its solutions.

Through these initiatives, students not only become active participants in climate action but also develop advocacy skills and raise awareness within their communities.

2. Collaborating with Local Communities and Authorities

Engaging with local communities can amplify the message of sustainability. CBSE schools can collaborate with local environmental groups, municipal authorities, and other stakeholders to initiate larger climate action projects such as:

• Organizing tree planting drives in collaboration with local NGOs or government agencies.
• Partnering with local businesses to promote sustainable practices, such as reducing plastic waste or adopting energy-efficient technologies.
• Engaging with local authorities to advocate for green policies in schools, such as sustainable building certifications or renewable energy investments.

By building strong community partnerships, CBSE schools can extend their sustainability efforts beyond the school grounds and inspire widespread action.

3. Promoting Climate Advocacy through Media and Social Platforms

In the digital age, social media is a powerful tool for advocacy. CBSE schools can:

• Leverage social media platforms to raise awareness about climate action, share sustainability tips, and highlight school-led initiatives.
• Create student blogs, newsletters, or podcasts to share information about environmental issues and solutions, providing a platform for students to voice their ideas and solutions.
• Use school events, such as Earth Day celebrations, to engage parents and local media, amplifying the message of climate action and encouraging community-wide participation.

Through digital advocacy, CBSE schools can broaden their reach and inspire others to join the movement for a sustainable future.

Therefore, the Lifestyle for Environment (LiFE) initiative offers a powerful framework for CBSE schools to lead by example, teaching students the importance of sustainable living and climate action. By incorporating sustainable practices within the school campus and engaging in climate advocacy through community involvement, CBSE schools can become champions of environmental responsibility. The combination of hands-on learning, student leadership, and community engagement not only contributes to the school’s sustainability goals but also empowers students to become advocates for a greener, more sustainable future. Through these efforts, CBSE schools can foster a generation of leaders who understand the importance of taking action against climate change and are equipped to make a difference in their communities and beyond.

This article is authored by– Rajiv Jagdishchandra Vora , Coordinator, St. Xavier’s School, Rajkot

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The Vanishing Dream of Teaching

Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?

By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?

And more importantly—how do we fix it?

One radical yet simple solution: Make every student teach once a month.

The Power Shift: From Passive Learning to Active Teaching

Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.

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This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.

Why does this matter?

1. Reigniting Respect for Teaching
   Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front?

2. Boosting Communication and Leadership Skills
   Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession.

3. Making Learning More Engaging
   Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes.

4. Creating a Pipeline of Future Educators
   The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.

Breaking the Myth: “Teaching is Not a ‘Cool’ Career”

Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.

But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.

And the best way to do that? Let students experience it themselves.

A Practical Model: How Schools Can Implement This

This idea isn’t just a thought experiment—it can be implemented with a simple framework:

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• Rotation System: Once a month, selected students teach for a short segment of a lesson.
• Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
• Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
• Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.

The Ultimate Question: What If…?

What if students fell in love with teaching again?

What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?

What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?

It starts with one simple idea: Let students teach.

Because sometimes, the best way to inspire future teachers is to let them be one today.