Education
Empowering Minds: The Journey of My Guide Inside with Christa Campsall
Dive into the insightful journey of My Guide Inside with Christa Campsall, as we uncover the ethos behind a curriculum that empowers rather than instructs. This exclusive interview sheds light on the inception, evolution, and the distinct approach of My Guide Inside, emphasizing student autonomy and well-being through the foundational 3 Principles.
Question 1- Could you share the story behind the inception of My Guide Inside?
It was my good fortune to learn about the 3 Principles from Sydney Banks, speaker and author, when I was a university student in Vancouver, Canada. Gaining a glimmer of understanding of the inside-out nature of life created hope as I became competent to teach students previously deemed as unreachable; for example, those who were belligerent or non-responsive. This newfound understanding made my professional “dream come true.”
The 3 Principles has proved to be lifelong learning as I gain understanding and accept responsibility for my own happiness and success.
Throughout my entire career as classroom teacher and School-based Team Chair in Special Education, knowledge of the 3 Principles has elicited a regard for human dignity that has become the way I live my life. I have taught the 3 Principles as a unit of study and also indirectly, during teachable moments. In 1991, I co-authored a 3 Principles Curriculum for teens with a counsellor from Florida. We used this curriculum in Canada and the United States, and offered related teacher training. In the early 2000’s, I upgraded my skills to include a Diploma of Special Education and a Master of Arts in Leadership and Training. For my thesis, I created a new 3 Principles curriculum for use with teen-age students (13-18 years old). In addition, as a Special Education teacher I created a 3 Principles curriculum to use with Primary age students (5-8 years old). Meanwhile, a close colleague in the United States, Jane Tucker, created a 3 Principles curriculum for Intermediate age students (9-12 years old.) These curricula became the seeds of the new My Guide Inside.
I retired from a long, rewarding career in education, which included classroom teaching as well as leadership roles. With confidence based on consistent positive outcomes sharing the 3 Principles, I answered a global call for a comprehensive 3 Principles-based Curriculum. We determined to develop a curriculum for Primary, Intermediate and Secondary students. This is a new vision as we had not yet offered principle-based curriculum to the same students at different stages of their school career. The other co-authors of My Guide Inside are:
Jane Tucker, teacher, author, and professional editor, and
Kathy Marshall Emerson, Director of the National Resilience Resource Center.
Question 2- What inspired you and your team to develop this curriculum, and what challenges did you face in bringing your vision to life?
Since 1975, upon hearing about the 3 Principles, I have used this knowledge, which includes synchronizing the intellect and intuition/wisdom, for navigating life. With the 3 Principles equation (S. Banks, 2006) Mind + Thought + Consciousness = Reality, I began to take responsibility for my thoughts and began to see the logic of the Principle of Thought creating my reality in the moment. With this came freedom and the natural state of happiness. This “secret” hidden in plain sight is too valuable to withhold –I have, since 1975, been happy to share this logic and knowledge.
The vision of the My Guide Inside curriculum was one of quality, knowledge, rigour, creativity, beauty and language learning– and this took funds. I invested my funds when layout and publishing skills were needed. Remarkably, however, the creative work is entirely goodwill! The sales of the books did pay for the development and publication costs.
In our jurisdiction, curriculum became more of the teacher’s choice, hence we qualified as a valid curriculum. We did qualify for grant funds. However, there were very minimal funds for prominent advertising, which is a challenge. I have been regularly on social media offering education coaching as well as some highlighting of the MGI products.
We have not had funds available to conduct official evidence-based research for each of the levels, and the pandemic interfered with any such research ideas.
As written about in the article recently submitted to ScooNews, the pandemic changed the course of our trajectory. Amazing opportunities began to appear with multiple translations and also with students in other countries beyond the USA and Canada learning from My Guide Inside. Sandeep Dutt, founder of Learning Forward India and Good Schools Alliance (GSA) is instrumental in introducing My Guide Inside Online and My Guide Inside: Orientation for Educators to GSA members and student interns in India. Sandeep is receptive to ideas; it’s an inspiring collaboration. MGI Online is a Lifelong Learning Partner with GSA.
We needed to pivot and be open to new opportunities as they presented themselves. All along the way there have been learning curves; these are welcome challenges! MGI seems to have a life of its own and next steps regularly become apparent.
Question 3- My Guide Inside takes a unique approach by not telling kids what to do but empowering them with the knowledge to make their own decisions.
How do you believe this method impacts a child’s development compared to traditional educational models?
Programs on Social Emotional Learning and /or Mindfulness, for example, can have good intentions. Indeed we must consider holistic education; however if the program is “outside-in” it can be problematic. If the direction is to “do” something in order to find the peace of mind, it may be that the student cannot do what is “required” and therefore is further isolated.
For example, a mindfulness program directing a child to close their eyes may be contrary to the child’s sense of safety. Closing eyes may elicit fear in a student who has experienced trauma. Also, if there are prescriptive actions in order to arrive at the goal of peace of mind and happiness, it has been shown that these actions do not transfer. Once the program is over, the kids do not generally carry on these prescriptions in their own homes.
We teach 3 Principles to strengthen mental health and improve the ability to navigate life. We show, through stories, that there is a logic to the human experience. We teach vocabulary and offer discussion prompts for the students to relate the principles knowledge to their own lives. We include written expression and creative activities that deepen the knowing and can easily be used for academic reporting purposes. The students gain understanding and begin to naturally help themselves as they see they have choice with regard to the usage of the principle of Thought, and they learn that happiness is a natural state; it’s the default state! In addition, we offer Student Pre-assessment and Post-assessment for self-reflection and observation/reporting purposes.
Question 4- How have students and educators benefited from this approach?
Once a student and/or educator gains an understanding of the logic of the 3 Principles, they own the knowledge and are on a lifelong learning journey. We can always understand the principles at a deeper level, which makes life interesting! We are all teachers and learners.
Question 5- Considering the diverse educational landscape of India, what are your plans or strategies for introducing My Guide Inside to the Indian K-12 sector?
(The answer to this question is written by Jishnu Gupta at edTree)
The Indian education market, especially K-12, is unique. All schools are affiliated to one Board or the other, with CBSE having the largest number of affiliated schools. We have noticed that the administration and educators at the schools are under huge pressure to complete the academic curriculum within the given calendar and also follow various mandates laid down by the Board. Hence introducing new curriculum at schools in India is a challenge.
At the same time, NEP 2020 and NCF 2023 have spoken about the importance of whole-child development in great detail. Schools in India do not have legacy curricula for such programs. MGI helps schools and institutions achieve National Curriculum Framework (NCF 2023) goals, competencies and learning outcomes in Life Skills and Language Learning.
Pilot batches in India have validated the fact the MGI stories are universal in nature and the students have internalized the learnings. Parents have endorsed that they have seen remarkable changes in the approach to life in their children. We aim to advocate MGI at the Board level as well as with groups and associations of schools so that the decision makers find value and mandate adopting MGI at schools.
Question 6- How does My Guide Inside ensure its curriculum is adaptable and relevant across different cultures, especially in a country as diverse as India?
We understand some communities are underserved; we wrote MGI with inclusion in mind. MGI Online has added Hindi vocabulary to each chapter and added advice for teaching English Language Learners. National Curriculum Framework 2023 and MGI are aligned and can be implemented to meet certain goals. We know this knowledge is basic and universal; it does not bump up against cultural beliefs.
Question 7- Looking towards the future, how do you see My Guide Inside evolving? Are there any new developments or research areas you’re exploring to further enhance the curriculum and its impact on student well-being?
We started with the goal of publishing a global 3 Principles Well-being Curriculum for K-12: Primary, Intermediate and Secondary Learner Books and Teacher Manuals. Accomplished!
We added:
- Professional Development for educators (face-to-face).
- E-books for every MGI title.
- Video on Demand to bring each MGI chapter to life.
- Pilot projects with students and educators in Kenya. We are still in contact.
- My Guide Inside: Orientation for Educators (free, self-study, online).
- Comprehensive curriculum website with a free professional development library.
- Multiple MGI translations due to goodwill of expert educators grounded in the 3 Principles:
German, Hebrew, Portuguese
In Progress: Spanish, Italian and Swedish
- Lifelong Learning Partnership with Learning Forward India and Good Schools Alliance
- MGI Online Learning Platform for Books I, II, III to serve Indian students.
Includes: Teacher Manual and Video on Demand for each chapter.
Tech supports pre- and post- assessment analysis.
Online submissions with simple rating scales for evaluation.
Added Hindi vocabulary to every chapter.
Tech maintenance and support by edTree.
- Created MGI Mapping to NCF 2023 infographic.
- Regular Zoom meetings with GSA students to support their efforts to be MGI student mentors in their schools’ Life Skills courses using MGI Online as pilot classes.
- Created video reflections of Indian educators and Indian students.
- Further develop MGI Online innovation based on feedback.
- Created MGI Infographic to connect to Mental Health in Schools Strategy.
- Ongoing MGI coaching of local teachers and teachers in the Global Community.
My focus currently is not in developing more aspects of My Guide Inside, but in working with school systems to implement this promising well-being innovation. As always, I am open to see how I can be in service.
As Delhi records its first major heatwave of the season with temperatures soaring beyond 40°C, schools across the capital are ramping up efforts to safeguard student health. Responding to a yellow alert issued by the India Meteorological Department (IMD), several schools have swiftly implemented precautionary measures to shield children from heat-related illnesses.
To minimise sun exposure, outdoor activities have been suspended after 10 a.m. in many institutions. Schools are also taking proactive steps to ensure hydration, offering traditional cooling beverages such as aam panna, buttermilk, lemonade, and wood apple sherbet within their premises. At ITL International School in Dwarka, Principal Sudha Acharya highlighted how students have been encouraged to carry infused water with cucumber and watermelon, with teachers even integrating cooling drink preparation into their practical lessons.
Tagore International School in East of Kailash has issued advisories to students and parents, recommending protective accessories like caps and umbrellas, and stressing the importance of not sending children to school on an empty stomach—a known risk factor for heatstroke. The school has moved all physical activities indoors to ensure student safety.
Sovereign School in Rohini has echoed similar caution. Chairperson RN Jindal confirmed that outdoor games are now limited to early mornings, while the infirmary is stocked with ORS, glucose, and essential medicines. Regular health checkups are being conducted for students with recurrent illnesses, and the institution is strictly following the guidelines issued by the Directorate of Education (DoE).
These guidelines, issued on March 27, directed schools to avoid afternoon assemblies, ensure proper hydration and ventilation, and promote awareness on protective measures such as wearing light cotton clothing and covering the head with a cloth, hat, or umbrella. Schools were also instructed to report any signs of heat exhaustion or illness to nearby health facilities immediately.
The IMD’s classification of a heatwave includes maximum temperatures of 40°C or more in the plains or 4.5 to 6.4 degrees above normal. With the rising mercury and health risks for children, Delhi schools are setting an important example in prioritising student well-being amid extreme weather conditions.
Source- PTI | India TV News
The Punjab government has launched a ₹2,000 crore campaign titled ‘Sikhiya Kranti’, aimed at upgrading infrastructure and basic amenities across nearly 12,000 government schools in the state. The 54-day campaign was officially launched on Monday by Chief Minister Bhagwant Mann, alongside former Delhi Deputy Chief Minister Manish Sisodia, at the School of Eminence in Nawanshahr.
As part of the initiative, government schools will be equipped with modern learning tools, clean drinking water, high-speed wireless internet, separate toilets for boys and girls, classroom furniture such as desks and chairs, and boundary walls to ensure safety and improved learning environments.
The campaign also includes a school mentorship programme, under which IAS and IPS officers will adopt government schools in rural areas. These officers will mentor students and guide schools in improving learning outcomes. The pilot phase of this initiative will cover 80 Schools of Eminence, with each officer assigned a school for a period of five years, regardless of their place of posting.
The state government has also been sending teachers for training at national and international institutions to upgrade their skills. This upskilling, according to officials, has contributed to a noticeable increase in student enrolment in government schools.
Manish Sisodia, speaking at the event, stated that the Punjab government is working to strengthen the education system by transforming schools and enabling students to pursue their aspirations. He noted that more than 12,000 schools in Punjab have already undergone transformation in the past three years.
Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.
Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.
Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.
Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.
Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff. Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.
And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”
In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.
Good Food = Good Mood
Move More, Sit Less
Rest to Feel Your Best
SIP, Don’t Skip
Mental Health Matters
In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.
The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.
Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”
But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.
When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners. Teachers make every other profession possible. You cannot take away their training and expect education to survive.
DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.
This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.
Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.
While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.
Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard.
We hope that while the world watches, it does not follow suit.
As schools across India reopen for the new academic year, parents are sounding the alarm over an alarming surge in school fees. A recent nationwide survey by LocalCircles has confirmed that private school fees have increased by 50–80% over the past three years—placing unprecedented financial pressure on middle and lower-income families.
The survey, which gathered responses from over 31,000 parents across 309 districts, revealed that 44% of parents reported a fee hike of 50–80%, with 8% stating that the increase exceeded 80%. In contrast, only 7% of parents felt their state government had effectively capped or regulated these hikes.
Despite widespread concern, only Tamil Nadu and Maharashtra currently regulate school fees, leaving parents in most states without protection from such steep increases. From Hyderabad to Delhi and Bengaluru, parents have protested hikes ranging from 10% to even 100%—especially in the pre-primary and early primary segments.
“Private education is becoming increasingly unaffordable. While the wealthy may manage, middle-class and low-income families are sacrificing basic needs or taking on debt just to keep their children in school,” said Sachin Taparia, founder of LocalCircles.
The survey also indicated a worrying drop in enrolment—with UDISE+ data showing a decline to 24.8 crore students in 2023–24, a fall of over one crore from previous years. Parents and education advocates are now calling for urgent government intervention and stronger fee regulatory mechanisms to ensure equitable access to quality education.
Education
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.
Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.
A Civilisation Ahead of Its Time
In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.
But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.
Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”
Indus Valley’s Forgotten Impact on Education
While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.
Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.
As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.
Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.
The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.
Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.
The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.
The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.
By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
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.
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.
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
Delhi Schools Act Swiftly to Protect Students as IMD Issues Heatwave Alert
Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools
This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike
In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants
Private School Fees Surge by 50–80% in Three Years, National Survey Finds
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
Supreme Court Flags Basic Needs as Priority Over Libraries in Rural India
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
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