Education
Teaching Parents About Parenting
Sonal Ahuja expresses her views on teaching parents about parenting.

A garden with different flowers becomes beautiful when it blossoms. Similarly, if parents learn how to be a ‘gardener’ and are able to recognise their child’s personality and nourish it, then their ‘garden’ will become fragrant! This is what positive parenting is all about! Parenting children can be enormously rewarding and fulfilling – but also exhausting and challenging. It is truly the best and the worst of times. Yet you are the role model for your child, and most parents, when asked what they really want for their children, respond with ‘I want them to be happy’. Your parenting choices really can help – and the love and support you give your children is critical to their future well-being.
There is nothing in the world I feel more passionately about than children, their education and parenting.
These by far have been my most meaningful endeavours. Having worked in the area of Early Childhood Education for more than two decades, I have embraced the nuances of the field and yet, I discover something new each day!
It is not that I have not committed mistakes in my parenting, I did. Parenting has actually brought out the most intense emotions in me. I do not think anything in this world comes close to changing us as a person or our lives, as much as having children. My work is part of a tradition in psychology that shows the power of people beliefs. These may be beliefs we are aware or unaware of, but they unequivocally affect what we want and whether we succeed in achieving our goals. In this article, you will learn how a simple belief about yourself, guides a large part of your life.
You will understand your mate, your boss, friends, and your children. You will see how to unleash your potential and your child's too. Parenting is never about any kind of strategy but it is our philosophy of life in general. It is not about our children but it is about us becoming more aware, mindful, sensitive and conscious human beings. I really believe that parenting hardly comes naturally to anybody. There are some parents seen to be made for parenting – their patience, calmness and gentle presence sometimes is beyond belief. For the rest of us, we have to develop these skills and way of being through considerable conscious effort. Therefore, I do believe, strongly, that parenting has to be an inside out process. As parents, we are required to have the belief that we have to first work on ourselves. Whatever issues we might face with children, the question is not what the child needs to do at that point in time, but what we as parents need to reflect on or do. In case you are facing a difficulty with your child, simply ask yourself a few questions: How do I feel about it? How is that impacting my child? Is it my need or my child's? What am I supposed to do as a parent? Now answer them with great transparency and you will exactly know what you are supposed to do.
Another fact about children is that whatever we focus on, it grows in them. As a parent, if I focus on the child's weaknesses, it is apparent that those weaknesses will grow. Therefore, it's always good to work on the strengths of a child in order to initiate growth in that area in particular. Most commonly, this goes very much against the common parenting practice – the focus is more on irresponsible lifestyle and weak areas, hence we end up lecturing them, criticising them for the wrong choices. The more we see the grey areas, the more we crank them up with our negativity. The need, therefore, is to accept children as they are and focus entirely on what they can actually do and are capable of. Definitely, children will do well if they are assured of their capabilities.
It is so obvious after seeing a little baby trying to walk. The baby takes small steps forward, looks at his caregivers with a beautiful smile, takes another step and then, maybe, falls down. Now imagine, if this baby is continuously guided, counseled, trained and also compared with other children who could walk, then what? I am sure the children lose interest in whatever they are doing. The child might give up and not want to put in efforts again.
Not only this, we might end up believing and declaring that the child is lazy, or maybe doesn't want to walk or maybe is tired. Sounds a little weird, doesn’t it? I think it is the self-doubt that is now stopping the child from keeping pace with what the child was doing previously. Somehow, I have always been a little confused by a lot of parenting literature out there which aims at categorising parents into pigeon holes on the basis of parenting tiles and as a result, we hear a lot about different styles of parenting: Permissive, laissez-faire, drill sergeant, helicopter, tiger mum, authoritarian, authoritative, democratic etc. I have never known which style I fit into! Instead, I am really contented with my own style of parenting, with all its imperfections. It has been strangely interesting to give myself permission to be imperfect. There is no right or wrong way of parenting. If each child is wired and inspired differently, then each parent is wired and inspired differently too.
This article is not about making you a perfect parent so that you can have the perfect kids. This is a small effort that will make you feel that you have got a companion for you to reflect, introspect and dive deep to connect to the immense wealth of wisdom that is already there.
Always remember parenting is not about bringing up children. It is about growing up and transforming ourselves to be a better human being. It is not about being there FOR the children but it is exclusively about being there WITH the children.
I see so many examples in my daily schedule, where we as parents keep reminding ourselves that we are here for our children and as a consequence, we really skip being with them… It was a great day at my school and it was the ideal opportunity for youngsters to leave for home. A mother, who had come to get her girl, came to me with her little girl and asked, ‘What influences you to work with kids, what influences you to talk’ to them?’ I was going to state my standard answer, ‘Since I cherish them’.
However, the little girl abruptly tugged her mom’s dress and stated, ‘Mamma let’s go’. The woman swung to her tyke and in an abrupt voice condemned her, ‘Can’t you see I am conversing with Ma’am? How many times have I told you not to hinder me when I am conversing with anybody, awful behaviour!’
It was at that exact second that I understood that it was not ‘love’ that influenced us to work with kids, but rather it was Regard. On the off chance that I was in the mother’s place, I would have reacted with, ‘Indeed, dear, you must be ravenous, I will hustle just a bit with your Ma’am’ or something similar.
I would have regarded the youngster’s needs, just as I might want others to regard my requirements. Do you mind if a youngster irritates you when you are accomplishing something, yet in the meantime you believe it is perfectly alright that you burst in when the child is accomplishing something? Do you frequently feel that it is imperative that we control kids, yet it isn’t worthy when youngsters endeavour to control our circumstance? Some places, we are working on a same platform while in some other places we think that we are up here and our kids are down there. That is the reason we believe that they should be controlled, told, chastened, and rebuffed.
In some places, we think we are predominant; we know increasingly and subsequently well of the need to ‘drive them’. Yet, what might happen in the event that we think about them as equivalents? What will happen in the event that we approached them with deference, worked with them as though they are equivalent to us? What are we going to get if we somehow happened to give regard?
A kid who feels regarded is considerably more open to tuning in, to comprehend, to take after (the correct things), to participate and to improve things. Envision how it might be in a place where we are not regarded when contrasted with a place where we seem to be?
Clearly, the youngster will think, feel and act better. Also, we will be in an ideal situation as well! In the event that you lead through dread you will have little regard; however, in the event that you lead through regard, you will have little to fear.
Sonal Ahuja is Founder, House of Learning.
Education
Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data

Education
Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.
The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.
While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”
The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.
According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”
A New Chapter for Indian Education
The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.
By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.
Education
17-year-old Innovator Designs Learning Tools for the Visually Impaired

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.
Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.
Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.
His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.
In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.
Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.
Education
Empowering Young People to Champion Neuro-Inclusion

Aamir Khan’s recent film Sitaare Zameen Par has brought neurodiversity into the mainstream, and sparked important conversations about inclusion and rethinking what we consider ‘normal’. These cultural moments help raise awareness, but they also remind us that there is still a long way to go in making inclusion a lived reality.
It is estimated that 1 in 8 children in India have a neurodevelopmental condition such as ADHD, autism, learning disabilities and intellectual disability. Many of these children often face social isolation, bullying and exclusion – often the earliest of these experiences begin during school.
At the same time, today’s young people indeed carry with them a deep sense of social justice and openness to diversity. The energy, empathy and bold creativity of young people can be harnessed – if nurtured in the right way, at the right time – to make them equal partners in cultivating inclusive cultures in schools and communities.
We need young allies – people who are not only informed, but who engage meaningfully with neurodivergent peers, actively support the cause, and drive inclusivity. The key lies in equipping them with the knowledge, skills, and ultimately the mindset needed for inclusion. Schools must invest in nurturing young allies who can champion neurodiversity and take ownership of inclusion in spaces they belong to.
Our experience and work on youth allyship has shaped our understanding of what it takes to make this happen. Here are some of our most important insights:
- From awareness to active allyship: We need to move beyond awareness about neurodiversity, by equipping students with the knowledge, skills, confidence, and opportunities to take meaningful action as allies for neuro-inclusion.
- A personalised journey: Allyship is a lifelong journey which is most authentic when it grows organically from curiosity, dialogue, self-initiative and experiences. It cannot be imposed, and must be led by the individual.
- Student autonomy: When students have the autonomy to choose how they contribute, their commitment deepens. We should give students a mix of structure and freedom to help – guidance to shape their efforts, alongside the space to decide how they want to step up for meaningful change.
So how can schools nurture students as young allies?
- Create safe, relatable spaces led by students, for students Peer-led conversations give students space to reflect on diversity, challenge stereotypes, and share personal experiences. When peers lead, the power dynamics shift – students listen more openly, express without fear of judgment, and begin to see inclusion as something that belongs to them, not just a directive from authority figures. Our Inclusive Duniya Circles are one example of such spaces. Students are primed and empowered to sensitively facilitate conversations about disability, neurodiversity and inclusion.
- Explore connections to students’ interests and strengths
Students should be given the opportunity to discover how they feel about the cause and how they want to contribute. At the end of each Circle, we often ask, “How do you want to step up for an Inclusive Duniya?” The answers vary, but what matters most is that the initiative comes from the students themselves. Our role as adults and educators is to support them in making it happen.
Some take the route of advocacy – sparking conversations and campaigning for the cause with schoolmates. Others channel creativity through music, art, or theatre that challenges stereotypes.
For instance, the song Inclusive Duniya (available on Spotify), was written, composed and produced by students on their own from carefully crafting lyrics which invited listeners to imagine a world where everyone feels like they belong to picking melodies that convey warmth. Students used their creative talents to make a gentle but compelling call to action for allyship. Helping students tap into their personal strengths and interests enables authentic engagement and contribution to the cause.
- Embed into academic and co-curricular pathways
Linking students’ inclusion initiatives and projects to existing academic opportunities, such as CAS projects in the IB curriculum, allows them to merge personal passion with academic commitment. Framing these initiatives as co-curricular activities also strengthens students’ profiles for college applications. This dual recognition provides a formal recognition to their efforts and ensures students’ efforts are sustained – adding motivation, depth and commitment to their efforts.
The voices of young people not only impact their peers, but also have a ripple effect in shaping how families talk about disabilities, and, in due course, how communities and workplaces open themselves up to inclusion.
With the right support, our young generation can become a driving force for an inclusive world. Schools, as microcosms of society, provide the most conducive space for young people to explore sensitive concepts, question biases, and practice inclusion in meaningful ways. By nurturing young allies who truly value and celebrate diverse ways of thinking and being, we can lay the foundation for a more Inclusive Duniya.
This article is co-authored by:

Pooja Sharma, Founder and CEO, Inclusive Duniya

Srushti Patel, Manager- Schools Programme, Inclusive Duniya
Education
Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling

Education
Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”

In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.
The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.
“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.
The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.
In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.
The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.
Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.
Education
Delhi Government Launches Online First Aid Training Programme for Teachers

The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
Education
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India

The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
Education
Ministry of Education to Promote Clean and Vibrant School Environments

The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
Education
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools

The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
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