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Fast First Aid Tips for 7 Common Accidents

A health emergency or an accident can happen to a child, a teacher or anyone in school at any point in time. Therefore, it is imperative to have a good first aid set up and a functional infirmary in every school.

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A health emergency or an accident can happen to a child, a teacher or anyone in school at any point in time. Therefore, it is imperative to have a good first aid set up and a functional infirmary in every school. There should also be relevant staff trained for the purpose. Every school must have a first aid officer who can assist in case of an emergency. Sometimes, we tend to neglect the importance of first aid by merely assigning the duty to a box full of medicines. However, administering the right first aid at the right time can even save a life. Some of these techniques also need to be taught to students so that they can take control of a situation, even in the absence of an adult.

Discussed below are some of the common accidents/ illnesses and the first-aid techniques to tackle them. These are techniques that every person should mandatorily know. Schools should take the initiative to spread first aid awareness among their staff and students by conducting regular workshops and drills.

1. Choking in infants and the Heimlich Manoeuvre:

Choking is one of the most common causes of deaths in infants. Be it at play school or at home, infants tend to explore and put into their mouths whatever they come across, be it food, toys, erasers etc. This poses a very dangerous situation, considering what is being swallowed. Secondly, if it gets stuck in the throat, it hampers breathing and obstructs oxygen flow. Children can even choke on food while having a meal. So it is imperative to know how to perform the Heimlich Manoeuvre.

Here’s what to do when a child is choking on an object and can't breathe (or can only make infrequent high-pitched gasps).

First aid for choking for infants under the age of 1:

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Place her face down on your forearm, supporting her neck and chin with your fingers. Tilt your hand so her head is lower than her chest.

Give five quick blows to her back between her shoulder blades, using the heel of your free hand.

If no object pops out, turn your baby over and place her face up on a table or the floor.

Place two fingers in the middle of her breastbone just below nipple level and give five quick thrusts.

Repeat the cycle of five back blows and five chest thrusts until the object is dislodged or she begins breathing.

If your baby becomes unconscious, begin CPR (explained next) immediately. Each time you go to deliver rescue breaths, look for an object in her mouth. If you see something, take it out. But never put your fingers into her throat to feel for an object; you could lodge it more firmly.

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Heimlich Manoeuvre for children older than 1 year:

Stand or kneel behind your kid, wrapping your arms around him.

Make a fist and place it just above his belly button.

Grasp your fist with your other hand and give quick upward thrusts.

Deliver thrusts until the object is dislodged or he begins breathing.

If your child passes out, begin CPR immediately. Each time you go to deliver rescue breaths, look for an object in his mouth. If you see something, take it out. But never attempt to put your fingers into your child's throat to feel for the object; doing so could lodge the item more firmly in his airway.

2. Gasping respiration and Cardiopulmonary Resuscitation (CPR)

If you are alone with a child who is unresponsive and not breathing (only gasping), you need to call for emergency help after performing 2 minutes of CPR.

1. First check to see if the child is conscious by tapping him gently and asking if he is okay. Check to see if the child has any injuries, bleeding or medical problems.

2. Check breathing by placing your ear near the child’s mouth and nose. Check if the child’s chest is moving.

3. Begin chest compressions if the child doesn’t respond and isn’t breathing

Carefully place the child on his/her back. For a baby, be careful not to tilt the head back too far. If you suspect a neck or head injury, roll the baby over, moving his/ her entire body at once.

For a baby, place two fingers on breastbone. For a child, place heel of one hand on centre of chest at nipple line. You also can push with one hand on top of the other.

For a child, press down about 2 inches. Make sure not to press on ribs, as they are fragile and prone to fracture.

For a baby, press down about 1 1/2 inches, about 1/3 to 1/2 the depth of chest. Make sure not to press on the end of the breastbone.

Do 30 chest compressions, at the rate of 100 per minute. Let the chest rise completely between pushes.

Check to see if the child has started breathing.

Continue CPR until emergency help arrives.

4. Do rescue breathing

To open the airway, lift the child’s chin up with one hand. At the same time, tilt the head back by pushing down on the forehead with the other hand. Do not tilt the head back if the child is suspected of having a neck or head injury.

For a child, cover his mouth tightly with yours. Pinch the nose closed and give breaths.

For a baby, cover the mouth and nose with your mouth and give breaths.

Give the child two breaths, watching for the chest to rise each time. Each breath should take one second.

5. Repeat compressions and rescue breathing if the child is still not breathing

Two breaths can be given after every 30 chest compressions. If someone else is helping you, you should give 15 compressions, then 2 breaths.

Continue this cycle of 30 compressions and 2 breaths until the child starts breathing or emergency help arrives.

If you are alone with the child and have done 2 minutes of CPR (about 5 cycles of compressions and breathing), call for help immediately.

3. Burns and first aid for burns

Call a doctor immediately to treat a burn if the burned area is charred or white, if an electric shock or chemicals caused the burn, if the burn is on the face, hands, feet, genitals, or a joint or if the burn covers 10 per cent or more of the body.

Mild first-degree burns, those that look like sunburns can be treated at home/school. Second- or third-degree burns need immediate medical attention. Call a doctor if the burn is oozing or seems infected (red, swollen, tender).

To deal with a mild burn,

1. Soak the Burn

Immediately put the burned area in cool (not cold) water or under a faucet.

Keep the injury in water for at least five to 15 minutes.

Do not use ice.

2. Remove Burned Clothing

If the clothing is stuck to the skin, do not peel it away. Leave it in place and cut away the clothing around it.

3. Cover the Burn

Use non-stick gauze or a clean cloth.

If the burn is mild, you may put on antibiotic ointment.

Don't put butter, grease, or anything else on the burn, and do not pop any blisters.

4. Reduce Pain

Use an infant or child-strength over-the-counter pain reliever such as acetaminophen or ibuprofen for children ages 6 months and older.

Follow the dosing instructions on the bottle.

4. Deep cuts and treating them

Cuts and scrapes are common in classrooms and playgrounds and can be dealt with if you have access to the right first aid tools. However, take the child to an emergency unit if he is bleeding heavily, if the wound is deep, if the edges of the wound are gaping, the wound is spurting blood, if you can't stop the bleeding after 10 minutes of direct pressure, if an object has punctured the skin and is still in the body, if the cut involves the eye or the cartilage of the nose or ear.

1. Clean the Wound

Wash your hands.

Clean the wound with lots of cool water. Make sure all dirt and debris are removed.

Clean the area around the wound with mild soap and water.

2. Stop the Bleeding

Cover the wound with gauze or a clean towel and press down with your palm.

If the gauze soaks through, don't remove it. Put another layer of gauze on top.

Keep up the pressure for a few minutes after the bleeding stops.

Try to elevate the area where the wound is, such as the leg or arm.

3. Treat the Wound

Apply an antibacterial ointment to the area.

If the wound is minor and unlikely to get dirty, let it heal in the open air.

If the wound is likely to get dirty because it is on the hands or feet, put on a bandage. Monitor for signs of infection such as redness or drainage.

5. Seizures and what you need to do

Although seizures can be frightening, many last only a few minutes, stop on their own, and are almost never life threatening. Seizures can take many forms, from staring spells to involuntary movements of the arms and legs. Take the child to an emergency unit immediately if the child has a seizure lasting more than 5 minutes or is having repeated seizures, has trouble breathing, has a bluish colour on the lips, tongue, or face, remains unconscious for more than a few minutes after a seizure, falls or hits his or her head before or during a seizure, seems to be ill or has a seizure while in water

Signs and Symptoms of a seizure include

unusual sensations or twitching

uncontrollable muscle spasms

loss of consciousness

uncontrolled urination or bowel movement

If a child has a seizure:

1. Gently place the child on the floor or ground, and remove any nearby objects.

2. Lay the child on his/her side to prevent choking on saliva.

3. Loosen any clothing around the head or neck.

4. Make sure the child is breathing okay.

5. Don’t try to prevent the child from shaking — this will not stop the seizure and it may make the child more uncomfortable.

6. Don’t put anything in the child’s mouth. Forcing teeth apart could cause injuries or block the airway.

7. Roll the child onto his/her side. If he/she vomits, keep him or her on the side and clear out the mouth with your finger.

8. Don’t give your child anything to eat or drink, and don’t give any medicine pills or liquid by mouth until the child is completely awake and alert.

9. Try to keep track of how long the seizure lasts.

10. Call the doctor.

11. The child may be sleepy or may take a while to get back to normal after the seizure. Stay with the child until he/ she is awake and aware, and allow the child to rest after the seizure.

6. Foreign object lodged in nose or ear and what to do

If a foreign object gets lodged in the nose:

Don't probe at the object with a cotton swab or any other tool.

Don't try to inhale the object by forcefully breathing in. Instead, ask the child to breathe through the mouth until the object is removed.

Ask him to blow out the nose gently to try to free the object, but don't blow hard or repeatedly. If only one nostril is affected, close the opposite nostril by applying gentle pressure and then blow out gently through the affected nostril.

Gently remove the object if it's visible and if you can easily grasp it with tweezers. Don't try to remove an object that isn't visible or easily grasped.

Call for emergency medical assistance if these methods fail.

A foreign object in the ear can cause pain, infection and even hearing loss.

If a foreign object gets lodged in the ear:

Don't probe the ear with a tool such as a cotton swab or matchstick. You risk pushing the object farther in and damaging the ear.

Remove the object if possible. If the object is clearly visible, pliable and can be grasped easily with tweezers, gently remove it.

Try using gravity. Tilt the head to the affected side to try to dislodge the object.

Try using oil for an insect. If the foreign object is an insect, tilt the child’s head so that the ear with the insect is upward. Try to float the insect out by pouring a few drops of mineral oil, olive oil or baby oil into the ear. The oil should be warm, but not hot. Don't use oil to remove an object other than an insect. Don't use this method for a child if ear tubes are in place or if you think the eardrum may be perforated. Signs and symptoms of a perforated eardrum are pain, bleeding or discharge from the ear.

Try washing the object out. Use a rubber-bulb ear syringe and warm water to irrigate the object out of the canal, again provided no ear tubes are in place and you don't suspect the eardrum is perforated.

If these methods fail and the child continues to experience pain, discharge from the ear canal, reduced hearing or a sensation of something lodged in the ear, seek medical assistance.

7. Bone fractures and their first aid

Broken bones (or fractures) are a common injury in kids, especially after a fall. No matter what part might be broken or how big or small the injury may seem, all broken bones need medical care.

A child may have a broken bone if:

you heard a “snap” or a grinding noise during an injury

there’s swelling, bruising, or tenderness

the injured part is difficult to move or hurts when moving, being touched, or bearing weight.

Do not move the child if you suspect a serious injury to the head, neck, or back or a broken bone comes through the skin. Call for a doctor immediately and while waiting for help, keep the child lying down. Do not wash the wound or push in any part that's sticking out.

In case of a fracture, follow the steps below:

Remove clothing from the injured area.

Apply an ice pack wrapped in cloth.

Keep the injured limb in the position you find it.

Place a simple splint, if you have one, on the broken area. A splint holds the bone still and protects it until the child is seen by the doctor. To make a temporary splint, you can use a small board, cardboard, or folded up newspapers and wrap it with an elastic bandage or tape.

Get medical care and don't allow your child to eat or drink in case surgery is required.

 

Education

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.

Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.

This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.

Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.

So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.

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This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.

This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.

If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.

(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
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Education

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.

What HECI Will Look Like

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

  1. Regulation (NHERC) – compliance and governance

  2. Accreditation (NAC) – quality assurance

  3. Grants (HEGC) – performance-based funding

  4. Academic Standards (GEC) – curriculum and learning outcomes

This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.

Potential Benefits

  • Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.

  • Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.

  • 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.

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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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Education

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

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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.

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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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Education

When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind

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In a world where AI can mimic art, our children must master the art of being human (Representational AI Image)

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:

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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.

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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.

(more…)

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Education

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

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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.

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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.

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Education

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

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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.

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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.

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Education

How to Win Back Wandering Minds: Post-Summer Edition

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(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:

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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

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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

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Education

Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move

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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.

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Education

History, Identity, and Pride: Books That Make Sense of Being You

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When classrooms fall short, books can become lifelines for teens exploring queer identities in India. (Representational AI Image)

Every June, rainbow flags go up, corporate logos get a splash of colour, and the words Pride Month fill our timelines. But behind this month-long celebration lies something far deeper — an entire universe of history, identity, and stories that often remain outside the margins of our textbooks, especially here in India.

When we talk about queer histories, most people quickly say: Pride is an American concept. And yes, the Stonewall Riots of 1969 are often marked as the start of the modern LGBTQIA+ rights movement. But to believe that queer identities only exist where the parades happen is both lazy and inaccurate. Because if you look carefully — at temple walls, ancient texts, and folklore — you’ll find that India, too, has always had queer stories. We’ve just failed to write them down as part of our “official” history.

Take Mahabharat — where Shikhandi, a warrior born as a woman but raised as a man, plays a crucial role in Bhishma’s death. Or Brihannala, Arjuna’s year-long identity as a eunuch. Look at Khajuraho or Konark temples — where fluid sexual depictions exist without judgement. Even Mughal records speak softly of same-sex companionship. Yet none of these ever made it to our history chapters. Why? Because of historiography — the selective way in which history gets written, where lived experiences are often filtered through political, cultural or moral lenses. What we’re left with is history that’s comfortable — not always complete.

But while adults debate culture wars, there’s a rising generation of Indian teens who are quietly asking braver questions. More kids today — some as young as 12 or 13 — are exploring their gender identities, sexual orientations, or even just the vocabulary to describe what they feel. And many of them don’t know who to turn to. Some are scared of being mocked by peers. Others fear judgement from family. Teachers, too, often don’t have the training or language to guide them. The result? Stories like Aarvey Malhotra’s — a young boy who couldn’t bear the bullying he faced for his gender expression — remind us how deadly this silence can be.

Arvey Malhotra with his mother Aarti Malhotra

So where can these kids turn? Sometimes, the safest place to meet yourself is inside a book.

Here’s a small, carefully chosen list of books (curated with the help of AI) that may help teens (13+) begin that journey of understanding — about themselves or others:

1. Beyond the Gender Binary by Alok Vaid-Menon

Written by a gender non-conforming writer of Indian origin, this is a short, deeply accessible introduction to gender fluidity.

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2. The Boy & The Bindi by Vivek Shraya (Illustrated by Rajni Perera)

While more suitable for slightly younger kids, this beautifully illustrated book helps children embrace non-conformity and Indian culture together.

3. Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders

An excellent way to understand where the modern pride movement began, told through the story of the Pride flag’s creation.

4. Gender Identity: Beyond Pronouns and Bathrooms by Maria Cook

Written for teens, this breaks down gender identity, expression, dysphoria and non-binary identities in simple, compassionate language.

5. The Queer Hindu: A Spiritual Perspective by Devdutt Pattanaik (Selected Essays)

While not strictly a children’s book, certain essays by Pattanaik can open doors for older teens who wish to explore how queerness exists within Indic traditions.

6.Pet by Akwaeke Emezi

A young-adult novel that tackles identity, family, and justice in a tender, imaginative way by a non-binary author.

7. When Aidan Became a Brother by Kyle Lukoff

For kids exploring trans experiences, this picture book offers a gentle, positive portrayal of gender transition.

(Book covers- Amazon.in, Goodreads)

So why does Pride matter in schools?

This isn’t about imposing ideologies — it’s about offering answers to kids who are already asking. And if we want fewer kids like Aarvey to feel alone, confused, or ashamed, we need to stop treating gender and sexuality like topics too complicated for them to understand. They’re not. What they need are trusted spaces, the right words, and adults who listen without first judging.

After all, education was always meant to make us more human — and queerness, in all its forms, is part of that humanity.

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Edutainment

Of Formulas and Frames: Why India Must Stop Dividing Science and Art

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India’s Innovation Dilemma: Why Separating Science and Arts Is Holding Us Back (representational AI image)

In a recent interview with Lallantop, Varun Grover—acclaimed writer, lyricist, comedian, and filmmaker—hit upon a truth so striking, it should’ve been plastered across school walls: India has lost its plot in nurturing innovators. And the reason? We’ve boxed our subjects—and our students—into separate lanes. Science on one side, art on the other. One wears lab coats, the other paints canvases. They rarely, if ever, meet.

Grover put it sharply: in India, we’ve created a caste-like hierarchy between subjects. Science students often carry the burden of “doing real work,” while arts students claim the higher ground of exploring life and meaning. The result? A deep-rooted disconnect. And it begins early—often in Class 11, when students are forced to pick a stream and silently abandon the rest of their interests.

But must a physicist give up poetry? Must a musician ignore algorithms?

It doesn’t have to be this way. At MIT, one of the world’s top science and tech universities, PhD students in Physics can take courses in music, design, or history—and earn credits for them. Why? Because innovation thrives where disciplines intersect. Because understanding how a flute works can teach you more about frequencies than a textbook diagram ever will.

Consider Steve Jobs, who credited a college calligraphy class for inspiring the Mac’s typography. Or Indian innovator Sonam Wangchuk, whose work in Ladakh seamlessly blends engineering with local art, architecture, and sustainability. His Himalayan Institute of Alternatives (HIAL) teaches future engineers and designers side-by-side, breaking the very silos our system has normalised.

Even Nobel laureate Richard Feynman once said, “I have a friend who’s an artist… He’ll hold up a flower and say, ‘Look how beautiful it is,’ and I’ll agree. But I can also see beauty in how the flower works—its structure, its physics. Science only adds to the beauty.”

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And yet, in India, we continue to teach these as separate things. We train students to clear tests, not to create. We push them into IIT-JEE coaching at 13 and expect them to build world-changing ideas at 25.

This isn’t just an academic issue—it’s cultural. Our textbooks rarely reference architecture as both engineering and aesthetic legacy. Our school plays and science exhibitions are held in different corners of the building. Our awards are either for “Best Innovation” or “Best Performance”—never both.

The irony is painful. A land of classical music rooted in maths. A civilisation that built temples with astronomical precision. A country that once integrated dance, sculpture, and geometry with everyday life. And yet, we’ve chosen to modernise by compartmentalising.

It’s time we remember what Varun Grover reminded us of: the pyramid is both an engineering feat and an artistic marvel. And so is the human mind.

Let’s build an education system that stops asking children to choose between knowing and feeling, between numbers and narratives.

Let’s stop making them pick a lane—when the real magic happens at the crossroads.

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