Opinion
Brain based Kindergartens that Play and Learn
Every child is born with the same number of neurons, almost a 100 billion, but it needs stimulation and nurturing to help these neurons make connections, trillions of connections. This means the brain does not develop automatically, necessitating ‘brain friendly’ practices for a well-balanced…
Ninety-eight percent of the brain develops in the first five years. Every child is born with the same number of neurons, almost a 100 billion, but it needs stimulation and nurturing to help these neurons make connections, trillions of connections. This means the brain does not develop automatically, necessitating ‘brain friendly’ practices for a well-balanced and steady brain growth. The brain needs stimulation, complimented with ‘brain friendly’ practices like, routines, rituals, stimulating toys, more choices, child led activities, open ended questions, logic games, toys, and outdoor activities to nurture brain development.
The brain is the ‘center’ of all learning and growth. Nurturing and stimulating the brain would lead to happier and healthier learners. As described by the father of Kindergarten – Frobel, early childhood education is a ‘garden for children’. Stress, comparison and competition, threats, drill based learning, rote learning are all brain antagonistic and should be avoided in kindergarten. The brain releases cortisol, a chemical that helps deal with stress, when there is too much stress, then cortisol destroys brain connections leading to memory, attention, and learning problems.
Brain research states that learning something within a meaningful context increases memory
Teachers must use known concepts as a starting point to introduce unknown concepts going from simple to complex. Let’s say in a scenario if you are talking to children about ‘my city’, then it is important they first know about ‘myself’, ‘my family’, ‘my home’, and then ‘my city’. So if children know the story of Goldilocks, then the character Goldilocks can be used to teach them about three magic words – Thank you, Sorry, Please. By going from the simple to the complex, a learning link is created which helps kids relate and recall.
Movement and exercise nourish the brain
Cross lateral movements like marching, climbing, dancing should be implemented. This helps the left and right sides of the brain communicate, helping kids use their brains efficiently. One of the constant struggles for primary school children and their teachers is children not being able to write and not being able to sit or focus to complete a task. Well, early years’ specialist Dr Rebecca Duncombe, who led a study monitoring children of school age in UK, found a higher number of kids experience problems with their balance and coordination ultimately affecting their ability to learn in class. “A child’s physical development level impacts their ability to complete simple tasks such as sitting still, holding a pencil, putting on their shoes, and especially reading – all skills essential for school,” she said. This happens to our children in India, because we coop up children for hours together in a desk-chair prison and make them do ‘worksheets’ and ‘workbooks’ that can show us their achievement of having learnt to ‘write’. Children need movement to develop their body and brain.
Diet is known to activate memory
Kindergartens should make sure the diet of young children is healthy, for overall brain growth. Ensure that parents are made aware of healthy food choices. Motivate parents to avoid junk food, packaged foods especially with additives as they are known to cause attention, focus and behavioral issues. Especially control the salt and sugar intake.
Understanding why children misbehave or can’t wait for their turn
The pre frontal cortex, or what is commonly known as ‘the thinking brain’ or ‘executive brain’, is still not fully developed in young children. This ‘thinking brain’ helps us control our emotions, impulses; helps regulate memory, retention, and logic. Young children lack impulse control and self-regulation and so trying to control them would be a futile effort. In addition, young children lack the ability to delay gratification making them unable to control their impulses leading to lack of self-regulation. Simple every day activities can help teachers nurture these skills in children. The common garden ‘slide’ helps nurture brain development. As children wait to climb (patience), then climb the steps (effort) to reach the slide and then get the exhilarating slide down (reward) teaches young kids self-regulation and impulse control. This simple outdoor equipment is a great tool to help children learn to delay their gratification. The game ‘Simon Says’ too helps young kids with impulse control and self-regulation. Play it often in your daily routine. Parachute play is best to promote pro-social behavior in young children. When these essential pre frontal skills are nurtured, young children will feel more in control leading to lesser conflict and behaviour issues in the classroom.
It’s a fact that positive emotions greatly boost memory growth
The brain has an emotional filter known as ‘amygdale’, filtering all incoming stimuli and information. It accepts information and stimuli, only if it is ‘stress free’. This implies the more positive emotions we introduce our kids to, more the memory development. Therefore, to make your children learn for life, keep all activities, interactions, and stimulus happy and positive. If a child’s emotional center identifies stress, it then prompts the brain to fight, flock, flight, and freeze back. It simply means when the learning environment is stressful, kids tend to cry or throw a tantrum (fight), want to run away from the activity (flight), start behaving aggressively as a class (flock), are unable to reply or respond (freeze).
In addition, follow routines and rituals in kindergartens
Routines give a sense of predictability to young children helping them feel in control – elevating their positive emotions. Rituals add a touch of fun and novelty. This helps in children looking forward to enjoying them. This simply means when a routine table is followed every day it makes children more settled. After completion of an activity, if simple transitions such as singing a cleanup song, clapping hands, shaking your head, jumping up and down are made into little rituals then kids are happy and focused.
How to learn? Or, what to learn?
Brain research and neuro science has proved that 98% of the brain develops in the first six years. So it is imperative that parents and teachers use this crucial period to teach the young brain ‘how to learn’ and not ‘what to learn’. When we teach children how to learn they learn to be independent thinkers, problem solvers and logic seekers. When we train their brains what to learn then we have only one result – rote learning, a brain that cannot think, understand or relate or conduct executive brain functions, it can only remember.
The first thing that we need to focus on is to bring back the engine of early learning – Play
Almon and Miller used this analogy of describing play as the ‘engine of learning’, “as an engine is a machine that creates the force and is self-propelling, so with play as the engine of early years and primary years curriculum, self-directed learning is achieved.” For play-based kindergartens to become successful in our country we need to educate parents who are mostly ‘incredulous’ and upset when a child comes home from preschool and says happily that he played! Parents are clueless that most of the learning required in the early years happens through play. Play fertilizes brain growth. Play is the work of childhood and important foundations of learning are laid through simple play.
So should we do away with all ‘learning’ in Kindergartens?
Play isn’t the enemy of learning; it is learning’s partner. Play is the fertilizer for brain growth. Play is learning for kids. Did you know that the foundation of geometry and physics is laid in the kindergarten years? Yes, it is. Children interact with the basic principles of geometry and physics when they play with blocks! And that is why the kindergarten years are important and so is play in these years, because after all play is the work of childhood.
Why should kids play?
Every educationist and educational philosopher has advocated the need for hands-on play-based learning, be it our own Mahatma Gandhi who devised the 3 H method of education which involves the Hand, Heart and Head or good old Montessori who believed that play involves all the three aspects essential for learning namely, the muscles and senses and the brain.
So here are 10 ‘brainy’ reasons based on brain research on why children should play…
1
Touching, feeling, exploring, making, breaking are all activities that enrich the senses and this helps new synapses develop in the brain.
2
Free play, or play that involves choices, logic and thinking helps enhance the frontal lobe.
3
The hand and the brain need each other – brain expert Wilson states that neurologically, "a hand is always in search of a brain and a brain is in search of a hand".
4
Use of the hands to manipulate three-dimensional objects is an essential part of brain development.
5
Imaginative play, role-play are part of symbolic play. Symbolic play is when a child can use a symbol or object to represent another item, for example he uses a piece of block to be a telephone etc. When a child is able to experience symbolic play he will definitely be able to excel in reading and writing activities as reading is nothing but representing a picture or word in a symbol (all letters and words are symbols)
6
All play should make kids enjoy as positive emotions enhance memory and no play should be stressful or too competitive as our bodies release harmful chemicals under stress, which are not good for the brain
7
Play that is self-initiated, involving trial and error, problem solving, and has cause and effect is good for developing neural pathways
8
Play helps develop language skills as the more sensorial experiences the child has, the more the child will want to talk about it and hence language development will be enhanced.
9
Memory increases by revisiting information frequently – so play often as children like to play the same games every day. That is fine as long as the interest lasts.
10
Cross lateral movements keep both sides of the brain working – so the more creeping, crawling, marching play activities the child is exposed to, the better for his brain. How? Cross laterals are arm and leg movements that cross over from one side of the body to the other. Since left side of the brain controls right side of the body and vice versa, the two sides are forced to communicate when legs and arms cross over.
With brain research facts available to teachers today, it is important that teachers make the right choice of turning their classrooms into learning and nurturing spaces and not drilling and coping spaces. I urge teachers to use this Play based Curriculum Framework of the National Policy on ECCE- India, which has Suggested Developmentally Appropriate/ Age appropriate activities for our kindergartens:
For Children Under 3 Years
Focus on health, nutrition, and early psychological stimulation through free play and a lot of adult child interaction. Eg. (infant games, traditional songs and syllables, access to variety of play materials, individualized adult attention and interaction, opportunities to explore, early introduction to stories, infant books, drawings etc.) in a safe, spacious and clean environment.
For Children Between 3 to 4 years
Planned play based programme for all round development with more of free play. Continuous opportunities for more free activities but some guided programmes too.
Opportunities to listen to stories, learn rhymes, create, indulge in imaginative play, ask questions, do simple problem solving, experiment to promote active and interactive learning and generally have a ‘feel good’ experience for a positive self-image.
For Children Between 4 to 6 years
Moving towards an increasing ratio of adult guided vs. free play activities, and more of large group activities for 4 – 5 years and focused more on specific school readiness for 5 – 6 years, in increasing complexity in all of above.
Reading readiness: Eg. Picture sound matching, shapes, phonetics, increasing vocabulary, verbal expression, developing bond and interest in reading through picture books, storytelling, chart etc.
Writing Readiness: Eg. Eye hand coordination, interest in writing, left to right directionality.
Math: Developing skills in classification, serration, pattern making, reasoning, problem, solving, forming, concepts: pre number and number concepts and space concepts and vocabulary, environment concepts.
Motor development: Fine motor development through activities such as beading, pegboards, and puzzles and large muscle development through running, jumping, balancing activities etc.
Creativity and aesthetic appreciation: Creative drama, cultural activities, field trips etc. The programme should be relevant to individual and societal needs. The age demarcations are indicative and activities have to be planned according to the developmental level of the children.
Lise Elliot in her path-breaking book, What’s Going On In There? says, “The brain is without doubt our most fascinating organ. Parents, educators, and society as a whole have a tremendous power to shape the wrinkly universe inside each child's head, and, with it, the kind of person he or she will turn out to be. We owe it to our children to help them grow the best brains possible.” (L Eliot (1999)
About the author:
Dr Swati Popat Vats is the founder President of Early Childhood Association India. As President of Podar Education Network, she leads over 350 preschools and Daycares as founder Director of Podar Jumbo Kids. She is also National representative for the World Forum Foundation. She is Nursery Director of Little Wonders Nursery (UAE) that has branches in Jumeirah and Sharjah. She has received many accolades and awards for her contribution to Early Childhood Education and has been conferred the Fellowship of Honor from the New Zealand Tertiary College.
She was the founder consultant for the Euro Kids preschool project in India and helped set up TATASKY’s children’s television activity channel- ACTVE WHIZKIDS. She is the founder expert on the world’s first video based parenting website www.born-smart.com that helps parents understand and nurture brain development in the first 1000 days. Swati has coined the term ‘Kiducation’ for early childhood teachers and parents to help them understand that young children need education from the point of view of their development.
In her career spanning over 32 years, Swati has authored many books for parents and children and is a strong advocate of nature based learning in the early years and promotes brain research based teaching and parenting in her workshops across the globe. Swati tweets and blogs on education and parenting and can be followed on @swatipopat or www.kiducationswatipvats.blogspot.in
When we think of school learning, the first things that come to mind are math equations, science experiments, history timelines, and grammar rules. But education isn’t only about academic skills—it’s also about preparing students for life. This is where Social-Emotional Learning (SEL) steps in, transforming classrooms into spaces that nurture not just minds, but hearts.
What is Social-Emotional Learning?
Social-Emotional Learning is the process through which students acquire and apply skills to:
- Understand and manage emotions
- Build healthy relationships
- Show empathy for others
- Make responsible decisions
- Set and achieve positive goals
In simpler terms, SEL is about helping students become self-aware, emotionally intelligent, and socially responsible.
Why Should SEL Be Part of the Curriculum?
For decades, education focused on the “3 Rs” – reading, writing, and arithmetic. Today, we know that EQ (Emotional Quotient) can be just as important as IQ. Studies show that integrating SEL into the curriculum leads to:
- Improved academic performance
- Reduced stress and anxiety
- Fewer behavioural issues
- Stronger peer relationships
- Better conflict-resolution skills
A student who learns how to manage frustration or work well in a team is more likely to thrive both inside and outside the classroom.
How SEL Fits into Different Subjects
- Language and Literature – Discussing characters’ feelings in a story builds empathy and perspective-taking.
- Science – Group experiments encourage collaboration and respectful communication.
- Mathematics – Problem-solving in pairs or teams fosters patience and perseverance.
- Social Studies – Exploring diverse cultures promotes acceptance and respect.
Practical Ways to Embed SEL into Curriculum
- Morning check-ins: A quick emotional “temperature check” helps teachers understand students’ moods.
- Role-play activities: Encourage students to act out scenarios that require empathy or problem-solving.
- Collaborative projects: Promote teamwork, negotiation, and leadership skills.
- Mindfulness breaks: Simple breathing exercises can improve focus and emotional balance.
When SEL is woven into lesson plans, we move from an education system that simply imparts knowledge to one that shapes compassionate, resilient, and adaptable individuals. In a world that is constantly changing, these life skills are not optional—they are essential.
Final Sum-Up
Social-Emotional Learning doesn’t replace academic learning; it enriches it. By combining books with empathy, logic with kindness, and grades with grit, we can prepare students not just for exams, but for life.
This article is authored by-
Ranjith P C, Head- Curriculum Excellence, TVS Education
Education is the wellspring of civilization. It begets arts, culture, sciences, and polity to create a society oriented towards discovery and development. Through the ages, education has evolved to meet the needs of the times, and presently, it has reached an inflection point. The inexorable advancement of technology, abundance of information, pressing societal challenges and climate crisis have compelled educators to re-imagine education for the 21st century.
With the rapid prevalence of generative artificial intelligence, the question rightly being asked is: “What should we teach children when almost all answers can be readily had from AI?” The education of tomorrow would reward critical thinking over knowledge. That is what our focus and onus as educators should be. Children, being the digital natives, are more inclined to leverage the full potential of technology. It is up to us to help them realize and understand that AI should augment – not replace – HI (human intelligence). To think critically, to understand, to create and innovate should always be the preserve of humans. The ‘human-first, tech forward’ approach should become the cornerstone of education, going ahead.
An equal focus has to be on building skills, values and attitudes to address the most pressing problems of the world today. The World Economic Forum’s Education 4.0 framework underscores the importance of nurturing global citizenship, environmental stewardship, growth mindset, adaptability, civic responsibility, socio-emotional awareness, empathy, and kindness. The challenge is to find ways to model these into learners’ personality, traits and behaviours.
Re-designing curricula, taking learning beyond classrooms, and reforming assessments could be the answer. Marks and grades can only be one of the benchmarks of learning. Time has come for us to consider skill-based and value-based assessments to reflect a learner’s competence and character. Here, the National Education Policy 2020 – with its progressive vision – can be the guiding compass to steer us towards a more holistic and value-driven paradigm of learning. Institutions should also harness technology to create personalized learning pathways to meet the unique needs of each student.
None of this transformation would be possible without more empowered and enlightened teachers. Progressive institutions are already taking a lead in continuous professional development of their teachers and staff. On their part, teachers will have to be open to unlearn and relearn, upskill and reskill to stay abreast of the new pedagogies and technology. They should be adept in delivering personalized learning using data-driven insights and adapt to the new role of facilitators in an ecosystem where student agency is growing increasingly assertive. Schools must actively engage with parents and students to help them understand the need to look beyond grades. Parents must be informed of the changing jobs market and the importance of building durable skills.
Reforms and initiatives are also required at the policy level to attract private capital into an education landscape where private schools are outnumbered by government schools but cater to about half of the total 24.8 crore school-going student population. The potential of public-private partnerships should also be explored to elevate the quality of education in government schools. Digital infrastructure across the nation has to be strengthened to make learning accessible to the last child in the remotest of places. Creation and dissemination of multi-lingual content will enhance inclusivity of learning in the new Bharat.
Today, the education fraternity, governments, and parents need to collaborate to facilitate this transition into Education 4.0. We need to re-envision education as a human development endeavor to create a sustainable future wherein prosperity goes hand-in-hand with people and the planet. Right intentions need to be followed with earnest action. The future will be India’s to claim.
This article is authored by-
Shishir Jaipuria, Chairman, Seth Anandram Jaipuria Group of Educational Institutions
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)
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
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.
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.)
We often talk about how AI is transforming education, but are we talking enough about what it’s quietly taking away?
CREATIVITY
As Sir Ken Robinson often reminded us,“Creativity is as important as literacy.”
And yet, in a system so focused on marks, rubrics, and outcomes,creativity is often the first thing we sacrifice.
Bloom’s Taxonomy places Creating right at the top,but in many classrooms today, it feels like AI has reached that level faster than our students have.While children are still figuring out sentence structure and grammar, AI is already generating poems, paintings, and polished presentations with a single click.
Which brings us to a deeply uncomfortable question:
What happens when AI starts to “create”?
And more importantly—what happens when our students stop?
Today’s AI isn’t truly creative.It mimics. It reuses. It draws from patterns and reproduces what’s already been done.And if we don’t pause now to protect what’s uniquely human,we risk raising a generation of students who know how to use tools,but don’t know how to think.
Everything’s Starting to Look the Same
I’ve seen it. You’ve probably seen it too.
Creative writing tasks that sound strangely uniform.Artwork that feels formulaic.Presentations that are polished, yes, but empty.AI has democratised access to intelligence,but in doing so, it has started to flatten creativity.We’re now at a point where students are outsourcing not just answers,but imagination.
But true creativity cannot be prompted.It’s messy. It’s emotional. It’s born out of thinking, feeling, failing, and trying again. It lives in how we interpret the world. In how we care. In how we connect.
How Can We Bring Creativity Back?
We need to bring back the building blocks of creativity.
READ
Let students read more deeply,not just skim or summarise.Let them feel what’s in the pages, get lost in ideas, debate their favourite character in a book or movie, and form their own emotional connections.
EXPERIENTIAL LEARNING
Let’s re-focus on learning through doing,projects, fieldwork, play, nature, making mistakes, working with hands, collaborating, and reflecting.It’s in these non-linear, real-world experiences that creativity quietly blooms.
FINDING THE PURPOSE
We need to pause and ask: What is this child truly passionate about?
It could be animals, gardening, football, art—anything that sparks joy and curiosity.
Once we discover that passion, we can connect learning to it.
Let’s not just ask what they’re reading, but why they’re reading it.
What inspires them? How can that interest help them solve real-world problems?
That’s when learning becomes meaningful,and creativity starts to flow with purpose.
Because by the time they grow up,the world won’t just need people who can use AI – It will need people who can imagine what AI cannot.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
Every June, rainbow flags go up, corporate logos get a splash of colour, and the words Pride Month fill our timelines. But behind this month-long celebration lies something far deeper — an entire universe of history, identity, and stories that often remain outside the margins of our textbooks, especially here in India.
When we talk about queer histories, most people quickly say: Pride is an American concept. And yes, the Stonewall Riots of 1969 are often marked as the start of the modern LGBTQIA+ rights movement. But to believe that queer identities only exist where the parades happen is both lazy and inaccurate. Because if you look carefully — at temple walls, ancient texts, and folklore — you’ll find that India, too, has always had queer stories. We’ve just failed to write them down as part of our “official” history.
Take Mahabharat — where Shikhandi, a warrior born as a woman but raised as a man, plays a crucial role in Bhishma’s death. Or Brihannala, Arjuna’s year-long identity as a eunuch. Look at Khajuraho or Konark temples — where fluid sexual depictions exist without judgement. Even Mughal records speak softly of same-sex companionship. Yet none of these ever made it to our history chapters. Why? Because of historiography — the selective way in which history gets written, where lived experiences are often filtered through political, cultural or moral lenses. What we’re left with is history that’s comfortable — not always complete.
But while adults debate culture wars, there’s a rising generation of Indian teens who are quietly asking braver questions. More kids today — some as young as 12 or 13 — are exploring their gender identities, sexual orientations, or even just the vocabulary to describe what they feel. And many of them don’t know who to turn to. Some are scared of being mocked by peers. Others fear judgement from family. Teachers, too, often don’t have the training or language to guide them. The result? Stories like Aarvey Malhotra’s — a young boy who couldn’t bear the bullying he faced for his gender expression — remind us how deadly this silence can be.
Arvey Malhotra with his mother Aarti Malhotra
So where can these kids turn? Sometimes, the safest place to meet yourself is inside a book.
Here’s a small, carefully chosen list of books (curated with the help of AI) that may help teens (13+) begin that journey of understanding — about themselves or others:
1. Beyond the Gender Binary by Alok Vaid-Menon
Written by a gender non-conforming writer of Indian origin, this is a short, deeply accessible introduction to gender fluidity.
2. The Boy & The Bindi by Vivek Shraya (Illustrated by Rajni Perera)
While more suitable for slightly younger kids, this beautifully illustrated book helps children embrace non-conformity and Indian culture together.
3. Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders
An excellent way to understand where the modern pride movement began, told through the story of the Pride flag’s creation.
4. Gender Identity: Beyond Pronouns and Bathrooms by Maria Cook
Written for teens, this breaks down gender identity, expression, dysphoria and non-binary identities in simple, compassionate language.
5. The Queer Hindu: A Spiritual Perspective by Devdutt Pattanaik (Selected Essays)
While not strictly a children’s book, certain essays by Pattanaik can open doors for older teens who wish to explore how queerness exists within Indic traditions.
6.Pet by Akwaeke Emezi
A young-adult novel that tackles identity, family, and justice in a tender, imaginative way by a non-binary author.
7. When Aidan Became a Brother by Kyle Lukoff
For kids exploring trans experiences, this picture book offers a gentle, positive portrayal of gender transition.
(Book covers- Amazon.in, Goodreads)
So why does Pride matter in schools?
This isn’t about imposing ideologies — it’s about offering answers to kids who are already asking. And if we want fewer kids like Aarvey to feel alone, confused, or ashamed, we need to stop treating gender and sexuality like topics too complicated for them to understand. They’re not. What they need are trusted spaces, the right words, and adults who listen without first judging.
After all, education was always meant to make us more human — and queerness, in all its forms, is part of that humanity.
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