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Mental Health Matters!

The status of the teacher as “Sage on the Stage” is obsolete. A teacher should create a classroom culture that promotes and prioritizes mental well-being.

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Mental well-being is central to our functioning as human beings. As renowned psychologist Abraham Maslow has rightly stated, “humans have an innate drive to grow towards fulfilling their potential in life and self-actualization.” But how is it possible without well-being and good mental health?

During the pandemic, we experienced significant mental turmoil. The cases of depression and anxiety increased drastically. According to WHO, in today’s day and age, depression is one of the leading causes of disability, and suicide is the fourth leading cause of death among those between the ages of 15 – 29 years old.

Mental health plays a critical role at every stage in our lives. Mental well-being includes emotional, psychological, and social well-being. Good mental health determines how we understand and handle situations that we are presented with daily. Individuals with good mental health consider stressful situations challenging and not as threat. The mental health of a person determines the way they think, feel and act in correspondence to their inner and outer worlds.

We all live in a “VUCA” world which stands for volatility, uncertainty, complexity, and ambiguity. Every day, we face challenges of work pressure, and health issues, and are continuously striving to find the balance between family life and work life. Similar are the students, who face challenges like bullying, adjustment with peers, the pressure of scoring 100%, college admissions, competitions, and what not! It takes a toll when the demands placed on a person exceed their resources and coping abilities.

Mental and physical well-being are related to each other. For example, an anxious student can experience increased heart rate, headaches, palpitations, excessive sweating, dizziness, and tiredness. People who experience high levels and prolonged stressed can develop diseases like coronary heart disease and hypertension.

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It is a challenge to talk about anxiety and depression amongst students and teachers because of lack of awareness and acceptance. It is difficult to acknowledge that it is ok not to be ok. Stigma and labels around mental health make it difficult to have unbiased conversations between teachers, parents, and students about how one feels. Academics are given priority over mental health and students go through rigorous continuous assessment, a struggle for high standards of achievement, and neck-to-neck contests that undermine their well-being. The family and home environment also influences the mental health of the students and educators. So, what can institutions do to bridge this gap?

The well-being of students and educators lie in the practices and culture of the organization. This requires a Comprehensive School Approach to imbibe the best practices to promote the well-being of all the stakeholders. Mental Health Education should be a mandatory aspect of all schools. It is high time to realize that it is the responsibility of teachers, parents, authorities, and all the other stakeholders to ensure the well-being of the students.

Well-being is multi-faceted. It can be divided into various domains like emotional, social, psychological, physical, and environment. Emotional well-being means being able to manage one’s emotions effectively. Social well-being is related to the ability to develop meaningful communication and healthy relationships with others. Psychological well-being includes being happy, resilient, and able to achieve goals without letting obstacles have an adverse effect on your progress. The ability to keep your body healthy and fit by engaging in healthy eating habits and exercise encompasses the physical aspect. Well-being is also promoted by creating a safe environment that is happy, conducive, and collaborative.

Some of the best practices that schools can do for students and educators should include:

  • Building awareness to recognize signs and symptoms of anxiety, stress, and depression.
  • Formulating Annual Mental Health Training Programs for educators and students.
  • Individual and group counseling sessions by the counselor and experts.
  • Organizing mindfulness workshops for stress and anxiety management.
  • Life Skills based Curriculum to equip the students to handle adversity.
  • Teaching the 21st-century skills and their importance.
  • Breaking the taboos by creating Mental Health Awareness.
  • Creating a comfortable environment to share feelings while maintaining confidentiality.
  • Fostering a culture of trust and value in the school.
  • Organizing mental health talks by people who have struggled and opening their stories to inspire.
  • Seeking necessary support from psychologists and mental health experts.
  • Encouraging students/teachers to ask for help in a confidential setting.
  • Promoting the culture of collaborative work in the schools as collaboration diffuses anxiety.

The status of the teacher as “Sage on the Stage” is obsolete. The role of the teacher now is not only limited to teaching. S/he acts as a mentor to impart and imbibe values and skills in the students to make them future-ready. A teacher should create a classroom culture that promotes and prioritizes mental well-being.

First, the teacher needs to make their students feel that they are valued as an individual. It is important to build trust and belief in students. The teachers must contribute to building high self-esteem in students.

Secondly, creating an environment of appreciation and acceptance in the classroom. Teachers should aim to express unconditional positive regard towards the students without being judgmental. Parental acceptance of issues is also important.

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Next, being empathetic identifies the areas where the students experience anxiety and need support. For example, helping the students during the examination to reduce anxiety and stress.

Inculcating Student-Led Experiential Learning projects in the curriculum helps the students to learn and explore at a pace suited to their capabilities. This will not only foster the learning process but also promote curiosity and excitement amongst the learners. Hence, students will not consider studying as a source of stress.

The teachers should encourage students to participate in mental health conversations in the classroom. We need to encourage the students to open up and share their feelings and create a healthy, judgment-free environment for healthy communication. We need to break the myths and sensitize people around the that “I am not the only one”.

Installing empathy boxes around the school campus where the students can write about their problems on paper, put it in the box, and approach the school counselor without having to undergo the pressure of stigma attached to getting “mental help”.

Role models play an imperative role in the life of students. Discussions on the life of people who have overcome hardships and struggles with mental health should be promoted. The aim of the discussions should be to equip the students with skills and develop resilience.

Depending on the student’s age group different activities can be planned on a weekly basis to help the students to vent out their feelings in the form of play, art, drama, and music.

Students look forward to listening to stories and personal experiences. The teachers can share some of their personal experiences to help the students build a connection and create a conducive environment for the students to learn from real-life experiences.

At the end of the day, we must realize that Mental health issues do not develop overnight. The signs and symptoms develop over the course of time. We need to be sensitive enough to observe and understand the signs of mental distress. One should seek help and support others to help battle the stigma surrounding mental health so that we can promote an environment of acceptance, affection, and empathy towards others.

“Not all battles are visible, and neither are the victories.” ― Brittany Burgunder

Author – Tanvi Sharma, PGT Psychology, Mayo College, Ajmer.

Education

Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’

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Students Moving Away from Government Schools a 'Disturbing Trend', Says Education Ministry (representational image)

A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”

In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.

This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.

Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.

The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.

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Where Do Government Schools Go From Here?

The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.

But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.

Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.

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Education

Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

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Banu Mushtaq (right) with translator Deepa Bhasthi, winners of the 2025 International Booker Prize

When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.

Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.

And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.

The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.

For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.

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Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.

This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.

Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.

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Education

Human (Soft) Skills: The Missing Piece in School Curriculums

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As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.

And yet, our schools aren’t keeping up.

Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.

Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.

This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.

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Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.

Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.

So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?

Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.

Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.

This is the future we must design for.

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It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.

The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.

The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now –  in our classrooms, through our curriculums, and with intention.

This article is authored by Renata Sguario
Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.

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Education

CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools

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CBSE's 'Sugar Boards' aim to educate students about healthy choices, fighting the rising tide of sugar-related health issues in schools

In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.

Why Sugar is Becoming a Silent Crisis

The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.

These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:

  • Recommended daily sugar intake

  • Sugar content in commonly consumed foods (sweets, sodas, chocolates)

  • Health risks associated with high sugar intake, including obesity, diabetes, and dental problems

  • Healthier dietary alternatives

The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.

The Real Enemy is Advertising

But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”

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This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.

Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.

Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.

Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.

Will ‘Sugar Boards’ Be Enough?

While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.

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Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.

CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:

  1. Stricter regulations on junk food marketing aimed at children

  2. Mandatory nutrition education as part of the curriculum

  3. Collaboration with parents to reduce sugary foods at home

  4. Regular health check-ups and BMI monitoring in schools

With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.

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Education

Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders

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Understanding Geopolitics: Students need to learn how global events impact education and everyday life

In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?

For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.

Why Geopolitical Education Matters—Everywhere

Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.

This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.

Education is Political—Always Has Been

Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.

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Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.

What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.

At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.

Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]

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Education

John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education

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For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.

In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.

A Childhood Saved by Teachers

King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.

From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.

Former Secretary of U.S Education John King. Image Source- EducationWeek

While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.

King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.

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Teacher Evaluations and Policy Pressures

King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.

“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.

King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.

Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.

Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.

For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.

Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.

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Education

India 2050: Are We Preparing for the World’s Youngest Classroom?

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UNICEF’s State of the World’s Children 2024 report notes that the number of children in today’s low-income countries is expected to double by 2050

By the year 2050, India is expected to be home to the largest population of children in the world—an estimated 350 million. That’s nearly the entire population of the United States, but all under the age of 18.

This projection, from UNICEF’s State of the World’s Children 2024 report, is more than just a statistic—it’s a call to action. As the demographic centre of the world’s children shifts firmly toward South Asia, and particularly India, the pressure on educational systems, teacher preparedness, and infrastructure is mounting. The big question is: Are we ready?

The Numbers Behind the Challenge

According to the report, while the global child population will remain relatively stable at 2.3 billion in the 2050s, regional distributions are changing dramatically. South Asia, including India, will continue to shoulder a significant share, even as fertility rates fall in other parts of the world.

India alone is projected to have:

  • 350 million children under the age of 18 by 2050

  • 14.9% of the global child population

  • A drop of 106 million children compared to early 2000s figures, but still the largest youth population worldwide

Despite this, a substantial proportion of these children will live in economically disadvantaged conditions. The report notes that the number of children in today’s low-income countries is expected to double, and 23% of the global child population will live in these regions by the 2050s—up from just 11% in the 2000s.

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A System Under Strain

The implications for India’s schooling system are significant. Even today, the challenges are visible: overcrowded classrooms, teacher shortages, and disparities in access to quality learning, especially in rural and marginalised communities. If this is the reality now, one can only imagine the stress an additional 350 million young minds will put on the system without robust intervention.

To meet this demographic surge, India must accelerate investments in:

  • School infrastructure: New schools, more classrooms, better facilities.

  • Teacher recruitment and training: Prioritising not just numbers, but competency-based teaching skills.

  • EdTech and blended learning: With thoughtful integration—not replacement—of classroom learning, digital tools can help bridge accessibility gaps.

  • Early childhood education: Foundational learning cannot be delayed. A larger young population needs stronger ECCE (Early Childhood Care and Education) implementation.

Curriculum That Looks Forward

With more children set to live in urban areas by 2050—three out of five, globally—the way education is designed will need to adapt to rapidly urbanising societies. This isn’t just about adding schools in cities. It’s about rethinking the curriculum for a generation that will grow up digitally native, climate-conscious, and globally connected.

Curriculum designers will need to move beyond rote learning and into 21st-century skills: critical thinking, emotional intelligence, environmental literacy, and AI readiness. It also means preparing children to live in an ageing society, where intergenerational support systems might look very different from today.

The Teachers of Tomorrow

The report highlights that dependency ratios—the number of dependents (children and elderly) per working-age adult—will remain high in regions like South Asia. This makes the role of teachers not just instructional, but transformational. Teachers will be frontline policymakers, social workers, and innovators all rolled into one.

Investing in teacher training today means investing in the emotional, cognitive, and social development of future generations. This also includes mental health support for both students and educators, as the pressures of this shift begin to take hold.

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Why the World is Watching India

India’s role on the global education stage is about to become even more prominent. With the largest share of the world’s children, its policies, pilot programmes, public-private partnerships, and pedagogy will shape not only its own future—but serve as a model (or a warning) for the rest of the world.

UNICEF’s report urges governments to act now, not later, to shape the future. The youngest future belongs to India. Whether it’s a dividend or a disaster depends on the choices we make today.

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Education

Caste Census: A New Chapter in Our Social Sciences Textbook?

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India’s caste census returns—time for classrooms to catch up (This image is generated using AI)

For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.

Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.

📚 So, what exactly is a caste census?

Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.

🏫 Why should schools care?

Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.

The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.

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For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.

We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”

🏛️ From 1931 to 2025: What changed?

Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.

This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.

And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.

✏️ Making it student-friendly

Here’s how schools can make the caste census more accessible and meaningful to students:

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  • Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.

  • Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.

  • Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.

  • Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.

In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.

Because education isn’t just about teaching history—it’s about helping students read between the lines of it.

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Education

Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too

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“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.

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Education

Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

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Protesters gather at Cambridge Common on April 12, 2025, urging Harvard University to uphold its autonomy and resist federal intervention in campus affairs. (REUTERS)

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.

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