Education
Education for life: Are you getting it?
MARIE D’SOUZA invited students to debate whether school education is really preparing them for life
From the outside, it might seem like the education system is doing a fine job but what do those within that very system feel? Is our education really helping students get to the point where they can learn on their own, as renowned philosopher Noam Chomsky put it? Besides teaching the basics, is it helping create the curiosity and the confidence to help a young person grow to – and beyond – his full potential? Is it preparing children for life?
ScooNews asked the students of G D Goenka World School, Gurugram, to ponder these questions. They responded enthusiastically about the subjects they find particularly useful and interesting at school, and also topics that are unnecessary in their opinion. More hearteningly, they opened up about the skills that schools should help develop for life beyond school, and how schools could go about doing it. Weighty topics, yes, but our future adults of a new world proved more than worthy of the challenge…
Daily tasks & survival
“School is a pathway for education, one of life's essentials and a school may be the most important part of a student's life. School is the one place where students learn to express themselves and their concerns. It is a platform that helps in making an individual the person he is. We as students think of school as a way of life, something important and necessary, something that is there to always teach and guide us.
In my opinion, one of the most useful subjects in school is science. The sciences are very important as they challenge us to question the way of the world, why is the Earth round? Why do we eat food? Why do we sleep? Why is water colourless? Why does it rain? They provide the logic behind the many things in the world.
Subjects like English and foreign languages increase our communication skills which is necessary in this fast-moving modern world which also requires skills like technology.
As a student, everyone thinks that there are a few things which are just not important. I think that is no such thing as an unnecessary topic or subject. Education and learning have no limit. All subjects are somewhat important in various aspects of life. Everything is taught for a reason. All subjects provide individual skill sets that we acquire in order to excel during different times in our lives.
Even though we learn a lot, there are still some skills that are needed by every individual, which are not taught in school. I feel that schools should teach us about daily tasks like household duties including cooking and cleaning, as these are important aspects of everyone's lives and teach us not to be dependent on others. We should be taught how to survive in the worst of the times and how to make the best of what we have. Overall, we should be taught patience and acceptance.
Life beyond school can be tough and challenging. Not everything is given just like that. We must fight and survive. We must be strong, not only physically but mentally as well. We should be able to communicate and stand up for what we believe in. We have to be quick thinkers and problem solvers in this contemporary and experienced world.
Ideally, students should be able to learn how to become independent individuals who are intellectual and have all the skills needed to live life to its absolute best and schools should teach us just the skills needed.”
Atufa Shabnum
Class 10
Need for life skills
“I particularly find Business and Economics useful as I wish to pursue a career in this field in the future. They help me understand the entrepreneurial world in depth, and I get a better understanding of what I enjoy doing and if I am suitable for this career. I find various topics in maths unnecessary as I don’t think I will ever have to use them in the real world. For example- Calculus.
I feel that schools should teach student life skills so that a student isn’t lost when he or she graduates from school and steps out in the real world. Life skills include abilities that’ll help us deal with the basic challenges of life in an efficient way. These include communication, as many students are shy and need to be motivated, making connections so that students aren’t lost because they won’t find the same environment to make friends like they do in school. We need to be taught how to be open minded and less judgemental because most of us are planning to go abroad for further studies, and we will come across people from various backgrounds. Various other life skills like self-control, focus and taking on challenges need to be taught as without taking risk nobody can move forward towards better change.
These skills can be taught to us by workshops, interactive sessions and a friendly relationship between teachers and students. That is vital in the motivation and growth of students as our teachers are our mentors and with a strong bond student will feel more comfortable and learn many different life skills our teachers already equip.”
Shreya Aggarwal
Class 12
Mandatory health management
“The literary analysis that English A Language & Literature students do in their course work helps build a meticulous understanding of the academic and non-academic material they read. IAs and EEs are miniature models that assist students in learning what research papers – a major part of higher studies would be like.
Speaking of unnecessary topics, letter writing doesn’t seem to be the most appropriate form of communication taught to students in the middle school. They must be taught email writing in today's technologically advancing world.
Mandatory classes on health management – outlining the importance of exercise, healthy diet and lifestyle, and environment sustainability – outlining the importance and ways of conserving our environment to have a flourishing eco-system, should be a part of the curriculum.
Stress management is one skill necessary for life beyond school as students may have to deal with larger amount of stress in life apart from the IB course work. Students should be taught about the best way they can regard people around them – be it a student-teacher, student-staff, student-parent or a peer relationship.
Students will best learn and adopt to these skills when taught with unconventional methods. A class having ‘discussion’ as the only mode of teaching with no examinations would keep students stress-free to concentrate better and will remain engaged in the best way.”
Vaibhav Sharma
Class 12
How to ‘adult’
“Whether or not schools prepare us, students, for the real world, is a long and hard debated topic and while both sides have valid points and this question also greatly depends on the board of school, here’s the perspective of a student:
School not only introduces to us academic learning but also encourages socialising and sports as well as activities that could turn into career pursuits. The one ‘activity’ that turned into academic learning and is now my main career option is visual arts. Visual arts gave me the capacity to express myself freely and became a method of communication minus any constraints. However, not every student is as fortunate as to pursue what they enjoy, being tied down by the monotonous – “But sports and arts is just a phase right? Don’t worry you’ll soon realise things about pursuing academics” and are stripped of their voices. And although you have subjects that allow you to communicate, calculate and introductions to business, science and the environment, the one thing I never learnt at school is what being independent and alone in foreign instances is like. Without a guardian to cook for you or maintain a budget, I’m afraid of reality, of having to go through it all alone. That is a skill I want to be taught at, at school. Not many schools include home sciences in their learning streams and even under home sciences, there is only so much we learn. In my opinion, school exposes us to a lot of aspects of life but the one aspect I’d love to be more prepared for is ‘how to adult’.”
Robotics & design technology
“I personally believe that biology, physics, computer science and mathematics are the most useful subjects in school as there are many upcoming career options related to these subjects. I find several topics related to Economics and English unnecessary as I don't plan to pursue them in the future. Topics which can catch a student's interest such as robotics and design and technology should be taught at school. Leadership, teamwork and communication skills should be developed in schools of today. These skills should be taught through practical sessions and experiences.”
Sumer Kaistha
Class 10
Science & washing dishes
“I like and am fascinated by sciences the most because they teach us a logic behind everything and tell us that there is an answer or a solution for everything. Like do you know why does the liquid inside the thermometer go up? Is it anti-gravity or magic? Well no its simply because the mercury inside the thermometer expands to the heat and hence rises. Now I know why it's more cool inland in the day near the coast and the opposite in the night, because of conventional current of air. When I learn such things, I am in awe of the science behind such small things. I don't feel any subject is unnecessary because they have been chosen by wise adults to teach some basic life skills and I respect that. I think some household chores should be taught as an activity in our schools like washing dishes or sweeping because these are the basic life skills that we need to survive and to be independent. I believe thinking out of the box should be taught or encouraged the most because that's what makes all of us unique and special. Thinking out of the box is not a lesson to be taught, it is an activity to be done to embrace our mind's intellect.”
S. L. Aditya
Class 10
Problem-solving & leadership skills
“In my opinion, only partially because schools promote competitions, there is no actual team effort because scores are a matter of pride for the students, without actually learning anything useful. Moreover, team building happens just as an exercise and not as a practice. I feel the simplest of tasks, should be given more importance. The subject that I find most useful is Global Perspectives. It gives you an insight as to what is happening in the real world, making you consider local, national and global impacts. Furthermore, it makes you realise the importance of an open-minded view. Knowledge in all facets is important, therefore I don't find any subject or topic irrelevant. The topics that should ideally be taught at school are life skills and self-help. The skills that we should be taught for life beyond school are problem-solving which could be taught by theatre acts, effective communication, probably could be taught by adventure sports, where you need to learn to work as a team. Leadership skills could be taught by making sure that each and every student is given leadership positions. Etiquette can be taught by organising a social gathering, where everybody has a role to play. Crisis management can be conducted by having drills for natural calamities and teaching basic life skills by presenting the students with hypothetical problems, so they can try and find solutions to it with the help of guides or teachers. All of these skills I feel equip the students with the knowledge and skills that they need, to be empowered individuals and responsible citizens.”
Nidhi K. R
Class 10
Communication, confidence, creativity
“In the modern world today, education plays a vital role in the society. Personally, I feel subjects such as global perspective and psychology are interesting and useful at the same time. Global perspective as a subject gives students the ability to be able to empathize with others, value diverse perspectives and cultures, understand how events around the world are interconnected, and solve problems that transcend borders. I personally enjoy lessons where speakers from different walks of life are called to interact with us and talk about their journey and experiences. In a time where there are endless number of careers that you can choose I don’t think there is any subject or topic that is unnecessary. I think the most important skill that should be taught to students in a classroom is to be fearless while speaking what they feel and to be able to accept others’ perspectives that may be different from their own. Young people need to understand how to communicate, compromise and share credit so that they can be a valuable and contributing member to projects. This can be taught in school by encouraging teamwork on some projects and assignments. Thinking out of the box is a skill that is not at all easy to develop. If the school would teach us this vital life skill, it would indeed help us to come up with new and improved ways to deal with problems and situations. There should also be some stress put on things like good manners, so that the we can grow up to become responsible and level-headed adults. James Truslow Adams once said – “There are obviously two kinds of educations. One should teach us how to make a living and the other how to live.”
Saloni Mohan
Class 10
As Delhi records its first major heatwave of the season with temperatures soaring beyond 40°C, schools across the capital are ramping up efforts to safeguard student health. Responding to a yellow alert issued by the India Meteorological Department (IMD), several schools have swiftly implemented precautionary measures to shield children from heat-related illnesses.
To minimise sun exposure, outdoor activities have been suspended after 10 a.m. in many institutions. Schools are also taking proactive steps to ensure hydration, offering traditional cooling beverages such as aam panna, buttermilk, lemonade, and wood apple sherbet within their premises. At ITL International School in Dwarka, Principal Sudha Acharya highlighted how students have been encouraged to carry infused water with cucumber and watermelon, with teachers even integrating cooling drink preparation into their practical lessons.
Tagore International School in East of Kailash has issued advisories to students and parents, recommending protective accessories like caps and umbrellas, and stressing the importance of not sending children to school on an empty stomach—a known risk factor for heatstroke. The school has moved all physical activities indoors to ensure student safety.
Sovereign School in Rohini has echoed similar caution. Chairperson RN Jindal confirmed that outdoor games are now limited to early mornings, while the infirmary is stocked with ORS, glucose, and essential medicines. Regular health checkups are being conducted for students with recurrent illnesses, and the institution is strictly following the guidelines issued by the Directorate of Education (DoE).
These guidelines, issued on March 27, directed schools to avoid afternoon assemblies, ensure proper hydration and ventilation, and promote awareness on protective measures such as wearing light cotton clothing and covering the head with a cloth, hat, or umbrella. Schools were also instructed to report any signs of heat exhaustion or illness to nearby health facilities immediately.
The IMD’s classification of a heatwave includes maximum temperatures of 40°C or more in the plains or 4.5 to 6.4 degrees above normal. With the rising mercury and health risks for children, Delhi schools are setting an important example in prioritising student well-being amid extreme weather conditions.
Source- PTI | India TV News
The Punjab government has launched a ₹2,000 crore campaign titled ‘Sikhiya Kranti’, aimed at upgrading infrastructure and basic amenities across nearly 12,000 government schools in the state. The 54-day campaign was officially launched on Monday by Chief Minister Bhagwant Mann, alongside former Delhi Deputy Chief Minister Manish Sisodia, at the School of Eminence in Nawanshahr.
As part of the initiative, government schools will be equipped with modern learning tools, clean drinking water, high-speed wireless internet, separate toilets for boys and girls, classroom furniture such as desks and chairs, and boundary walls to ensure safety and improved learning environments.
The campaign also includes a school mentorship programme, under which IAS and IPS officers will adopt government schools in rural areas. These officers will mentor students and guide schools in improving learning outcomes. The pilot phase of this initiative will cover 80 Schools of Eminence, with each officer assigned a school for a period of five years, regardless of their place of posting.
The state government has also been sending teachers for training at national and international institutions to upgrade their skills. This upskilling, according to officials, has contributed to a noticeable increase in student enrolment in government schools.
Manish Sisodia, speaking at the event, stated that the Punjab government is working to strengthen the education system by transforming schools and enabling students to pursue their aspirations. He noted that more than 12,000 schools in Punjab have already undergone transformation in the past three years.
Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.
Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.
Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.
Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.
Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff. Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.
And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”
In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.
Good Food = Good Mood
Move More, Sit Less
Rest to Feel Your Best
SIP, Don’t Skip
Mental Health Matters
In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.
The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.
Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”
But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.
When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners. Teachers make every other profession possible. You cannot take away their training and expect education to survive.
DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.
This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.
Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.
While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.
Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard.
We hope that while the world watches, it does not follow suit.
As schools across India reopen for the new academic year, parents are sounding the alarm over an alarming surge in school fees. A recent nationwide survey by LocalCircles has confirmed that private school fees have increased by 50–80% over the past three years—placing unprecedented financial pressure on middle and lower-income families.
The survey, which gathered responses from over 31,000 parents across 309 districts, revealed that 44% of parents reported a fee hike of 50–80%, with 8% stating that the increase exceeded 80%. In contrast, only 7% of parents felt their state government had effectively capped or regulated these hikes.
Despite widespread concern, only Tamil Nadu and Maharashtra currently regulate school fees, leaving parents in most states without protection from such steep increases. From Hyderabad to Delhi and Bengaluru, parents have protested hikes ranging from 10% to even 100%—especially in the pre-primary and early primary segments.
“Private education is becoming increasingly unaffordable. While the wealthy may manage, middle-class and low-income families are sacrificing basic needs or taking on debt just to keep their children in school,” said Sachin Taparia, founder of LocalCircles.
The survey also indicated a worrying drop in enrolment—with UDISE+ data showing a decline to 24.8 crore students in 2023–24, a fall of over one crore from previous years. Parents and education advocates are now calling for urgent government intervention and stronger fee regulatory mechanisms to ensure equitable access to quality education.
Education
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
At a time when India is reflecting on 100 years since the discovery of the Indus Valley Civilisation, Mahindra University took a significant academic stride by hosting a landmark interdisciplinary symposium that not only honoured our ancient heritage but explored its forgotten links to modern education.
Organised as part of the university’s research initiative to decode the Indus script, the symposium brought together archaeologists, linguists, AI experts, and education scholars. It featured a stunning display of antiquities — including stone tools over 100,000 years old — and rare artefacts from the IVC, offering visitors a tangible glimpse into one of the world’s earliest urban cultures.
A Civilisation Ahead of Its Time
In her keynote, Dr Smita S. Kumar, Superintending Archaeologist at the Archaeological Survey of India, underscored the maritime trade and economic systems that made Harappa a powerhouse of cross-cultural exchange. “The legacy of Harappa shaped the economic landscape of the world and helped lay the foundation for global trade systems,” she said.
But beyond trade, the event also highlighted how the civilisation’s systems of standardisation, civic planning, and symbolism hinted at early forms of instruction and information dissemination.
Professor Yajulu Medury, Vice Chancellor of Mahindra University, stated, “This symposium underscores our commitment to interdisciplinary scholarship. Understanding the IVC helps us trace the evolution of knowledge systems in India.”
Indus Valley’s Forgotten Impact on Education
While IVC is not known for formal classrooms or textbooks, its influence on education is deeper than most realise. Their standardised brick sizes and sophisticated city layouts suggest a culture of measurement, geometry, and applied science. The presence of seals, the undeciphered script, and organised granaries all point to an inherent system of record-keeping and knowledge sharing — key elements of what education aims to do today.
Modern-day curriculum pillars like data literacy, urban planning, sustainable water management, and system design can all find philosophical and functional parallels in the Harappan way of life.
As India moves toward a more integrated and inclusive National Education Policy, perhaps it’s time we looked backward to move forward — and asked how much of our ancient knowledge systems still flow silently through our schools, textbooks, and educational practices.
Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.
The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.
Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.
The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.
The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.
By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.
But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.
It begs the question: Is our reality in special education as inclusive as our rhetoric?
When Inclusion Becomes a Hollow Word
For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.
We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.
What Needs to Change?
If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.
The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
Delhi Schools Act Swiftly to Protect Students as IMD Issues Heatwave Alert
Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools
This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike
In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants
Private School Fees Surge by 50–80% in Three Years, National Survey Finds
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
Supreme Court Flags Basic Needs as Priority Over Libraries in Rural India
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect
P Cube: The Power of Provocation in Play-Based Learning
CBSE Warns Dummy School Students May Be Barred from Board Exams
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
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Education1 month agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
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Education1 month agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
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Education3 months agoIndia’s Education Conundrum: Envisioning 2025 Amid Ground Realities
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Education3 months agoIndia Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
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Education3 months agoNational Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
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Education2 months agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
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Education2 months ago
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Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
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