Education
Children Demand A Kidizens’20

As India welcomes the world leaders for the G20 Summit, over 200 students representing schools and not-for-profits from across the country gathered virtually for the finale of their Kidizens’20 (K20). Kidizens (child-citizens) is a word coined by children themselves to represent their engagement as active citizens of today’s decision-making processes.
The K20 summit sought to harness the dreams, aspirations and recommendations of a major segment of globe namely children and who until today are not formally part of the G20 processes. Ms Ruksar Rehman (aged 16) the President of the National Inclusive Children’s Parliament said, ‘We children may be just 18% of the world’s population and 36% of India’s population but we are 100% of the world’s future and therefore it is important for us to speak up now.’
The students from across the country representing varied languages (including Assamese, Bengali Hindi, Marathi, Telugu and sign-language) and socio-economic contexts deliberated on the Sustainable Development Goals (SDGs)and made significant recommendations to the world leaders assembled in the National Capital on how to make this world a world fit for children and a world fit for all. These recommendations will also feed into the mid-term review evaluation process on the SDGs scheduled to happen in New York later this September.
The sessions over the preceding months leading to this finale, were focused on the clubbing of the UN SDGs under the broad headings of Development for All (Goals 1,2,3,4,6 and 9), Inclusion of All (Goals 5, 8, 10, 11 16, 18),and Earth for All (Goals 7, 12, 13, 14, 15, 17 and 18). The NINEISMINE campaign an advocacy initiative of for and by the children insists that there should be a separate goal (which they refer to as SDG 18) with a exclusive focus on ‘All rights for all children’.
Experts from varied allied fields addressed the child-citizens (Kidizens) on various issues faced by children across the country and the world. The child-participants engaged with the goals at length and came up with a list of recommendations called the K20 Charter that has already fed into the Y20, C20 and P20 processes that fed into the G20 Summit. This second phase of the K20 Summit was organised on the 7th and 8th September, 2023 with children from all corners of India and beyond, prioritising the recommendations that young champions had developed during the first K20 process in May.
In line with the call of G20 ‘One Earth, One Family, One Future, the kidizens’ recommendations underlined the need for strong policies and the determined implementation of these towards the creation of a truly inclusive, sustainable, and equitable world.
The Group of Twenty (G20) serves as a pivotal platform for international economic cooperation, significantly influencing global policies. In India, the NINEISMINE campaign has been dedicated to fostering children’s participation in decision-making processes. This has been achieved through the establishment of children’s parliaments in collaboration with NGOs from all states and Union Territories (UTs).
To harness the collective wisdom of young minds, PRATYeK, in partnership with child rights organisations and schools, organised dialogues with children across India. These dialogues aimed to capture their perspectives on various G20-related topics aligned with the United Nations’ Sustainable Development Goals (SDGs).
The inaugural session, “Inclusion for All,” featured speakers Annie Namala, the co-convener of the Wada Na Todo Abhiyan, and Sandhya Kiran, a dedicated Child Advocate from Maharashtra. Annie Namala emphasized the paramount importance of inclusion, advocating for the participation of all children in education, professions, and all aspects of life. Wada Na Todo Abhiyan (WNTA) has also been pivotal in giving opportunities to children on various occasions to share their opinion on governance and accountability. Sandhya Kiran shared her personal experiences and challenges as a child advocate, emphasizing the urgent need for awareness and sensitivity regarding the inclusion of different genders.
The kidizens themselves called for investment in inclusive education for children with disabilities, addressing the shortage of qualified teachers, and prioritizing the mental health of children. Gender equality in the workforce, promoting girls’ education, and raising awareness about gender equality were key focuses in the area of women’s development.
The “Earth for All” session featured three distinguished speakers: Ms. Mia Foulkes, Head of Content at ClimateScience; Ms. Raseel Arora, Co-Director of the Olympiad at ClimateScience; and Mr. Kartik Verma, Child Advisor (of the NINEISMINE campaign) to the United Nations for General Comment 26. These experts delved into the pressing climate emergency, introducing the concept of carbon tax and suggesting various ways individuals can contribute to addressing climate change.
The Child citizens priority recommendations included proper waste disposal and plastic management, involving children in environmental policy-making, balancing industrial development with environmental protection, promoting alternatives to plastic, and updating the curriculum for environmental education.
The “Development for All” session featured Ms. Nicole Rangel, Co-founder of Leher, a Child Rights Organisation promoting child protection, and Ms. Tejaswinin Mili, Child Advocate & former Prime Minister of the National Inclusive Children’s Parliament. Nicole Rangel, with extensive experience in child protection, stressed the need for recommendations for the development and safeguarding of the LGBTQIA+ community. Tejaswini Mili shared heartwarming stories of children deprived of their rights and urged the inclusion of child rights in school curricula to ensure children are aware of their rights.
Child- citizens prioritized recommendations such as promoting sanitation and hygiene in schools and communities, ensuring accessible government healthcare facilities for less privileged and marginalized communities, and providing training for teachers and parents on mental health.
The finale of the K20 Summit, held on September 8, 2023 which incidentally is the eve of their NINEISMINE Day, witnessed the presence of distinguished guests including Mr. Sanjay Kashyap (Executive Member, CIVIL20), Mr. Amal Manoj (Youth20 Ambassador and Speaker, Y20 of G20), and Ms. Vidya Dinker (Director, INSAF and PEOPLES’20). Incidentally Youth20 (Y20), Civil20 (C20), Labour20 (L20) are formal platforms institutionalised by G20 process. The members of the NINE IS MINE campaign demanded the institutionalisations of K20 in all upcoming G20 satrting with Brazil that will host the presidency of G20 2024.
Mr. Kashyap commended the children for their active participation and underscored the importance of child involvement in shaping the future, emphasizing the government’s responsibility to invest in children’s future.
Mr. Amal Manoj emphasized the significance of physical activities for children and discussed the role of technology in education and development. He encouraged children to engage in extracurricular activities, citing personal growth and the development of informed opinions on various issues.
Ms. Vidya Dinker congratulated all the children for their engagement in the powerful process of K20 and urged global leaders to consider their recommendations. She encouraged children to make their voices stronger and their recommendations bolder, holding adults and governments accountable.
The Summit was concluded by a remark by Steve Rocha (Executive Director, PRATYeK). He urged the children to keep the flame alive and raise voices to get governments across the world and locally to create a more inclusive, safer, equitable and just system for children. He believes in the energy of children that they have the power of bringing a change not only nationally but also globally. With this, the organisers pledged to take these recommendations to the sherpas of G20, C20, Y20, and other platforms.
The Kidizens20 (K20) Summit is a testament to the power of young voices who also shared their message of the world leaders assembled in Delhi in these one liners:
“Children are not things to be moulded but are people to be unfolded.”
“Children are present and the future of our common earth.”
“Together we come and make earth our home.”
“Children should be integrated in the process of development at global level.”
“We raise our words and not voices and we are planning our present not future.”
“The earth is in our hands and let us give it a glance.”
“Involvement of every opinion is INCLUSION.”
“We are also capable of making choices and decisions and we should be consulted.”
“Children are not only our future but a dynamic force to shape our present.”
“Children, Earth and Inclusion: the trinity of hope.”
“Children are the architects of a better world.”
“We are the children of yesterday’s dreams, we are the promise of the future we bring.”
Education
Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students

Within the conversation of future-ready education, empathy has moved from being characterized as a “soft” individual characteristic to being identified as an essential social and cognitive ability. Frameworks such as the OECD Learning Compass 2030, UNESCO’s Global Citizenship Education, and the World Economic Forum’s Future of Jobs Report put empathy at the forefront of skills required to succeed in an uncertain, interdependent world.
From Emotion to Competence
Empathy is confused with sympathy, yet they are essentially different. Empathy is an active, cognitive, and affective process, the capacity to grasp another’s emotional situation, comprehend it in context, and react creatively. Neuroscientific research, for example, by Decety and Jackson (2004), illustrates that empathy engages both the limbic system, which controls emotional resonance, and the prefrontal cortex, which controls perspective-taking and rational reaction. Briefly put, empathy does not just mean “feeling with someone”, it means thinking with feeling, where intellect and emotion unite to shape behaviour and decision-making.
Early Childhood (Ages 3–6) – Seeds of Empathy
At the age of three to six years, children in early childhood start showing the beginning signs of empathy by what is termed as “emotional contagion” by psychologists. They tend to cry when others cry or smile when others smile due to the observed emotional state. By the time they are four or five years old, according to research conducted by Zahn-Waxler et al. (1992), children start showing other-oriented concern like sharing, comforting, or embracing a fellow child who looks distressed. Empathy at this age is still primarily affect-based; children sympathize with others but possess little ability to grasp intricate frames of mind. Teachers can cultivate these early roots of empathy through narrative, role-playing, and guided social-emotional education that offer the vocabulary and structure to make sense of emotions.
Middle Childhood (Ages 7–12) – Perspective-Taking Develops
By middle childhood, around ages seven to twelve, empathy is increasingly cognitively complex. They start to understand that people might think and feel differently from themselves, an ability outlined in Selman’s stages of perspective-taking. Peer relationships are increasingly important at this stage, and children increasingly become sensitive to fairness, belonging, and group membership. According to research by Eisenberg et al. (2010), this is a critical window for the instruction of moral reasoning in addition to empathy. Cooperative learning activities, peer mediation programs, and community service offer children meaningful opportunities for empathy extension from intimate friendships to include strangers and even members of out-groups.
Adolescence (Ages 13–18) – Abstract and Global Empathy
An important stage in the development of empathy is adolescence, which lasts from the ages of thirteen to eighteen. Adolescents gain the ability to relate to abstract ideas such as global emergencies, injustice, and inequality. According to Blakemore’s (2018) neuroimaging research, adolescent brain regions involved in identity formation and social cognition are more active. However, hormonal changes and heightened self-awareness are also hallmarks of adolescence, which makes young people more reflective. Schools can assist in this area by offering intentional opportunities for teenagers to develop empathy, such as discussion forums that foster critical thinking, service-learning initiatives that are linked to current events, and cross-cultural interactions that extend their horizons. Adolescents can use these activities to channel their growing empathy into constructive civic engagement.
Young Adulthood (18+) – Empathy as Leadership Skill
Empathy matures during late adolescence and young adulthood as a skill that is intricately linked with emotional control, leadership, and ethical choice. Now, it transcends interpersonal interaction to become the hallmark of effective leadership. More employers are realizing this; a 2022 LinkedIn survey indicated that 78 percent of employers view emotional intelligence as equally or even more important than technical skills. Universities and workplaces increasingly require such competencies, and schools can prepare young adults through leadership programs, mentorship positions, and reflective practices that instil empathy in civic and professional life.
Beyond Awareness to Application
While awareness of empathy is valuable, its real utility comes from practice. Schools need to inculcate empathy not only in coursework but in lived experience. Narrative immersion in literature, film, and even virtual reality allows students to step into other people’s shoes. Structured ethical discussions in dialogic classrooms offer the space for respectful disagreement and deeper understanding. Cross-age mentorship, where older students mentor younger ones, develops a sense of responsibility while strengthening bonds across age. Service-learning, when paired with structured reflection, develops empathy into action. Even cutting-edge tools that offer emotional analytics while working in a team can assist students in self-evaluating and managing their emotions, turning empathy into a mindful and deliberate process instead of an automatic reaction.
The 21st-Century Payoff
The dividend of developing empathy in education is significant. In a world of artificial intelligence, empathy is one differentiator that makes us uniquely human. The World Economic Forum (2025) identifies emotional intelligence, empathy, and collaboration as among the future workforce’s top ten skills. Students who can read emotional team dynamics, negotiate across cultures, and build authentic relationships are not just more hireable but indeed invaluable in a fast-paced professional landscape.
Empathy is not a mushy virtue but a developmental skill that develops systematically throughout childhood and adolescence. Schools that deliberately foster it are not just creating smarter students; they are raising wiser, kinder citizens who can lead with compassion and resilience. Empathy is a moral and practical necessity for 21st-century education, the bridge that unites emotional intelligence and the needs of an interconnected world.
(This article is authored by Dr. Silpi Sahoo, Chairperson, SAI International Education Group)
Education
Math Meets Machine: How AI Is Revolutionising Classroom Learning

In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.
Cracking the Code: Why Math Needs a Makeover?
Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.
Enter AI: The Digital Math Mentor
Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.
Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.
AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.
What’s Next? The Future of Math + AI
As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.
But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.
Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.
This article is authored by-

Ranjith P C, Head Curriculum Excellence, TVS Education
Education
Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms

What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.
For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.
As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.
Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.
Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.
Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”
The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.
Education
Teaching Privilege: Why It Belongs in Every Classroom

Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase
I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.
Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.
This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.
Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.
So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.
This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.
This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.
If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.
(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
Education
India Plans Unified Higher Education Regulator: What the HECI Bill Means

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.
Why Replace UGC, AICTE & NCTE?
The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.
What HECI Will Look Like
According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:
-
Regulation (NHERC) – compliance and governance
-
Accreditation (NAC) – quality assurance
-
Grants (HEGC) – performance-based funding
-
Academic Standards (GEC) – curriculum and learning outcomes
This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.
Potential Benefits
-
Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
-
Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
-
Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
-
Global alignment: Can enhance India’s appeal with international quality frameworks.
Risks & Concerns
-
Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
-
Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
-
Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
-
Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.
Global Inspiration & Way Forward
Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.
In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.
This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.
Education
Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports

More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.
Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.
In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.
“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.
To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.
In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.
Education
Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

Education
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools

In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.
According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.
This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.
In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”
The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.
While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.
As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.
Education
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre

For Sandhya Ukkalkar, the path to becoming an educator in the field of special education was never just a professional decision — it was deeply personal. It began in the quiet, determined moments of motherhood, as she searched for a school that could truly understand her son’s unique needs. Diagnosed with Autism and Intellectual Disability, he required more than care — he needed acceptance, structure, and a nurturing environment.
In 1996, a compassionate doctor guided her to Jai Vakeel School. From the moment her son was enrolled, Sandhya witnessed a transformation that brought not only relief, but hope. Encouraged by the school’s doctor, she enrolled in a special education course, and by June 2000, she returned to the same institution — this time as a teacher. Over the years, she grew into the role of Principal of the Autism Centre at Jai Vakeel, dedicating her life to children who, like her son, simply needed to be seen, understood, and supported.
What sets the Autism Centre apart is not just its experience or legacy, but its guiding philosophy: a child-led, strengths-based approach that celebrates neurodiversity. Here, each learner follows an Individualised Education Plan (IEP), supported through small groups, one-on-one sessions, and methodologies that include Applied Behaviour Analysis (ABA), Sensory Integration, and Visual Supports. The goal isn’t to fit children into a mould but to honour their unique ways of engaging with the world.
Serving children aged 3 to 18, the centre focuses on early intervention, functional academics, and pre-vocational training — all grounded in a multisensory curriculum aligned with NCF and NCERT. For the 31 students with Autism and Intellectual Disability who currently attend, the emphasis lies on building communication and sensory skills that can translate into real-world independence.
Sandhya believes collaboration is the cornerstone of success. At the centre, therapists, educators, parents, and healthcare professionals work as a unified team. Over 75% of the children served come from low-income families, and many receive free or subsidised education and therapy through rural camps and outreach programs.
“These aren’t luxuries,” Sandhya insists, referring to tools like sensory rooms and assistive tech. “They’re essentials.”
And the results are deeply moving. Children who once struggled with attention now engage joyfully in sessions. Some who were non-verbal begin to use gestures, visuals, and eventually words. Others transition into mainstream schools. One student, now preparing for CA exams, once needed foundational classroom readiness support. These are not isolated cases — they are the product of consistent, individualised attention and belief.
For Sandhya, the real victories come in the smallest moments: a child pointing to a picture to communicate, another who finally sits through a full session, or a parent whispering “thank you” with tears in their eyes. These everyday breakthroughs are everything.
Her personal experience as a parent gives Sandhya a unique lens. She understands the fears, hopes, and quiet triumphs families carry. That’s why parental involvement is not optional at the centre — it’s essential. Families regularly participate in progress meetings, classroom observations, and hands-on training. Home goals — practical and doable — are shared, and customised visual aids help ensure continuity beyond school hours. Emotional support is offered just as readily as academic strategies.
Still, the challenges are real. There is a pressing shortage of professionals trained in autism-specific interventions, especially for students with high support needs. Assistive communication tools are expensive and often out of reach. Space is limited, even as demand grows. Sandhya dreams of expanding — with dedicated sensory rooms, inclusive playgrounds, and classrooms designed for neurodivergent learners. “These help children feel safe, calm, and ready to learn,” she says.
Her vision for the future is clear: inclusion that goes beyond tokenism. She dreams of classrooms where neurodivergent children aren’t merely accommodated, but genuinely valued — where belonging is a given, not a gift. To get there, she believes we must build on three pillars: Mindset (a shift from awareness to true acceptance), Capacity (training educators, therapists, and families), and Belonging (where every child is emotionally safe and socially included).
As she looks ahead, Sandhya hopes to increase enrolment, offer structured training for parents and teachers, partner with inclusive schools for smooth transitions, and support students well into adulthood — through vocational training, community participation, and self-advocacy.
Her journey is a reminder that special education isn’t just about what children need — it’s about what they deserve.
Because, as Sandhya says,
“In every smile, there’s a victory. And every child deserves to smile.”
Read the full story in our issue of Teacher Warriors 2025 here.
Education
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility

The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.
As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.
The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.
What the Two-Tier System Means
Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.
This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.
Changes Ahead for Schools
If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.
While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.
-
Education3 months ago
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
Education3 months ago
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
-
Education3 months ago
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
-
Education3 months ago
Mizoram Declared First Fully Literate State in India
-
Education1 month ago
NCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
-
Education2 months ago
CBSE To Conduct Board Exams Twice for Class 10 from 2026
-
Education3 months ago
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
-
Education3 months ago
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
-
Education1 month ago
No More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
-
Education2 months ago
Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead