Education
New Ways to Teach Science in the Early Childhood Classroom
Francis Downey suggests New Ways to Teach Science in the Early Childhood Classroom.
On a warm summer evening, I stood with a friend and his 4- year-old son to watch as a storm approached from the ocean. As we watched, the wind picked up and palm fronds waved wildly. My friend’s son looked up and asked: What causes wind? The question was not surprising. While “mom” and “dad” are considered the most commonly used words among early learners, any parent can tell you “why” is a close second. Children constantly ask: “Why?” No sooner is one “why” question answered than another is asked. In this sense, children are natural scientists. They begin talking about science and math even before entering preschool (Brenneman et al, 2009), and demonstrate an ability to observe, describe, compare, question, predict, experiment, reflect, and cooperate (Greenfield, 2009). A scientist always begins with a question and then uses observations to develop an answer to the question or a theory. My friend’s son had started with the question.
I then turned the question around and asked him what he thought caused the wind. Looking thoughtful, he turned around studying our surroundings. He then slowly responded that the flapping palm fronds were generating the wind, which was only growing stronger.
This, of course, was a wrong answer, or an alternative conception, but that does not matter. My friend’s son was doing science. He had asked a question, made an observation, which children do regularly (Eshach & Fried, 2005) and developed a theory. His theory was based on his past experiences and observations, which is normal (Duit & Treagust, 1995). He knew that a small moving object can make wind. He had used a fan and waved his hand and felt the wind generated by both. Extrapolating from those past experiences, he had reached what he thought was a reasonable conclusion. Since science is composed of two facets, knowledge and a process (Duschl, Schweingruber, & Shouse, 2007), he had more or less implemented the process of doing science, but not the knowledge. He had used the scientific method to learn about a natural phenomenon. (Charlesworth & Lind, 2010)
Dispelling alternative conceptions, such as the one my friend’s son held, can be difficult. Further observations can sometimes be made. Another approach would be to turn to appropriate literature. This is difficult for two reasons. First, when it comes to nonfiction sources, early learners usually have access to textbooks alone. Textbooks contain collections of facts and are inaccessible to young readers. Still, reading relevant sources is vital to conducting science. Scientists both write about their ideas and read what other scientists have done. They write for one another and for the public. So, reading and writing are essential to science.
An alternative approach to the textbook is an authentic source such as a magazine or a trade book coupled with instruction (Norris et al, 2008). Instead of lists of facts, a magazine designed for the classroom contains nonfiction expository text with colourful photos and graphics that relate to the topic being researched (McCrudden et al, 2009). In addition to text that early learners can access, photos can form the basis for observations. Students can then integrate text with images and observations of the natural world. These are necessary skills for success and often not taught.
Early learners come to authentic sources with a purpose in mind. Research has shown that when students develop a purpose for reading, they are more successful (Duke et al, 2011). A magazine also helps students learn to read nonfiction texts in a way that a textbook or fiction cannot. Early learners are usually taught to read fiction and are expected to apply those skills to nonfiction. However, the skills needed to discern meaning from nonfiction are vastly different from those needed for fiction. Teaching reading strategies helps early learners become successful readers (Harvey & Goudvis, 2017) who can integrate reading with hands-on activities.
Alternative conceptions abound and come from a variety of sources, ranging from media to experiences to peers to even science instruction. For early learners, associating size and weight is an alternative conception based on experiences and observations. Early learners are not always aware of the differences in meanings of specific terms (Inagaki, 1992). If you tell a child you are holding two 3-kilogram objects, one that is larger than the other and ask which weighs more, they will usually say that larger object weighs more. You may repeat the information over and over again and early learners will insist that the larger object is heavier. However, if you let children handle each object and add that to their experiences, they are more likely to reach the correct conclusion. Experiential learning is the best way to improve comprehension (Piaget, 1964). Because young learners’ opinions of natural phenomena are stable (Schneps & Sadler, 2003), they may not readily transfer this or similar experiences to new circumstances. So, it is important to remind early learners of past experiences before presenting them with a similar activity with different objects.
This suggests that a strict constructivist approach to teaching science, which is commonly used for older learners (Gunstone, 2000) will not result in success for early learners. This inquiry-based approach allows students to work in small groups and make their own decisions concerning how best to conduct an activity. It helps to increase comprehension and allows students to apply the scientific method. However, younger learners may not be able to transfer prior knowledge to new situations until they learn to generalise what they have experienced when it runs counter to their preconceptions.
As a result, science is often taught as part of the arts-and-crafts curriculum. There is value in many arts-and-crafts activities. They often build fine motor skills and sometimes help students retain vocabulary and build valuable background knowledge. However, it misrepresents what science is and too often knocks out a natural interest in science. While these exercises can build background knowledge, they do not provide students with experiences that allow them to develop the observational and analytical skills to classify and organise information they will need to draw on as they are exposed to more advanced scientific concepts. In other words, arts-and-crafts projects may help build knowledge but not the process of science, when both are essential to the study of science (Shaffer, Hall, and Lynch, 2009).
Using an arts-and-crafts approach to teaching science also underestimates students’ capacity to reason and ask their own questions. Contrary to what many educators believe, early learners are capable of engaging in exploratory play and other activities relating to science, math, and engineering. Playbased learning can increase student understanding (Fleer, 2017). Their ability to understand scientific concepts is quite sophisticated. (Duschl, Schweingruber, & Shouse, 2007)
Young learners need more scaffolding than their older counterparts. By dividing students into small groups and utilising a guided inquiry approach, a teacher can give students the freedom to become active agents while focusing their attention, as well as reminding them of appropriate previous experiences and background knowledge. As students gain experience and confidence in their own work, the teacher can utilise a gradual release model to give them the appropriate freedom to conduct their own activities (Banchi & Bell, 2008). This will undoubtedly vary from group to group and the teacher will have to draw on her experiences using differentiated instruction models. She can allow some groups to develop their own questions and peruse them while giving more assistance to other groups.
Activity-based learning should also be repetitive. For instance, utilising the size and weight example given above, students can determine that the weight of various different-sized objects are the same. They can use rocks, jars, toys and other accessible objects. By making multiple observations students will begin to discern patterns and then employ those patterns in making future observations.
By integrating reading and inquiry, early learners become active learners who learn the process of doing science and learn that science is more than a collection of facts or a collection of already discovered knowledge. Instead knowing a lot of disconnected facts, early learners exposed to reading and inquiry know how to ask questions, observe, collect and organise data, and discover conclusions. Exposure to science in early education lays the foundation for greater success in science in the later grades (Eshach & Fried, 2005). This model will turn early learners into domain-specific experts. By developing an expertise in a single domain (Kuhn & Pearsall, 2000), such as science, early learners will find it easier to expand that expertise into other domains (Bowman, Donovan, & Burns, 2001), such as math and engineering, as well as reading and writing. Teachers can also pair students with varying domain expertise to create zones of proximal development in which children can help one another, or provide needed scaffolding (Vygotsky, 1978). This helps students become active learners who develop their own questions instead of waiting for a teacher to ask questions for them. These activities also promote the development of fine and gross motor skills just as arts-and-crafts activities do. It also develops spatial awareness and symbolic thinking, as well as awareness of cause and effect relationships and object permanence. All of this not only develops readiness for the upper grades but for a career and life. Students develop a curiosity and a purpose for what they are learning.
A student-centred inquiry approach has its risks, though. The teacher has to be willing to surrender some control to students and allow them to make mistakes and go in wrong directions. She must also be willing to let students ask question to which she does not know the answers. Instead of being the traditional sage on the stage, she must become a guide who assists students in answering their own questions without straying too far. They must also keep a variety of resources and supplies that students can use to answer their questions. So the classroom transforms into a laboratory in which the students and teacher share control and purpose. In essence, they become partners in education who prepare a scientifically literate generation that understands natural phenomena and can make informed decisions.
Education
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Bangalore– The stage at Bangalore International Centre came alive as students from Stonehill International School, Bangalore, delivered a stunning performance of In the Heights, a Tony Award-winning musical by Lin-Manuel Miranda. The production, which ran from 27th February to 1st March, showcased the immense talent and dedication of the school’s middle and high school students, reinforcing Stonehill’s commitment to fostering the performing arts.
The school’s annual musical production provides students with a professional platform to display their acting, singing, and creative skills before a large and diverse audience. This year’s high-energy performance blended hip-hop, salsa, merengue, and soul to bring to life the vibrant Latino community of Washington Heights, New York City. The story follows Usnavi, a bodega owner with dreams of returning to the Dominican Republic, alongside his neighbors as they navigate love, ambition, and identity, all set against the backdrop of a changing community.
The production was the culmination of six months of rigorous rehearsals, late-night practices, and weekend sessions, with students working tirelessly to ensure a seamless performance. Joe Lumsden, Head of School, Stonehill International School, commended their efforts, stating:
“The Stonehill musical production this year was stunning. Our students worked on this production for six months, giving up their evenings and weekends to ensure that the show was as professional as possible. All members of the crew and cast can be immensely proud of the performance that they put on. The audience absolutely loved it.”
Adding to the immersive theatrical experience was a realistic set, designed by students and teachers, that transformed the stage into a bustling New York high street, complete with candy shops and boutique salons. The meticulous attention to detail extended to costumes, props, lighting, makeup, choreography, and music, all conceptualized and executed in-house by the students and faculty.
The production was directed by Jason Gallant, a faculty member at Stonehill International School with an extensive background in theatre. Trained in dance and having performed in theatre from a young age, Gallant has used performance arts as a tool for education. Reflecting on the play’s significance for an international school, he shared: “As an international teacher, I feel In the Heights is a perfect choice for this year’s production. It is a story about finding a sense of belonging and creating a community wherever one is—something the diverse student body at Stonehill can truly relate to.”
Gallant, who initially worked as a music and drama programmer at a summer camp for children with physical disabilities, now actively encourages his students to explore drama as a means of building confidence and collaboration skills.
The three-day showcase received resounding applause, with audiences appreciating the passion, professionalism, and storytelling brought to life by the young performers. Stonehill International School’s commitment to the arts continues to empower students to explore creative expression and cultural storytelling, making their annual musical production a highlight of the school’s cultural calendar.
New Delhi, 3rd March 2025: Hello Kids, one of India’s largest preschool chains, has reached a significant milestone by expanding to 1,000 centres across India and Bangladesh. With an ambitious roadmap ahead, the brand now targets 2,000 centres within the next three years, aiming to provide early childhood education to over 100,000 students by 2028.
Predominantly established in Bangalore and Hyderabad, Hello Kids is now gearing up to expand its presence across northern and western India, further strengthening its position in the preschool segment.
Founded in 2005 by Pritam Kumar Agrawal, Hello Kids began as a single preschool in Bangalore. Over the years, the brand has grown into a widespread network, largely credited to its no-royalty franchise model. The chain’s affordable and accessible approach to early learning has made it a preferred choice for parents and educators alike.
Mr. Agrawal, who hails from a small village, faced numerous challenges while establishing Hello Kids. From managing daily operations to personally driving school vans, he worked hands-on to understand the intricacies of running a credible preschool. His efforts gained further momentum when his wife, Sunita Jain, a software engineer, joined him in the venture. Together, they leveraged franchising to scale the business, making Hello Kids India’s first no-royalty model preschool chain.
“From humble beginnings to becoming a household name in early childhood education, Hello Kids has always focused on making preschools affordable while providing the best learning environment for young minds. Our goal is to reach 2,000 centres by 2028 while staying committed to excellence in early learning,” said Pritam Kumar Agrawal, Founder & Director of Hello Kids.
Over the years, Hello Kids has garnered multiple accolades for its contribution to early childhood education. The brand was named India’s Most Respected Childhood Education Brand 2022-23 by Education World and was also awarded Leading Preschool Chain at the Elets World Education Summit 2022.
“At Hello Kids, we believe in nurturing young minds with innovative learning experiences. Our goal has always been to make high-quality preschool education accessible to every child. As we expand further, we remain committed to providing a safe, engaging, and stimulating environment for early learners, ensuring they build a strong foundation for the future,” added Sunita Jain, Director & CEO of Hello Kids.
A major factor behind Hello Kids’ rapid expansion has been its comprehensive training and support system for franchise partners. The company provides training in curriculum development, teaching methodologies, marketing strategies, social media engagement, parent counseling, and admission handling.
Academic training sessions focus on phonics, Montessori techniques, STEM education, and social behaviour development—all crucial elements for early childhood development.
The Hello Kids curriculum aligns with India’s New Education Policy (NEP) 2020, integrating digital learning tools such as Virtual Reality kits, digital slates, and talking pens to enhance student engagement. The brand also ensures child safety with CCTV-monitored classrooms, a hygienic environment, and experienced educators.
With a strong foundation in early learning, a commitment to innovation, and an ambitious expansion plan, Hello Kids is poised to reshape the preschool landscape in India in the coming years.
On February 27, 2025, former NASA astronaut Mike Massimino visited PM SHRI Kendriya Vidyalaya in New Delhi, where he engaged with students in an interactive session. During his visit, he also explored the school’s advanced facilities, including the AR-VR Lab, Atal Tinkering Lab, and language lab.
While interacting with the students, Mr. Massimino praised India’s Chandrayaan-3 mission, emphasizing its significance not just for India but for the global space community. He highlighted the challenges of landing on the Moon’s South Pole and how this achievement could provide key insights into water sources essential for habitation. Additionally, he underscored the importance of international collaboration in future space programs.
Mr. Massimino shared how a movie based on 7 astronauts inspired him to become an astronaut. Engaging with the students, he answered their questions about space exploration, the kind of food they had during their space trips, etc. Recounting his personal experiences, he described how he adapted to zero gravity in space and elaborated on their sleeping arrangements, consoles to work, etc. Students were also curious about AI’s role in space exploration. In response, he explained that AI would streamline the processes, making them more efficient, cost-effective, and safe. Concluding his interaction, he advised students on the subjects and skills they should pursue if they aspire to a career in space exploration.
During the event, students asked several questions about the challenges of pursuing a career as an astronaut and the key subjects essential for their preparation. Mr. Massimino emphasized the importance of exploring various fields, including soil sciences and marine biology. His practical and insightful answers left the students excited and deeply inspired. They also asked him about the most challenging project he worked on at NASA and whether human habitation on Mars would be possible in the near future. He explained that while living on the Moon could become a reality soon, settling on Mars would take longer due to the technological challenges that still need to be overcome.
Mr. Mike Massimino, a former NASA astronaut, is a professor of mechanical engineering at Columbia University and the senior advisor for space programs at the Intrepid Sea, Air & Space Museum. He received a BS from Columbia University, and MS degrees in mechanical engineering and in technology and policy, as well as a PhD in mechanical engineering, from the Massachusetts Institute of Technology.
After working as an engineer at IBM, NASA, and McDonnell Douglas Aerospace, along with academic appointments at Rice University and at the Georgia Institute of Technology, he was selected as an astronaut by NASA in 1996, and is the veteran of two space flights, the fourth and fifth Hubble Space Telescope servicing missions in 2002 and 2009. Mike has a team record for the number of hours spacewalking in a single space shuttle mission, and he was also the first person to tweet from space. During his NASA career he received two NASA Space Flight Medals, the NASA Distinguished Service Medal, the American Astronautical Society’s Flight Achievement Award, and the Star of Italian Solidarity.
He is the Senior Adviser for Space Programs at the Intrepid Sea, Air & Space Museum in New York City. He is also a professor in Columbia University’s engineering school, The Fu Foundation School of Engineering and Applied Science.
Also present at the programme were Shri Somit Shrivastava, Joint Commissioner (Pers); Shri B.K. Behra, Deputy Commissioner (Academics) KVS HQ; Shri S.S. Chauhan, Deputy Commissioner, KVS Delhi Region; Shri G.S. Pandey and Shri K.C. Meena, Assistant Commissioner, Delhi Region; Shri V.K. Mathpal, Principal KV No.2, Delhi Cantonment; and others.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.Objectives of the Adolescent Girls Club
Education
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
In a significant move to regulate the burgeoning number of pre-primary schools across Maharashtra, the state government has announced that, starting from the academic year 2025-26, all such institutions will be required to register with the School Education Department. This initiative aims to curb arbitrary fee structures and ensure standardized education quality for young learners.
Minister of State for Education, Dr. Pankaj Bhoyar, emphasized the necessity of this regulation, stating that while establishing a pre-primary school currently doesn’t mandate prior permission from the government or the education department, it’s imperative for local education officers to maintain records of these institutions. “To achieve this, the registration of schools will be made mandatory,” Dr. Bhoyar remarked. He further disclosed that efforts are underway to draft legislation governing the fees these schools can levy. Once enacted, this law will enforce compulsory registration of pre-primary schools with the School Education Department, with implementation slated for the 2025-26 academic session.
The state’s proactive approach reflects its commitment to bringing positive transformations in the education sector through collaborative efforts. Dr. Bhoyar encouraged stakeholders to share insights or suggestions regarding the execution of central or state educational initiatives, assuring that valuable recommendations would be duly considered. “The state government is striving to bring positive changes in the education system through collective efforts,” he affirmed.
This development is poised to bring about a more transparent and equitable educational landscape for Maharashtra’s youngest scholars.
Gwalior, India – The Scindia School in association with White Canvas India hosted an inspiring Young CEO Product Launch Ceremony on February 20, 2025. The event marked a significant milestone in student-led entrepreneurship, showcasing innovative startups developed by young minds of the school.
The TSS WCI Young CEO Program is a revolutionary initiative designed to nurture entrepreneurial thinking among students, equipping them with right mindset, real-world business skills through hands-on learning. The event brought together founders, industry leaders, and students to celebrate the entrepreneurial spirit of tomorrow’s business leaders.
Three teams of dynamic young entrepreneurs introduced their startups, each addressing crucial market needs with a strong emphasis on sustainability, innovation, and impact:
1️. Eco BAM – Sustainable Bamboo Products
- A venture dedicated to replacing plastic with eco-friendly bamboo-based alternatives such as bottles, cutlery, and plates.
- Committed to promoting a greener, plastic-free future.
2️. Rebloomers – Upcycled Fabric Creations
- A student-led foundation transforming discarded fabrics into stylish bags, wallets, and pouches.
- Advocates for zero-waste fashion and sustainable consumption.
3️. Profeed – Healthy Protein Bars & Millet Cookies
- A nutrient-rich, no-added-sugar snack brand designed for health-conscious consumers.
- Focused on providing wholesome, high-protein alternatives to promote a healthier lifestyle.
- Pioneering Healthy can be tasty mantra.
The launch in record time is a testament to the power of young minds in shaping the future of business and sustainability. By fostering innovation at an early stage, The Scindia School aim to ignite a culture of entrepreneurship among students, inspiring them to think big, take risks, and make an impact.
The founders are empowered to do a need analysis, write a professional business plan, negotiate with vendors, design and brand the product, market the product, achieve the Minimum Order Quantity (MOQ), develop a high Social Quotient (SQ) while they are still in school.
The White Canvas India Young CEO program is committed to make every Scindian a Viksit Bharat Ambassador, exclaimed Samaresh Shah, Founder- White Canvas India.
YB Chavan Auditorium became a hub of creativity as Kala Ka Karawaan, an initiative by Salaam Bombay Foundation, provided students from Mumbai’s municipal and government aided schools with a platform to showcase their artistic and media skills on February 20, 2025. The event highlighted the transformative impact of arts education through performances, exhibitions, and interactive stalls.
A key highlight was the exhibition by students from the Arts Academy, where paintings, photography, and digital artwork captured various facets of Indian culture. Visitors also engaged with students at interactive stalls that showcased photography, filmmaking, podcasting, and magazine writing, demonstrating the skills they had honed through the Media Academy.
Theatre and dance performances brought another dimension to the event, as students expressed themselves through movement and dialogue, addressing real-world issues and their lived experiences.
The event also featured alumni who have successfully turned their training into professional careers. Priti Singh, an Arts Academy alumnus, displayed her latest paintings. Sagar Kanojia, a former dance student, returned as a choreographer, and Kushal Mahale, now a professional photographer and video editor, presented his portfolio. Their journeys exemplify how skill-based education can create real career opportunities.
Speaking about the event, Rajashree Kadam, Senior Vice President (Arts and Media), Salaam Bombay Foundation, said, “Kala Ka Karawaan demonstrates that if students from economically and socially disadvantaged backgrounds are given the right education and opportunities, they can achieve extraordinary success. Our programmes align with the National Education Policy (NEP) 2020, which not only promotes vocational training and creativity but also highlights the significant role of training in arts and culture in students’ holistic development. This event underscores the importance of integrating arts and media into mainstream education.”
Renowned theatre director Jeff Goldberg shared his thoughts, “The confidence, talent, and storytelling skills these students possess are incredible. Arts education is not just about skill-building but also about giving young people a voice. Salaam Bombay Foundation is doing a phenomenal job ensuring that students from municipal schools get these opportunities.”
Bhushan Gagrani, BMC Commissioner, added, “Students in Mumbai’s municipal schools have immense potential. Organisations like Salaam Bombay Foundation prove that, with the right platforms, they can excel in fields beyond traditional academics. We must continue to invest in arts education and skill-based learning for a brighter future.”
The United States is undergoing a major shift in its education policy under President Donald Trump’s administration, with a plan to abolish the US Department of Education through an executive order. This move has sparked widespread fear and uncertainty among education professionals in the US, with experts arguing that it could have far-reaching implications—not just for America but for global education, including India.
What’s Happening in the US?
The Trump administration’s education policies have long been focused on decentralisation—moving decision-making power from the federal government to individual states. The latest effort aims to dismantle the Department of Education altogether, returning full control of education to state governments.
A report by The Guardian describes the panic among Department of Education employees, who fear losing their jobs as federal funding for education faces imminent cuts (source). The department currently supports around 7.5 million students with disabilities and provides critical funding to Title I schools, which cater to over 26 million children living in poverty. The proposed shutdown could mean an end to federal oversight of educational equity, potentially worsening disparities in access to quality education.
The administration has also issued directives eliminating Diversity, Equity, and Inclusion (DEI) initiatives in federally funded schools, warning that failure to comply could result in the loss of funding for essential services such as student loans, free lunch programs, and special education support (source).
Why Does This Matter Beyond the US?
America’s education policies often set a global precedent, influencing trends in international education, research collaborations, and student exchange programs. If the US withdraws from actively shaping global education policies, it could create a ripple effect on countries, including India, where millions aspire to study in American universities.
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Funding Cuts Could Impact Indian Students Studying in the US
- The US is the top destination for Indian students, with nearly 200,000 Indian students enrolled in American universities in 2024.
- If Trump’s administration cuts federal student loan programs, the financial burden on international students could increase.
- Scholarship opportunities, particularly for students from disadvantaged backgrounds, could shrink significantly.
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Loss of DEI Programs Could Make US Universities Less Inclusive for Indian Students
- The directive to eliminate diversity and inclusion programs from federally funded institutions could reduce support services for Indian and other international students.
- Many Indian students rely on DEI initiatives that offer mentorship, career guidance, and cultural adaptation programs.
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Impact on Higher Education Partnerships
- India has multiple research collaborations with US universities in fields like AI, healthcare, and climate science.
- A weakened Department of Education may reduce funding for research collaborations, impacting Indian researchers working in the US.
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Could India See a Similar Shift in Education Policy?
- India is currently in a phase of educational reform, with the National Education Policy (NEP) 2020 emphasising equitable access to education.
- If the US reduces investment in public education, there’s concern that other nations, including India, may deprioritise education spending in the long run.
Who Will Be Affected the Most in India?
The biggest impact of the US education shake-up could be felt among economically weaker students and marginalised communities in India.
- Indian students from lower-income backgrounds aiming for US education could struggle with financial aid.
- Institutions collaborating with US universities may see a decline in research funding.
- Public education in India, which already faces funding constraints, might suffer if government priorities shift away from long-term investment in education.
A Step Back for Global Education?
Education has long been seen as the great equaliser, but dismantling federal oversight on education in the US may widen inequalities, not just within America but worldwide. The Time Magazine report on the history of US education policies (source) shows that education reforms have often been tied to social equity movements. Removing this federal framework could reverse decades of progress in education equality.
Experts argue that international collaboration is key in shaping future-ready education systems. However, if the US retracts its role in funding and regulating equitable education, it might push other nations towards privatisation and deregulation, creating greater disparities in access to quality learning.
What Next?
For Indian students, parents, and educators, this is a moment of introspection and advocacy. As the US undergoes these drastic changes, India must ensure that:
- Financial support structures remain intact for Indian students aspiring to study abroad.
- Global research collaborations continue, even if funding sources shift.
- Domestic education policies remain focused on equitable access, rather than mirroring privatisation trends.
The US education system has long served as a benchmark for excellence, but its current trajectory raises concerns for students worldwide. For Indian students looking towards the US for higher education, the road ahead could be more uncertain than ever.
In a bid to curb bullying and ragging in schools, the Kerala General Education Department is set to introduce anti-ragging cells across educational institutions in the state. This initiative comes in response to persistent concerns over student safety and well-being in schools.
General Education Minister V Sivankutty announced that senior officials are preparing a proposal to implement anti-ragging cells in every school. This step aims to reinforce the existing disciplinary committees and protection groups to ensure a more structured and effective response to bullying.
“Through disciplinary committees and protection groups already exist in schools across the state, the practices like ragging have yet to be completely rooted out. Therefore, the General Education Department is considering setting up anti-ragging cells in every educational institution in the state,” Sivankutty said.
A committee of senior officials from the General Education Department will be formed to study and propose the structure and functioning of these cells before implementation. The minister added that these anti-ragging cells should also instil a sense of responsibility and respect among students, shaping their approach towards peer interactions in both school and higher education.
Emphasising the importance of a healthy student-teacher relationship, the minister said that children should feel comfortable sharing their issues with their teachers. He reiterated that open communication between students and educators is essential in addressing concerns and creating a safe and inclusive school environment.
With bullying and ragging remaining a major issue in schools and colleges, Kerala’s initiative could set a progressive precedent for other states. The introduction of anti-ragging cells aims to foster respect, safety, and well-being among students while strengthening institutional support systems.
(With Inputs from PTI)
Prime Minister Shri Narendra Modi kick-started the 8th edition of Pariksha Pe Charcha 2025, an annual initiative aimed at helping students navigate exam stress and academic pressure with confidence. Breaking away from the conventional Town Hall format, the first episode took place at the serene Sunder Nursery in New Delhi on 10th February 2025, bringing together 36 students from across India for a highly interactive session.
The Prime Minister covered essential topics such as Nutrition and Wellness, Mastering Pressure, The Art of Leadership, 360° Growth Beyond Books, and Finding Positives in Challenges. The session encouraged students to adopt a growth mindset and focus on holistic learning rather than just academic success.
A Star-Studded Line-Up to Guide Students Beyond Academics
As part of the revamped edition of Pariksha Pe Charcha, the government has roped in eminent personalities from diverse fields—including sports stars, entertainment icons, business leaders, and education experts—to engage with students in a series of insightful episodes. The sessions are designed to equip students with practical strategies, inspire them to take on challenges, and instil confidence ahead of their exams.
With five episodes aired so far, Pariksha Pe Charcha 2025 has seen engaging conversations with Sadhguru, Deepika Padukone, Technical Guruji (Gaurav Chaudhary), Radhika Gupta, and leading nutrition experts like Rujuta Diwekar, Shonali Sabherwal, and Revant Himatsingka (Food Pharmer).
Sadhguru on Overcoming Exam Stress with Mindfulness
In the fifth episode (14th February 2025), Sadhguru engaged students in a free-flowing conversation on the importance of mindfulness in tackling exam-related stress and overcoming life’s challenges.
Sharing his observations, Sadhguru highlighted the increasing number of children suffering from stress-induced health complications due to exam pressure. He emphasised that education is not just about exams, but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode’ and view education as a stepping stone to broader life experiences.
Sadhguru also introduced students to Nada Yoga, demonstrating three basic sounds and encouraging them to practise the technique for seven minutes every morning to improve focus and emotional well-being.
His advice on limiting smartphone usage to maintain concentration and balance in daily life was particularly well received by the students.
Deepika Padukone on Mental Health and Resilience
In the second episode (12th February 2025), Bollywood star Deepika Padukone interacted with 60 students, sharing her personal journey with mental health. She spoke about the importance of acknowledging mental health challenges and seeking support, emphasising that dealing with these issues can be empowering rather than a sign of weakness.
As a vocal advocate for mental health awareness, Deepika’s insights encouraged students to openly discuss their struggles and adopt positive coping mechanisms.
Technical Guruji and Radhika Gupta on AI & Emerging Technologies
In the third episode (13th February 2025), popular tech influencer Gaurav Chaudhary (Technical Guruji) and Edelweiss Mutual Fund MD & CEO Radhika Gupta introduced students to the fundamentals of Artificial Intelligence (AI) and Machine Learning (ML).
The session focused on the real-world applications of AI, including ChatGPT and AI image-generation tools. The speakers encouraged students to embrace AI-driven learning, explore technological advancements, and build future-ready skills.
Nutrition Experts on Exam Diets & Healthy Living
On 14th February 2025, renowned nutritionists Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka (Food Pharmer) interacted with students about the critical role of nutrition in staying stress-free and energised during exams.
The session covered:
- The best brain foods for students
- How to maintain energy levels while studying
- The dangers of excessive caffeine and junk food consumption
- Simple diet changes to improve focus and concentration
Students walked away with actionable tips on maintaining a balanced diet during exam season, ensuring their physical and mental well-being.
A Transformative Initiative for Student Well-Being
With Pariksha Pe Charcha 2025, the Indian government continues to reinforce the importance of holistic development, stress management, and lifelong learning. By inviting leaders from various fields, the initiative ensures that students receive multi-dimensional guidance—not just on academics, but also on mental health, leadership, technology, and well-being.
As students gear up for their exams, these insightful sessions serve as a powerful reminder that success is not just about marks—but about resilience, adaptability, and a well-rounded approach to life.
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