Knowledge

Neurodiversity: The Future of Special Education?

If we want to use the most effective approaches with kids—and draw on new research about the brain—special education needs to change its approach.

Published

5 years ago

April 1, 2020

Thomas Armstrong

April 2017 | Volume 74 | Number 7

Differences, Not Disabilities Pages 10-16

Special education needs to change. For too long it has traveled on its own track parallel with the regular education track, carting along its own tests, programs, and terminology. For too long it's been weighed down by a history emphasizing deficit, disorder, and dysfunction, ranging all the way from Henry Goddard's creation of the "moron" in 1910 (Gould, 1996) to current formulations such as disruptive mood dysregulation disorder (now included in the DSM-5) and a proposed variation on an ADHD diagnosis called sluggish cognitive tempo (not yet added). Even as regular education has opened up to new ways of thinking about brain-based learning, neuroplasticity, a growth mindset, and other innovations, special education has too often remained insular, holding fast to its diagnostic categories, instructional objectives, proprietary learning systems, and remedial and corrective methods.

At some point, the field of special education needs to rid itself of its negative baggage and embrace a more progressive way of educating students who learn differently. The concept of neurodiversity provides the catalyst for such a change.

The Neurodiversity Revolution

Coined in the early 1990s by journalist Harvey Blume and Australian autism activist Judy Singer, the term neurodiversity can be defined as an understanding that neurological differences are to be honored and respected just like any other human variation, including diversity in race, ethnicity, gender identity, religion, sexual orientation, and so on. In the past 10 years, neurodiversity has emerged into international prominence through university programs such as the College of William & Mary's Neurodiversity Initiative and the London School of Economics's Dyslexia and Neurodiversity program, which seek to provide broader acceptance of neurodiversity on campus and to support neurodiverse students in creating positive niches for themselves at school. There have also been efforts to integrate neurodiversity into the workplace through conferences (such as one sponsored by Microsoft on Neurodiversity in the High Tech Workplace) and job initiatives to bring more people diagnosed with autism spectrum disorder and other diversities into the computer industry (Higgenbottom, 2016). Neurodiversity is popping up in media coverage in such venues as The New York Times, PBS, and Wired and in many academic papers, books, and projects. Although many neurodiversity advocates focus their efforts specifically on autism spectrum disorder (ASD), increasingly the concept is being applied to other disability categories, including learning disabilities, ADD/ADHD, intellectual disability, and social and emotional disorders (Armstrong, 2011, 2012).

How Neurodiversity Differs from Current Special Ed Approaches

A neurodiversity-based approach to special education differs in many ways from the special education system currently operating in most schools. Figure 1 summarizes these differences—some theoretical and some more practical. Let's look at a few of the differences that have the most powerful implications.

Theoretical Foundations

Conventional special education views disability categories—such as ADHD, dyslexia, and autism—as having an organic basis, usually involving some combination of biological, neurological, and genetic causes. This orientation draws from theories related to genetics and neurobiology.

Neurodiversity advocates, on the other hand, offer a more nuanced and complex approach to the origins of these conditions, focusing, for example, on the evolutionary advantages of particular disability categories as a way of explaining why the genes for certain diagnoses are still in the gene pool (for instance, see Harpending & Cochran, 2002, on how ADHD symptoms might have been adaptive to hunting and gathering societies).

Neurodiversity also places greater emphasis on the social and ecological dimensions of diagnostic labels by examining how a person may be disabled in certain contexts but not in others. For example, a person with autism spectrum disorder may function at a level surpassing a typically developing individual when working at a job that capitalizes on the ability to discover tiny errors in computer code, as has happened with employees at the Danish software company Specialisterne (Henry, 2015).

A practical outcome of this perspective is that the role of the neurodiversity-oriented special educator becomes less one of correcting errors, remediating deficits, and teaching instructional objectives and more one of creating environments within which neurodiverse students can thrive. I've termed this process positive niche construction (Armstrong, 2012).

A Focus on Strengths versus Deficits

The biggest practical difference between special education as it's currently practiced and the neurodiversity-based approach is the way in which educators emphasize either deficits or strengths. Although special educators are certainly taught to look for students' strengths, the actual infrastructure of special education doesn't provide them with much in the way of formal or informal instruments, methods, protocols, or procedures for assessing their students' strengths. The one place in special education that has done a relatively good job of this is the field of gifted and talented education, but I can't emphasize enough that these procedures need to be available for all students with special needs.

The diagnostic instruments used in most special education systems today are designed primarily to diagnose disabilities and pinpoint ways of remediating student deficits. The neurodiversity-based approach, by contrast, aims to make use of the emerging literature on the strengths of special education populations (see, for example, Mottron, 2011; Diehl et al., 2014) and focuses primarily on assessing strengths, talents, abilities, and interests.

Figure 1. A Tale of Two Special Education Paradigms

	Elements of Deficit-Based Special Education	Elements of Strengths-Based Special Education (Grounded in Neurodiversity)
Focus	Disability	Diversity
Assessment methods	Testing to detect deficits, disorders, and dysfunctions	Assessing strengths and challenges
Instructional approaches	Remediating weaknesses	Building on strengths and using them to overcome challenges
Theoretical foundations	Genetics, neurobiology	Evolutionary psychobiology, social and ecological theory
View of the brains of students with special needs	In many cases, the brain is seen as damaged, dysfunctional, or disordered	Part of the natural human variation of all human brains
Program goals	Meeting instructional objectives	Developing human potential
Student goal	Learning to live with your disability	Learning to maximize your strengths and minimize your weaknesses
Student self-awareness	Explaining students' disabilities to them using machine-based metaphors	Helping students value their diverse brains using growth mindset, neuroplasticity, and "brain forest" metaphors

Along with the typical deficit-focused diagnostic assessments, a neurodiversity-trained special educator must be familiar with a wide range of strength-based approaches to discovering abilities in their students. For example, a teacher might use assessments associated with asset models like the VIA Character Strengths and Virtues, Dunn and Dunn Learning Style Assessments, Search Institute's 40 Developmental Assets, Gallup's StrengthsFinder, the Torrance Test of Creative Thinking, the Multiple Intelligences Diagnostic Assessment Scales, or the Baron-Welsh Art Scale. He or she might tap informal assessment methods to gain additional information about student strengths, including rough-and-ready inventories such as my 165-item Neurodiversity Strengths Checklist (Armstrong, 2012), "strengths chats," (Epstein, 2008), and motivational interviewing (Sheldon, 2010).

A neurodiversity-oriented approach would focus more attention on using the information gained from such assessments to help build on learners' strengths and to help students use their assets to tackle their social, emotional, cognitive, and academic challenges. Whereas traditional special educators often seek to teach students how to "live with their disability," both the theory and practice of a neurodiversity-based approach would emphasize helping students learn to maximize their strengths and minimize their weaknesses.

For example, an educator might encourage a student diagnosed with autism spectrum disorder who has an intense interest in a particular topic (a feature common to many individuals diagnosed with ASD) to develop that interest through project-based learning, group sharing, and other experiential approaches (Kluth & Schwarz, 2008).

The Role of Workarounds

A key strategic component of this new approach is what I call workarounds, ways in which students can manage assignments and other academic and non-academic challenges without letting their disabilities get in the way. For example, special educators could guide students who have trouble getting their ideas down on the page because of handwriting difficulties, dysorthographia, or dysgraphia to use speech-to-text software like Dragon NaturallySpeaking or Windows Speech Recognition. Similarly, wheelchair users can use virtual reality applications such as Google Cardboard and Oculus Rift to gain access to experiences that might otherwise be closed to them (like exploring the inside of a cave or examining underwater coral sea life). Students diagnosed with ADHD who have difficulty concentrating on their work but do better when they can move around and fidget would be able to use ergonomic "wiggle furniture," such as stability balls, bouncy bands, or standing desks.

These strategies and tools are already employed in some special education programs, but their use in this new neurodiversity-based approach to special education would be expanded and seen as fundamental to most students' Individualized Education Plans.

How We Talk to Kids: Machines or "Brain Forests?"

Similarly, rather than "teaching students about their disorders," a neurodiversity-based approach would teach them about the value of human variation and neurological diversity. Educators would teach students about how the human brain—and their brain—works, how the environment shapes brain structure and function (neuroplasticity), how brain power can be used to its maximum, and how a growth mindset improves performance. Students would be given tools and tips to help them actualize their brain's fullest potential.

An emerging theory about the brain that's particularly appropriate in helping students understand their neurological differences is Nobel Prize-winning biologist Gerald Edelman's model of the brain as an ecosystem (1994). I like to use the term brain forest as a metaphor students will understand and appreciate more readily than many of the machine-based metaphors used in conventional special education materials. (For example, in Galvin, 2001, the ADHD student's brain is compared to the engine of a car that runs too fast.) The problem with using "machine" metaphors to talk about the brain is that it's easy to fall into a dichotomy of "it's either working or it's broken." This practice is not too far away from cultural insults like "his elevator doesn't go to the top floor." A brain-forest metaphor, on the other hand, allows us to speak to students about the beauty of diversity, about how nutrients grow plants in the brain forest, and about the resilience of the brain forest to regrow itself even after suffering substantial damage.

Benefits of Transformation

There are clear benefits to moving ahead with a neurodiversity-based approach to special education as opposed to staying with our current model. Perhaps the most important outcome would be a change in the expectations of those involved in the special education system—most important, the expectations of students themselves, but also those of teachers, administrators, support personnel, and family members. The literature on expectations and the influence of words and labels on our attitudes and behaviors show clearly that positive expectations improve academic outcomes (see, for example, Rubie-Davies & Rosenthal, 2016). Similarly, students are less likely to be bullied in school if they're perceived in a more positive way by their peers (Swearer, et al., 2010). In addition, the seamless inclusion of neurodiverse students into regular classrooms is more likely to succeed if regular classroom teachers see students entering their classes as assets rather than burdens.

I also believe that a system that regards students with special needs primarily in terms of their assets and contributions is more in tune with 21st-century views of respecting diversity and giving all students a chance to contribute something of value to society. Such a system aligns more closely with society's emphasis on equity and with not singling some students out on the basis of their weaknesses, but rather giving them the same opportunities to succeed as anyone else.

Potential Roadblocks

Formidable challenges stand in the way of implementing this forward-looking approach to special education. Perhaps the most fundamental obstacle is the fear by many special educators and parents that portraying a student with special needs primarily in a positive light rather than in terms of that student's "disability" would threaten the very foundations of special education itself. Special educators—and parents—have fought with great energy and courage over the past several decades to ensure that the needs of their kids are recognized and served. The focus on disability has functioned as a rallying cry for many advocacy organizations. So to suddenly stop and say, "These kids should be seen primarily in terms of their strengths and abilities" risks a reaction from legislators and the heads of funding organizations, who might think, "So why do these kids need special services?"

This is a legitimate concern. The answer lies in establishing clear boundaries between actions designed to protect the availability of special services for students with special needs (essentially using disability categories as a means for obtaining services) and actions designed to provide neurodiverse students with cutting-edge approaches to learning and human development (strength-based learning, inclusion, and other innovations) that will help them develop their full potential. In other words, use the disability laws to get them services, but then discard the "disability mindset" and use strength-based learning and other positive innovations. This latter goal should be seen as both the theoretical and pragmatic core of special education practices.

A second potential roadblock to this approach is the concern of many parents and educators that without the constant push of traditional special education programs to remediate weaknesses, students with special needs would fail to meet the increasingly rigorous academic demands of today's accountability-focused educational realities. People who care about these students worry that they would be at risk of falling far behind their typically developing peers.

This fear of "falling behind" is really an indictment of the "one-size-fits-all" mentality plaguing our current educational climate, but is nevertheless a real concern. One practical response to this problem lies in what I'd like to call guerilla special education. This describes the process of using the letter of the law to justify using practices that will lead to optimal learning for neurodiverse kids—practices that are in the spirit of truly educating them with strength-based approaches.

For example, Common Core State Standard W.4.3, a writing objective for 4th graders, states, "Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences." Neurodiversity/strength-based special educators would be trained to help students meet this standard using their gifts and interests. An educator might allow a boy who draws beautifully to create a comic strip, encourage a girl with a gift for dramatics to write a short play, or have a student with strong oral skills but weak writing ability use speech-to-text software to craft his story.

Similarly, in writing IEPs, neurodiversity-based educators would be trained to incorporate strengths into each objective. For example, if Jason has highly developed three-dimensional thinking abilities and some difficulty with reading, instead of his IEP reading "By March, when discussing a story, Jason will answer 4 out of 10 'why' and 'how' questions in a mixed question probe," it might be written in a more strength-based manner: "By March, when discussing a story, Jason will answer 4 out of 10 'why' and 'how' questions in reference to a preferred activity or product, such as a three-dimensional structure he has built."

Setting Change in Motion

Finally, there is the question of how to practically bring about this type of neurodiversity revolution in special education. There are several positive initial steps we might take.

First, school districts that have existing programs, departments, or offices devoted to inclusion, diversity, or equity (such as the Springfield Public Schools in Missouri and the Clark County School System in Nevada) can begin to liaise with their departments of special education to integrate the values of neurodiversity in helping students with special needs succeed. One way to begin might involve setting up a schoolwide "Neurodiversity Fair," where both typically developing kids and kids with various learning differences would showcase their gifts and strengths through art, plays, musical performances, sports, and other creative channels. Another strategy might be to create a classroom curriculum on the importance of diversity (in general) and neurodiversity (in particular) for creating positive changes in the world.

In addition, districts can create a "neurodiversity coordinator" role within their departments of special education. Ideally, the coordinator would be someone who has completed a thesis or dissertation on the strengths of people with a specific learning difference or on some aspect of neurodiversity. The coordinator should be familiar with the strength-based literature on kids with special needs (see notes sections of Armstrong 2011, 2012 for a good start) and competent in administering strength-based assessments. This person could advise regular and special education teachers on how to create strength-based instructional strategies for neurodiverse students and provide professional development to the district's teachers.

Finally, special educators themselves could establish study groups, conduct action research, and do an individualized study of neurodiversity using the growing body of information available in the field, effecting change from the grassroots up.

Although there would be significant challenges involved in bringing about this change, the benefits would be many. We owe it to our neurodiverse students to give them the best, most innovative ideas education has to offer.

References:

Armstrong, T. (2011). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Cambridge, MA: DaCapo/Perseus.
Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. Alexandria, VA: ASCD.
Diehl, J. D., Frost, S. J., Sherman, G., Mencl, W. E., Kurian, A., Molfese, P., et. al. (2014). Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. Neuroimage, 101, 653–666.
Edelman, G. M. (1994). Bright air, brilliant fire. New York: Penguin.
Epstein, M. H. (2008, February). Strength-based assessment. Slides presented at the 21st Annual RTC Conference, Tampa, Florida. Retrieved from http://rtckids.fmhi.usf.edu/rtcconference/handouts/pdf/21/Workshop%2005/Epstein.pdf
Galvin, M. R. (2001). Otto learns about his medicine: A story about medication for children with ADHD. Washington, DC: Magination Press.
Gould, S. J. (1996). The mismeasure of man. New York: W.W. Norton.
Harpending, H., & Cochran, G. (2002), In our genes. Proceedings of the National Academy of Sciences, 99(1), 10–12.
Henry, Z. (2015, May 21). How a Danish company is helping people with autism get jobs in IT and tech. Slate. Retrieved from http://slate.me/1Rkeww5
Higgenbottom, K. (2016, October 23). Organizations reaping the benefits of neurodiverse employees. Forbes. Retrieved from www.forbes.com/sites/karenhigginbottom/2016/10/23/organizations-reaping-the-benefits-of-neurodiverse-employees
Kluth, P., & Schwarz, P. (2008). Just give him the whale! 20 ways to use fascinations, areas of expertise, and strengths to support students with autism. Baltimore, MD: Brooks Publishing.
Mottron, L. (2011, November 3). Changing perceptions: The power of autism. Nature, 479, 33–35.
Rubie-Davies, C. M., & Rosenthal, R. (2016, August). Intervening in teachers' expectations: A random effects meta-analytic approach to examining the effectiveness of an intervention. Learning and Individual Differences, 50, 83–92.
Sheldon, L. A. (2010, Fall). Using motivational interviewing to help your students. Thought & Action, 153–158. Retrieved from www.nea.org/assets/img/PubThoughtAndAction/Sheldon.pdf
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 38(1), 38–47.

Endnotes:

An excellent children's book on neuroplasticity is Your Fantastic Elastic Brain by JoAnn Deak (Little Pickle Press, 2010).
My own doctoral dissertation, published in 1987, was on the strengths of children diagnosed with learning disabilities and is available through University Microfilms International in Ann Arbor, Michigan, 48(08A).

Thomas Armstrong (www.institute4learning.com) is an educator who presents internationally on education and is the author of 16 books translated into 26 languages. His most recent book is The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students (ASCD, 2016).

© 2017 by ASCD. Reproduced with permission. All rights reserved. No further distribution or display of this article is allowed without the written permission of ASCD. Learn more about ASCD at www.ascd.org.

This article first published here.

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Math Meets Machine: How AI Is Revolutionising Classroom Learning

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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.

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Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms

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Nirvaan Birla, Founder, Birla Open Minds urges a rethink on social media in classrooms

What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.

For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.

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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.

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Teaching Privilege: Why It Belongs in Every Classroom

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Why students must learn to recognise privilege in school—and how that awareness can build empathy, not guilt. (Representational AI Image)

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.

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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.

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India Plans Unified Higher Education Regulator: What the HECI Bill Means

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India proposes HECI to subsume UGC/AICTE/NCTE, promising unified standards for higher education

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.

Why Replace UGC, AICTE & NCTE?

The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.

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According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:

Regulation (NHERC) – compliance and governance
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This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.

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Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
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Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
Global alignment: Can enhance India’s appeal with international quality frameworks.

Risks & Concerns

Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.

Global Inspiration & Way Forward

Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.

In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.

This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.

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Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

Published

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Team ScooNews

Multi-pronged measures were being rolled out to address the crisis, including psychological support for students, teachers, and families.

In a sobering update shared in the Lok Sabha, Union Minister of State for Education, Sukanta Majumdar, revealed that student suicides constituted 7.6% of all suicide cases reported in India in 2022. While marginally lower than the figures in 2021 (8.0%) and 2020 (8.2%), the data underlines an ongoing mental health crisis among the nation’s youth.

The statistics were drawn from the Accidental Deaths and Suicides in India (ADSI) report published by the National Crime Records Bureau (NCRB), as per the minister’s written response in Parliament.

Recognising the urgency of the matter, the Centre has ramped up efforts to address student mental health through a multi-pronged strategy. This includes psychological support not only for students but also for educators and families, aiming to create a more holistic safety net within the education system.

As reported by The Indian Express, Minister Majumdar highlighted the Ministry of Education’s Manodarpan initiative, which has reached lakhs of students across India through tele-counselling, webinars, and live interactions. Parallel efforts under the Ministry of Health and Family Welfare’s District Mental Health Programme (DMHP) now cover 767 districts, offering suicide prevention services and life skills training in schools and colleges.

Adding to this, the University Grants Commission (UGC) has issued advisories to higher education institutions urging them to prioritise student welfare, fitness, and emotional well-being. Institutions like IIT Madras, IIT Delhi, and IIT Guwahati have started conducting resilience-building and stress management workshops under the Malaviya Mission Teacher Training Programme.

Addressing addiction among youth, the Centre has also intensified anti-drug campaigns to accompany its mental health outreach.

Separately, the Ministry of Education is in the process of drafting legislation to establish the Higher Education Commission of India (HECI), aiming to unify regulation under a single authority. The new body will replace existing agencies like the UGC, AICTE, and NCTE, aligning with the NEP 2020 vision of a “light but tight” governance framework that promotes autonomy, innovation, and accountability.

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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.

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Education

Design and the Future of Learning: How Architecture is Shaping Next-Gen Schools

Published

2 months ago

July 8, 2025

Vinod and Ranju Singhi

Schools Undergoing Change in India
Schools in India are undergoing a major transformation. Teaching methods are evolving, and schools must meet rising expectations from students, parents, and educators. The National Education Policy (NEP) 2020 has introduced a fresh approach to learning, making it essential for new schools to be designed with these ideas in mind. Older campuses also need thoughtful upgrades and renovations to keep pace.

Schools must adapt to stay relevant in the years ahead. Designing flexible, future-ready spaces is no longer optional, it is vital for creating learning environments that will serve new generations for decades to come.

Experiential Learning
Experiential learning is reshaping education by focusing on hands-on, experience-based learning. It encourages students to take part in activities, real-world problem-solving, and interactive projects that spark curiosity and innovation. Collaboration is central — students work together to tackle challenges, share ideas, and find solutions. This approach deepens understanding and builds teamwork and communication skills needed for future work.

The Importance of Collaboration
Creating spaces that foster experiential learning, enhance engagement, and build critical thinking is essential. Collaborative spaces are a core part of modern school design. They encourage active learning and help students grasp concepts in a deep and meaningful way. By fostering collaboration, schools enable students to develop the skills necessary for success in a rapidly changing world.

Evolving Traditional Classrooms
Traditional classrooms are changing fast. The old rows of desks facing the teacher are giving way to flexible layouts that support different ways of learning. Today’s classrooms can easily switch between standard seating for lectures, conference-style setups for group work, seminar formats for presentations, or campfire circles for open discussions.

Good spatial design plays a big role in building critical thinking and problem-solving skills. A well-designed classroom makes it easy to rearrange furniture for each activity, helping students engage more, think creatively, and learn better together. Studies show students are more motivated and focused in classrooms that adapt to different teaching styles and make learning more interactive.

Spatial Design to Encourage Collaboration
Classrooms with movable furniture allow easy reconfiguration for group work, individual study, or interactive discussions. Flexibility is crucial in modern school design, with modular furniture, movable walls, and multipurpose rooms adapting to different needs. Removing long corridors and creating learning commons with classrooms around them is another innovative approach. Classrooms can open into these commons using sliding or folding partitions, creating a cohesive learning environment. Combining classrooms allows teachers to teach multiple groups together,
building a sense of community.

Breakout spaces offer small areas for group discussions, brainstorming, or quiet study, with comfortable seating and whiteboards. Makerspaces equipped with tools and materials foster innovation and hands-on learning by allowing students to apply theory in practice. Outdoor learning areas like gardens or amphitheaters add variety and encourage creativity. Technology-integrated spaces with interactive whiteboards and projectors enhance collaboration by making it easy for students to work together and share ideas. Learning pods provide semi-private spots for group work or individual study. Transparent walls and large windows create openness and bring in natural light, inspiring students to stay engaged.

Designing for well-being & Inclusion
Natural light, vibrant colours, and good acoustics make learning spaces more engaging. Inclusivity is essential so that diverse needs and abilities are accommodated, ensuring all students can succeed. Cross ventilation, thermal comfort, and indoor air quality are equally important — they improve physical comfort and well-being, helping students focus better.

Creativity is also key in effective learning spaces. From preschools to K-12, classrooms should inspire imagination and encourage students to think beyond the ordinary. Thoughtful design elements help create environments where curiosity and innovation thrive.

Conclusion
The future of learning will continue to evolve, but well-designed spaces will always play a central role. As educators and designers, we have a unique responsibility to create environments that inspire curiosity, spark ideas, and
support every learner’s journey. By designing schools that are flexible, inclusive, and future-ready, we build not just better classrooms but a stronger foundation for generations to come.

This article is authored by Vinod and Ranju Singhi, the Co-Founders and Principal Architects of BASICS Architects.

Education

Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead

Published

2 months ago

June 26, 2025

Team ScooNews

Education Ministry panel to tackle dummy schools and curb overdependence on coaching centres.

In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.

The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.

Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.

Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.

Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.

Central Framework and Industry Oversight

In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.

The new panel’s mandate is broad. It will investigate:

The socio-academic reasons behind the rise of dummy schools
The misalignment between school curricula and competitive exams
The impact of coaching on student well-being and critical thinking
The need to promote alternate career pathways beyond engineering and medicine
Regulations around coaching advertisements and contract practices

A National Rethink on the Purpose of Schooling

Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.

As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.

Education

How to Win Back Wandering Minds: Post-Summer Edition

Published

2 months ago

June 24, 2025

Renu Sharma

(Image Source: Envato Elements)

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

Education

Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move

Published

2 months ago

June 24, 2025

Team ScooNews

Assam makes room for silence: Sign Language joins Higher Secondary curriculum (Image credit: @thebetterindia)

The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.

Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.

“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.

According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.

Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.

The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.