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The 21st century safe school addresses school safety from a holistic perspective
When it comes to the safety of students, it is infinitely better to err on the side of caution.
The shock remains but the panic is replaced by a growing resolution: Enough is enough. The recent gruesome incidents (rape/ murder) targeting children in schools, compels a complete relook and rethink of where we are going wrong and what exactly can be done to ensure and secure the safety of our children. Keeping students safe and in an environment where they can flourish is becoming more and more difficult. Children spend a large percentage of their time at school and it is imperative that we make sure that we implement every possible measure to keep them safe.
A new kind of rigorous education is now a must for all children as well, maybe from the very moment they learn to understand the word “safety”. It is not only the parents’ responsibility to make sure their child is safe but also the duty of the school that we equip the minds of our children to do everything in their power to protect themselves from the monsters that roam in society.
Sexual Abuse
A difficult topic but one which demands we shed inhibitions and educate children about the issue and their rights.
In most cases the sexual predator is usually someone the child knows and has interacted with. A teacher, a family member, a neighbour, a friend… any of these people who we come to trust may violate our children.
The concept of ‘Your mind, your body’ should be taught to a child. A child must know that they and only they own their bodies and it is okay for them to say ‘NO’ if they don’t want to be touched. Even if it’s as simple as a hug or a kiss, a child should have the right to say no if it makes them even slightly uncomfortable. They have certain areas as ‘private’ which are off limits to everyone else, including members of the family.
Pushpendra Kumar, Principal, RM Public School, Bijnor
Says Pushpendra Kumar, Principal, RM Public School, Bijnor, “It should be made mandatory for school children to be educated about sex. Since I am from a rural area, I see a lot of parents hesitating to discuss sex with their child. As society leaders we have to take up these responsibilities as sex education is not only for the children of the big cities; it is very important for the children of the rural areas as well to understand and shed inhibitions around the topic.”
Using appropriate terminology is important. It ensures that the child is correctly informed and can talk about it if there is a situation. Making the child feel comfortable during this conversation is a must.
Sonal Ahuja, Director, Shri Ram Foundation Preschool
Sonal Ahuja, Director, Shri Ram Foundation Preschool and Shri Ram Bal Bharti School emphasises on the fact that, “Once we cross the barrier of our own apprehensions, only then will we be able to share many more secrets of ‘sex education beyond the physical act’, with children.”
The mouth, chest area, stomach area, area between the legs, buttocks are off limits to anyone and everyone. That doesn’t mean that everywhere else is okay. Illustrated books on sex education can be used to explain these concepts to children simply and effectively.
Kavita Sanghavi, Principal, MET Rishikul, Mumbai
Sex education is mandatory. According to Kavita Sanghavi, MET Rishikul, “Sex education is imparted through regular sessions by the school counsellor and expert talk on the subject is delivered to students by gynaecologists, psychologists and sexologists from outside.” This awareness goes a long way in keeping children safe.
Bullying
Bullying, one of the largest problems in schools, is a form of abuse that usually occurs when a child or a group of children target another individual and exercise their power over them. It usually happens in areas that have less supervision by the staff or teachers of the school – bathrooms, deserted hallways, cafeterias, at the school bus areas or even in the bus. Bullying comes in many forms – fighting, name calling, teasing, excluding someone repeatedly…. Bullying can be physical or an emotional trauma for the child who is at the receiving end of it.
Bullying isn’t considered a big problem as compared to drug abuse, so most parents and teachers tend to make light of it, but it can have long lasting effects on the child being bullied and on the bully as well.
Sunny Mahajan, Joint Secretary, Pratap World School
If signs of bullying are seen, a parent or teacher must address it immediately. A child disclosing an incident of bullying must be taken seriously. Sunny Mahajan, Joint Secretary, Pratap World School says, “Workshops are conducted with students and there is an Anti-Bullying committee also in place. Statements like these are also highlighted at various places in school. Bullying is strictly prohibited inside the school premises and no such act should go unnoticed or unpunished.”
Don’t brush it away. Certain tell-tale signs can be seen if a child is a victim of bullying. They might withdraw from people and from friends, lose interest in activities they previously used to enjoy, display physical injuries, and show a drop in grades, etc.
If a child is being bullied, they can be helped, first by talking to the parents of the bully, teaching kids to take the non-violent approach to deal with a bully by walking away, talking it out or just by moving away to play with a group of friends. They need to be helped to restore their confidence. The first thing that bullies usually do is to break the self-confidence of a person.
Taruna Kapoor, Vice Principal, The Wisdom Valley Global School, Palwal
Vice Principal, The Wisdom Valley Global School, Palwal, Taruna Kapoor says, “We conduct assessments in our school as to how often bullying occurs, when it occurs and how students and adults intervene. Parents are also made aware of these problems and encouraged to handle them properly. Awareness campaigns and workshops are conducted for the benefit of students. A thorough code of conduct, rules and reporting system is established. Also, a general school culture of acceptance, tolerance and respect is encouraged. Positive social interactions among school staff, students and parents is reinforced. Bullying prevention materials are introduced in the school curriculum and activities.”
She adds, “Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to STOP before it starts.”
Children who are bullies must also be helped as it can cause severe behavioural problems later in life. Children normally turn out to be bullies when they don’t empathise or sympathise with others, they usually like to be the centre of attention, enjoy aggression and love to pick fights. A counsellor at school could talk to the child, and may help get to the root cause of the problem. They might have anger issues, or some changes that are happening at home or they might feel insecure. Counselling may help solve these problems. Children who usually bully have, at some point, been victim themselves.
Learning Disabilities
How receptive are our schools and teachers to kids who have learning disabilities? These kids are most vulnerable and are at a risk for long term academic and social problems. Children who find it difficult in classrooms be it with reading, writing, comprehending, paying attention, proper coordination, memory, and staying organised could be facing learning disabilities. These disabilities can manifest in varying degrees of severity. Some students may struggle with more than one. Proper diagnosis is extremely important, followed by remedial measures to correct their situation. Solutions for children with learning disabilities must focuses on individual achievement, progress and learning to ensure they are successful.
Depression
Although depression is classified as an adult disorder, children are also susceptible to it. When depression is recognized early and treatment is provided, young people can feel and function better in school and life. Schools play a pivotal role in in identifying depression and intervening. School staff must be knowledgeable about depression as the disorder can seriously impair academic and interpersonal behaviour. Some of the signs teachers must look out for are: low tolerance for frustration and negative patterns for thinking, giving up on tasks quickly which they find daunting, doubting their ability to independently complete tasks and solve problems, lethargy, speaking laboriously, difficulty in completely expressing thoughts and ideas, decreased self-esteem and self-worth, and separation anxiety from parents.
In cases where the child is going through depression a home-school communication system has to be developed to share information on the student’s academic, social and emotional behaviour. The best approach taken is often individualised. Children, when helped to overcome their depressed state with patience and perseverance from school staff, home and peers, tend to lead happy and normal lives.
Corporal Punishment
A common disciplinary measure in schools is corporal punishment. Hitting with the hand or with an object like a cane, pinching, excessive physical exercising, twisting of the ear, etc are some forms of corporal punishment. There have been instances where children have lost their lives or have been gravely injured. In most cases the physical hurt can be treated but the psychological and emotional effects can have severe consequences in the future. Mental harassment is also a form of corporal punishment.
There is no excuse to resorting to corporal punishment. It is important to treat every student with respect and care. Children can lose their confidence and self-esteem. With a child being continuously subjected to corporal punishment, the dire consequences could be children developing aggressive or destructive behaviour. They start to think that it is okay to hit someone if not listened to, or they may show cowardice, learning to obey without asking questions or having opinions.
It is the collective responsibility of all to abolish corporal punishment completely. Teachers and educators need to form mutual agreements with students, motivating them and giving them a sense of belonging to the school. It is the right of every human to live a peaceful life without having to face violence in any form.
Online Abuse
Technology cannot be eradicated from children’s lives; it is here to stay. Monitoring them every second of everyday is impossible. So, when they get sucked into the big bad world of virtual reality what do we do? How do we cope with the fact that our kids can be hurt by someone who is sitting thousands of miles away?
The Blue Whale game, which is a 50-task game culminating in a suicide order, is a classic example of children being ensnared online. Developing trust and openness is the way to combat such dangerous influences. Children should be educated to talk openly about things that concern them, whether it is internet related or otherwise. Adults in a child’s life should make sure they don’t blow things out of proportion or overreact to situations but understand the needs of the child so that, in any situation, they feel comfortable to come up and speak to an adult, regardless of the issue.
We need to speak to children, develop their self-worth and give them the confidence that life is not about letting someone or something influence us into the wrong behaviour, and that there are alternatives to combat stress and confidence issues.
Countering the sinister Blue Whale challenge is the Pink Whale challenge or the Baleia Rosa game, which aims to spread not anguish and harm but love and happiness. While the Blue Whale is about depressing messages, self-harm and suicide, Baleia Rosa promotes positivity and encourages people to save lives.
Eventually, youngsters must realize that online challenges are not the ultimate game-changers, and that we all have our inherent traits of strengths and weaknesses – it is up to us to work on them.
Internet Safety
Internet usage has to be monitored continuously as today’s youngsters tend to use the internet heavily these days. It is important to provide kids with safety and protection from online predators.
We must keep an eye out on what they surf online. Children should be taught not to trust everything that they hear or see on the internet and to never reveal any personal information like their real name, which school they go to, their address or even frequent places they hang out. They must also be told not to share their family or friends’ information either.
Most internet browsers have parental controls that can be easily used to set up security safeguards and content filters for language, nudity, sex and violence. Special browsers can also be set up that are kid-friendly. You can allow your child to only have access to this browser.
Children also get sucked into online chats where identity thieves or child predators pose as friends. A constant vigilance has to be maintained to their chat activity.
Children must be allowed to play age appropriate games. Check gaming websites that list the ratings of each game.
Do not allow children to do online shopping by themselves, we never know if they are going into insecure sites to make purchases and could be left vulnerable to online thefts.
School Safety
Schools must ensure that there is CCTV coverage in all corners of the school to ensure that the kids are monitored. When hiring staff and teachers, the school must ensure that they go through the proper channels of hiring, because these are the people who are responsible for a child’s safety and wellbeing. Schools must develop guidelines regarding the hiring process. It shows that the institute has done their homework and that they are a serious organisation and not just a money-churning machine.
Says Kusum Kanwar, Principal, Billabong High International School – Santacruz, “The 21st Century Safe School is a forward-thinking comprehensive approach addressing school safety from a holistic perspective of mental, emotional, physical and social safety. It is much more than physical threats. However, schools at times have a false understanding of school security and poor training and not following best practice guidelines for safety programs, leaves schools vulnerable to threats.
“Students deserve quality education in a learning environment where they feel safe and secure. Ensuring safety training for stakeholders prepares and empowers school administrators, educators and staff to effectively plan and train for a multitude of potential threats risks. It begins with planning and an increased level of awareness of potential threat indicators.
“Safety Training includes creating safe learning environments which are emotionally and psychologically safe, have situational awareness and other critical social and behavioural topics and simulation drills and safety exercises. Many schools have a mindset that training a small number of staff who can train the rest of employees can help, however the outcome will probably not be favourable. Parents need to be a collaborative partner in this endeavour by heightened awareness.
“Safety Training programs need to merge mental health and security practices for creation of a safe school.”
“If a school is aware about the facts related to raising sensible children, then parents automatically start following the culture of the school,” points out Sonal Ahuja, Director, Shri Ram Foundation Preschool and Shri Ram Bal Bharti School. “We hold sessions and make sure that each one of them attend. School activities are not done just as formalities. We make sure that raising a child is a triangular effort: Teacher-Child-Parent. We all have to play our roles equally to reach a set standard or a goal.
“Schools are expected to address behavioural issues, minimize absences, reduce or eradicate mistreatment and bullying, prevent abuse cases and also fully prepare all students regardless of family circumstances or community characteristics. Given these demands, schools may find it difficult to be successful if they are operating in a reactive stance.
“Quality and character of school life can also be improved by welcoming partnerships, which aim at mutual trust and respect, responsiveness, research, reflections and introspections. In this partnership, school, staff, principal, parents, neighbourhood school representatives can develop a plan of action that is responsive to the needs of the school towards safety and security. The goal is not to provide the ‘one size fits all’ set of prescribed action. Schools should now step out of the so called, self-centred approach and bring a more community driven approach, by collaborating and welcoming partnerships – more brains, more reflections and hence most appropriate action plans leading to safe schools.”
Sunny Mahajan, Joint Secretary, Pratap World School also adds, “More personalized care by every member of the school can help in spreading positivity and protection for students. Mobile jammers can be introduced so that children do not become a victim of the Blue Whale game in school premises, particularly boarding schools. CCTV cameras should be present in every nook and corner so that everyone is alert. Police verification of each staff member must be conducted and anyone found with a record should not be kept in school. Psychometric assessment of each and every employee is essential. There should be security guards in school premises at various points as a physical presence always has an edge over any technology. Meditation activities for non-teaching and teaching staff help to maintain a positive balance of energies. Negative thoughts can be channelized. Ensuring more technology driven checks and balance can also help.”
Kalpana Chaudhary, Director, NH Goel World School, Raipur
Kalpana Chaudhary, Director, NH Goel World School, Raipur, says that apart from the regular norms of school safety, “We also do not encourage children driving their own two or four wheelers to school. We encourage children to use school transport. The children who come by their own vehicles have been issued I-cards to the drivers. Their names and phone numbers have to be registered with the school and they have to sign a register and a gate pass while leaving the school. Random and regular breath checking of the support staff specially the transport department is also essential.”
Stay Prepared
Life is full of surprises, not all of them pleasant. It is better that the organisation is prepared for fewer surprises. Institutes must continuously sensitise staff and enhance security measures in all possible ways. Some schools have already increased their security detail. Some of the measures that these schools have taken are:
The school staff and teachers are in the premises much before the students enter the school. After dispersal the building is secured by security staff.
CCTV cameras are installed at strategic points across the school and are regularly monitored by dedicated personnel. Regular maintenance is done to ensure functionality is strictly implemented.
Entry and movement of all adults in the school campus is recorded. The school is secured and the gates are manned by security guards all the time.
Students toilets are clearly demarcated and separate toilets are used by the support staff.
The GPRS system has been incorporated for school buses, while CCTV cameras, first aid and fire extinguishers have been placed in every bus.
Students board and alight from the buses within the school premises under the supervision of the school transport in charge.
Teachers are assigned duties on vantage points during school hours.
The school medical team comprising of doctors and counsellors conduct regular sessions with students on various subjects on safety and otherwise.
Bullying is strictly dealt with. Corporal punishment is not permitted and the physical safety of each child is of utmost importance.
An ambulance is stationed at the campus at all times for any medical emergencies.
Adding to these measures, Kavita Sanghvi, MET Rishikul, recommends that profiles are very clearly outlined to all so that every stakeholder is aware of their roles and responsibilities. Regular monitoring and recording, working closely with parents and earn their support and trust, informing parents of the school safety measures, holding meetings with staff members on child protection policy and their need to look into every aspect of students’ safety, recording of regular inspection by school safety officer, and the Police Clearance Certificate (PCC) of male staff members, are all essential steps.
When it comes to the safety of students, it is infinitely better to err on the side of caution.
This story features as the cover story in our October 2017 issue.
In a landmark recognition for Indian education and grassroots activism, Educate Girls, founded by Safeena Husain, has been named one of the recipients of the 2025 Ramon Magsaysay Award. Often referred to as Asia’s Nobel Prize, this honour highlights the organisation’s transformative work in enrolling and empowering out-of-school girls across some of India’s most remote and underserved regions.
The announcement marks a historic moment — Educate Girls is the first Indian organisation to ever receive this award, underscoring the global importance of its mission. Alongside Educate Girls, the other awardees include Shaahina Ali from the Maldives for her environmental work and Flaviano Antonio L. Villanueva from the Philippines. The formal ceremony will take place on November 7 at the Metropolitan Theatre in Manila.
Safeena Husain: From Teacher Warrior to Global Recognition
For ScooNews, this moment carries a special resonance. In 2018, Safeena Husain was celebrated as a Teacher Warrior, honoured for her vision of tackling gender inequality at the root by ensuring that every girl receives access to education. What started as a 50-school test project in Rajasthan has since scaled into an expansive movement spanning 21,000 schools across 15 districts, supported by a network of 11,000+ community volunteers known as Team Balika.
Her journey, as she has often recalled, was shaped by both personal and professional turning points. After studying at the London School of Economics and working in grassroots projects across Latin America, Africa, and Asia, Safeena returned to India, deeply aware of the entrenched discrimination girls faced. A family encounter in a village, where her father was pitied for not having a son, crystallised her resolve to fight for gender equity through education.
Breaking Barriers in Education
Educate Girls has gone beyond enrolling girls into schools. Its programmes aim at:
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Increasing enrolment and retention of out-of-school girls
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Improving learning outcomes for all children in rural districts
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Shifting community mindsets through participation and ownership
The organisation has also pioneered innovative financing models such as the world’s first Development Impact Bond (DIB) in education, tying funding directly to learning outcomes.
Safeena has often spoken about the transformative power of education citing stories of girls who once had no aspirations simply because nobody asked them what they wanted to be, and who today, thanks to education, dream of becoming doctors, teachers, or even police officers.
Global Platforms, Indian Roots
Safeena’s vision has found resonance globally. In her TED Talk titled “A Bold Plan to Empower 1.6 Million Out-of-School Girls in India”, she emphasised that girls’ education is the closest thing we have to a silver bullet for solving some of the world’s toughest problems from poverty to health to gender inequality. In 2023, she was also awarded the WISE Prize for Education, cementing her reputation as one of the leading voices in education worldwide.
But even as Educate Girls receives international acclaim, its deepest impact continues to be felt in the dusty lanes of rural Rajasthan and Madhya Pradesh, where every single enrolment represents a victory against entrenched social barriers.
Why This Award Matters
The Ramon Magsaysay Award not only recognises Safeena Husain’s leadership but also places Indian NGOs on the global stage. It sends a powerful message: education is both the foundation of equity and the key to transformation. For India, a country with one of the world’s largest populations of out-of-school girls, this award validates years of struggle, innovation, and community-driven action.
For ScooNews, which first honoured Safeena as a Teacher Warrior in 2018, this moment is both proud and historic. It shows that when educators and changemakers stay rooted in their vision, their work can resonate far beyond borders.
In today’s fast-paced education environment, being a teacher means so much more than giving classroom lessons. You are juggling curriculum planning, grading, administrative work, and the challenge of keeping every student engaged. It’s no surprise that teachers’ workload often feels overwhelming.
This is where AI for teachers comes in. With the right tools, AI can automate repetitive tasks, personalize learning for each student, and provide actionable insights based on data. The result? Less time buried in paperwork and more time doing what matters most, which is teaching and inspiring students.
From streamlining grading to helping tailor instruction, AI is transforming classrooms in ways that enable both teachers and students to thrive.
The Teachers’ Workload Problem
Think about this: more than 8 in 10 teachers say there’s simply not enough time in the day to get all their work done. That statistic tells a very real story. Teachers’ workload has become a global concern, impacting not only the well-being of educators but also student learning outcomes.
Why are teachers so overburdened? A few common reasons stand out. Large class sizes mean that providing individual attention to each student is nearly impossible. Hours are consumed by grading papers, writing reports, or replying to parent emails.
Add to that the constant need for fresh lesson plans, the demands of data collection, and pressure from administrators or parents! Suddenly, the day feels impossibly short. And let’s not forget the emotional side. Teachers are often a lifeline for students facing emotional or behavioral challenges, which can be rewarding but also draining.
Limited support, scarce resources, and the shift to hybrid learning only intensify the challenge. The consequences are severe as overwork causes stress, fatigue, and burnout. Burned-out teachers can’t perform at their best, which decreases classroom engagement and, in the long run, increases attrition rates.
Clearly, something has to change, and AI is beginning to offer a solution.
How AI Can Reduce Teachers’ Workload
AI isn’t here to replace teachers. It’s here to give them back valuable hours. In fact, a recent survey found that 60% of teachers who used AI this year saved up to six hours of work per week (The74Million). That’s nearly a full school day regained!
Here are three of the most practical ways AI is helping educators lighten their workload.
- Automating Repetitive Tasks
Imagine you have 120 essays waiting on your desk. Normally, you’d spend hours grading them one by one. But with AI Based Assessments, you can evaluate multiple-choice, short-answer, and even some essay responses in a fraction of the time.
The same goes for lesson prep. AI-powered planners can create full lesson outlines, generate quizzes, and suggest resources in minutes. Instead of starting from scratch, you can refine and personalize what’s already been created. This saves both time and energy.
Even administrative duties, like scheduling classes, generating reports, or sending reminders to parents, can be managed automatically. By cutting down on these repetitive tasks, you can free up mental space for interactive teaching and meaningful student engagement.
- Personalized Learning
Every teacher understands the challenge of accommodating students’ individual needs. In a classroom of 30 pupils, there may be 30 unique learning paces and styles. AI helps to bridge that gap.
Adaptive learning platforms, for example, can analyze a student’s performance and adjust the content to match their pace. If a student is excelling in math but struggling in reading, AI-guided student support can offer targeted assistance and practice in the weaker area.
You can also take advantage of AI-generated feedback systems, which instantly offer students detailed notes on their assignments. That means fewer repeated explanations for you and faster, more meaningful learning for the student.
Think of it as having an assistant who keeps an eye on every child in the classroom. It lets you know exactly who needs extra help and when!
- Data-Driven Insights
AI not only saves time but also enhances teaching intelligence. By continuously monitoring performance, AI tools can reveal patterns that might otherwise go unnoticed. For example, you may realise that an entire class consistently struggles with fractions, indicating a need to modify your approach.
These insights also relate to student interests and preferences. When lessons are aligned with what students genuinely care about, engagement naturally improves.
In brief, AI transforms raw data into useful guidance, providing you with a clearer understanding of how to support your students.
AI for Teachers: Ethical Considerations
As powerful as AI for teachers is, it comes with responsibilities. Schools need to make sure that AI tools respect privacy laws and don’t misuse sensitive student data.
Another critical issue is bias. For instance, research has shown that AI grading systems can sometimes display racial prejudice and even misjudge the quality of writing (The74Million). This means teachers must always review AI outputs. They should be used only as helpful assistants rather than unquestioned authorities.
AI can undoubtedly improve teaching. However, it cannot substitute the human judgment, empathy, and creativity that excellent educators bring to the classroom.
To conclude, the integration of AI in education marks a shift toward smarter, more sustainable teaching practices. It gives you back your most precious resource, that is, time, while offering students tailored and engaging learning experiences.
At the end of the day, AI isn’t about replacing educators. It’s about empowering them. And that’s a win-win for everyone!
Key Takeaways: How AI Helps Teachers Save Time, Personalize Learning & Improve Results
- Teacher workload is at an all-time high, fuelled by administrative tasks, large class sizes, and the demands of online learning.
- AI for teachers can automate time-consuming tasks like grading, lesson planning, report generation, and scheduling, saving up to six hours a week!
- Personalized learning becomes easier with AI, as it can adapt content to each student’s pace. It provides targeted support and delivers instant feedback.
- Data-driven insights help teachers track progress, identify learning gaps, and improve curriculum planning.
- Ethical considerations are crucial. AI tools must meet privacy standards and be monitored for biases
- With AI, teachers work more efficiently, students get tailored support, and classroom engagement improves.
This article is authored by
Ritika Tiwari, Content Marketing Associate, Extramarks
The Ministry of Education’s latest Unified District Information System for Education Plus (UDISE+) 2024–25 report offers an important snapshot of India’s school education. The numbers reveal progress across teachers, enrolments, infrastructure, and gender representation. But as with any large-scale dataset, the fuller story emerges when these achievements are held against persistent challenges on the ground.
Key Improvements Highlighted in the Report
Teachers and Student Ratios
For the first time, India has crossed the one crore mark in the number of teachers. From 94.8 lakh in 2022–23 to over 1.01 crore in 2024–25, the increase represents a 6.7% rise within two years. The Pupil-Teacher Ratio (PTR) too has improved sharply, now standing at 10 for the foundational stage, 13 at the preparatory level, 17 in middle school, and 21 in secondary. All of these are comfortably better than NEP 2020’s recommendation of 30:1, suggesting children now have more access to individual attention.
Dropouts and Retention
Dropout rates have fallen across the board. At the preparatory stage, they are down to 2.3%; in middle school to 3.5%; and in secondary to 8.2%. Retention, meanwhile, has climbed, with 92.4% of students staying on through the preparatory stage, 82.8% at middle, and 47.2% at secondary—supported by the increase in schools offering higher grades.
Transition and Enrolment
More children are continuing their education without breaks. Transition from foundational to preparatory is up to 98.6%, and from middle to secondary to 86.6%. Gross Enrolment Ratio (GER) has also risen, with secondary education seeing an uptick from 66.5% to 68.5%.
Infrastructure Growth
Infrastructure remains a bright spot. Over 93% of schools now have electricity, 99% provide safe drinking water, and 97% are equipped with girls’ toilets. Computer access has grown to 64.7%, internet access to 63.5%, and more than half of schools now have ramps and handrails, improving accessibility.
Gender Representation
Representation of women in teaching has crossed 54%, and girls’ enrolment has edged up to 48.3%, showing slow but steady progress towards gender parity.
Where the Numbers Need Context
While the report reflects genuine gains, the full picture requires a closer look at what these numbers mean in practice.
Teachers: Quantity vs Quality
Crossing the one-crore milestone is historic. Yet reports continue to highlight shortages in subject specialists and concerns about teacher training. A strong student-teacher ratio is valuable only if classrooms are led by well-prepared, motivated educators.
Dropouts: Regional Gaps Persist
The steady fall in dropout rates is promising, but averages mask uneven realities. States like Bihar still struggle with alarming dropout figures, particularly among girls and marginalised communities. National averages hide state-level realities.
Access Without Schools
It is encouraging to see single-teacher and zero-enrolment schools on the decline. However, the deeper problem isn’t just these schools but the absence of schools altogether in thousands of villages. Maharashtra alone has over 8,000 villages without schools. That’s not a statistic you’ll find in the UDISE+ summary, but it matters when we talk about access.
Digital Infrastructure: From Presence to Practice
Computer and internet access are on the rise, yet, other surveys suggest that many of these facilities remain underused, serving as placeholders for inspections rather than as tools for learning. Less than a quarter of India’s 1.47 million schools have smart classrooms. Digital literacy among students and teachers is patchy at best. So while infrastructure is expanding, its integration into actual pedagogy lags far behind.
Inclusion: Beyond Ramps
Ramps and handrails are a welcome start, but inclusion for children with disabilities requires much more. How many schools have accessible toilets, special educators, or learning aids for children with disabilities? And the bigger question: how many children with disabilities are actually enrolled and attending school regularly? Current data rarely tells us this.
Gender: Representation Without Leadership
Girls’ enrolment is up slightly to 48.3%. Female teachers now account for 54.2% of the workforce. Encouraging signs, yes. But leadership remains a male stronghold. Across higher education, only about 9.5% of institutions in India are led by women. At the school level too, women remain underrepresented in principal and leadership roles. Representation in classrooms is improving; representation in decision-making is not.
Reading the Report Holistically
The UDISE+ 2024–25 findings point to a system that is steadily improving access, retention, and infrastructure. But progress cannot be measured in isolation. Numbers must be matched with quality, access must be inclusive, and representation must extend to leadership. A fuller picture of Indian education comes not from rose-tinted fragments but from an honest balance of achievements and unfinished work.
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:
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Regulation (NHERC) – compliance and governance
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Accreditation (NAC) – quality assurance
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Grants (HEGC) – performance-based funding
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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
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Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
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Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
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Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
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Global alignment: Can enhance India’s appeal with international quality frameworks.
Risks & Concerns
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Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
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Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
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Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
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Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.
Global Inspiration & Way Forward
Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.
In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.
This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.
More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.
Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.
In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.
“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.
To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.
In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.
In a sobering update shared in the Lok Sabha, Union Minister of State for Education, Sukanta Majumdar, revealed that student suicides constituted 7.6% of all suicide cases reported in India in 2022. While marginally lower than the figures in 2021 (8.0%) and 2020 (8.2%), the data underlines an ongoing mental health crisis among the nation’s youth.
The statistics were drawn from the Accidental Deaths and Suicides in India (ADSI) report published by the National Crime Records Bureau (NCRB), as per the minister’s written response in Parliament.
Recognising the urgency of the matter, the Centre has ramped up efforts to address student mental health through a multi-pronged strategy. This includes psychological support not only for students but also for educators and families, aiming to create a more holistic safety net within the education system.
As reported by The Indian Express, Minister Majumdar highlighted the Ministry of Education’s Manodarpan initiative, which has reached lakhs of students across India through tele-counselling, webinars, and live interactions. Parallel efforts under the Ministry of Health and Family Welfare’s District Mental Health Programme (DMHP) now cover 767 districts, offering suicide prevention services and life skills training in schools and colleges.
Adding to this, the University Grants Commission (UGC) has issued advisories to higher education institutions urging them to prioritise student welfare, fitness, and emotional well-being. Institutions like IIT Madras, IIT Delhi, and IIT Guwahati have started conducting resilience-building and stress management workshops under the Malaviya Mission Teacher Training Programme.
Addressing addiction among youth, the Centre has also intensified anti-drug campaigns to accompany its mental health outreach.
Separately, the Ministry of Education is in the process of drafting legislation to establish the Higher Education Commission of India (HECI), aiming to unify regulation under a single authority. The new body will replace existing agencies like the UGC, AICTE, and NCTE, aligning with the NEP 2020 vision of a “light but tight” governance framework that promotes autonomy, innovation, and accountability.
In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.
According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.
This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.
In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”
The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.
While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.
As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.
Education
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.
As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.
The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.
What the Two-Tier System Means
Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.
This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.
Changes Ahead for Schools
If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.
While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.
In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.
During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.
Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.
“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”
Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.
In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.
A national workshop was held on July 18, 2025, at Kaushal Bhawan, New Delhi. Organised jointly by the Ministry of Education (DoSE&L), the Ministry of Skill Development and Entrepreneurship (MSDE), and the National Council for Vocational Education and Training (NCVET), the event brought together more than 150 delegates, including senior officials from 24 State and Union Territory education boards.
The central aim of the workshop was to help State Boards apply for recognition as Dual Category Awarding Bodies under NCVET. This status enables boards to both conduct training and assess students in vocational courses aligned with the National Skills Qualification Framework (NSQF), particularly up to Level 4 — which includes critical entry-level skill training linked to employment.
The initiative is part of the government’s broader effort to implement the National Education Policy (NEP) 2020 and ensure vocational education is deeply integrated within the school system.
Officials from MSDE and NCVET emphasised that becoming a Dual Category Awarding Body places greater responsibility on State Boards — not just to conduct assessments, but to maintain quality standards in vocational pedagogy and learner outcomes.
A highlight of the workshop was a hands-on session where States received live technical support to complete their applications. As a result, all 24 participating States began their onboarding process, while six States — Goa, Maharashtra, Himachal Pradesh, Assam, Madhya Pradesh, and Nagaland — completed and submitted their applications. The Goa Board also shared its experience through a case study.
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