Knowledge
The real goals of education today are to equip a child with the life skills essential to meet the challenges of everyday life.
Every true educator would wish for children to be lifelong learners, to be passionate, ready to take risks, problem-solve and think critically, look at things differently, work independently and with others, care and want to give back to their community, persevere, have integrity, self-respect…
“Education is not preparation for life; education is life itself,” said John Dewey.
Today more than ever it is becoming clear that education is so much more than the Four Rs – reading, writing, arithmetic, reasoning. Every true educator would wish for children to be lifelong learners, to be passionate, ready to take risks, problem-solve and think critically, look at things differently, work independently and with others, care and want to give back to their community, persevere, have integrity, self-respect, and enjoy their life and work. The real goals of education today are to equip a child with the life skills essential to meet the challenges of everyday life.
What are life skills?
It is a term used to describe a set of basic skills acquired through learning and/or direct life experience that enable individuals and groups to effectively handle issues and problems commonly encountered in daily life. The essential skills for success in the 21st century include creativity, critical thinking, problem-solving, decision-making, the ability to communicate and collaborate, along with personal and social responsibility that contribute to good citizenship. These are essential skills for success in the 21st century, both for healthy societies and for successful and employable individuals.
Benefits of life skills
Life skills help an individual meet the challenges of life in a constantly changing environment. Along with dramatic changes in global economies over the past few years, a technological transformation is impacting education, the workplace, and home life. It is important for students to develop the necessary skills essential to cope with stress, frustration, and change.
The development of life skills helps students to find new ways of thinking and problem solving, recognise the impact of their actions and teaches them to take responsibility for what they do rather than blame others. It helps build confidence in spoken skills and for group collaboration and cooperation. Students are able to analyse options, make decisions and understand why they make certain choices outside the classroom. They also develop a greater sense of self-awareness and appreciation for others.
Academic success is no longer enough. In the workplace, life skills help employees gain employability skills, which employers are seeking. An individual who has the ability to self-manage, solve problems and understand the business environment is definitely preferred. Working well as part of a team, managing time and people, being agile and adaptable to different roles and flexible working environments, and possessing the potential to lead by influence, are the key life skills that are beneficial in the workplace.
Developing individual life skills has a trickledown effect, impacting society and our world at large. As individuals recognise cultural awareness and citizenship, it makes international cooperation easier. When we respect diversity, it allows creativity and imagination to grow, leading to a more tolerant society. Learning skills of negotiation, networking and empathy leads to better outcomes and reduces friction.
Teaching life skills
Educators across India are well aware of the urgency and significance of enhancing the life skills of children today. Dr. Swaroop Sampat Rawal, Founder & Vice President, Early Childhood Association, India avers, “Life skills have been defined by the World Health Organization (WHO) as “abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life”. Life skills include skills like social, emotional, and thinking skills—such as self-awareness, empathy, critical thinking, decision-making, and understanding and managing emotions. In this day and age of a constantly shifting environment, having life skills is an indispensable part of being able to meet the challenges of everyday life. To manage the stress and challenges of the increasing pace and change of modern life, students need life skills such as the ability to manage their emotions, think creatively and problem solve at every step.”
Dr. Swaroop Sampat Rawal, Founder & Vice President, Early Childhood Association, India
She adds, “Additionally, life isn’t only about the subjects in the National Curriculum, it involves learning how to think and communicate, and interpret, explore and represent our own experience and that of others. We need citizens with more than academic abilities. Intuition, creativity, adaptability, and powers of perception, interpretation and communication are the essential qualities of this millennium. These qualities are at the heart of the life skills education, but are not always recognised or nurtured in formal academic settings.”
“Today's generation faces many diverse challenges; the biggest one is learning how to just BE,” feels Skand Bali, Principal, The Hyderabad Public School. “With technological advancement, the world is now open to the children and as a result, they are smarter and faster but also lack vital life skills. Critical thinking, communication skills, conflict resolution, creativity, empathy, ethics are just some of the essential skills required for succeeding IN and AT life. It is crucial that children be taught these skills as opposed to assuming that such skills are self-learnt. If we want our children to grow up as happy, well-adjusted adults, we must teach them to not only be skilful at earning a living but also to be skilful AT LIVING. More than academic test scores, what will serve them better is practical knowledge of interpersonal skills. A major part of life outside of educational institutes is built on relationships and I know that as of now, we don’t have schools that have a course on how to build relationships!”
Skand Bali, Principal, The Hyderabad Public School
Dr. Manjula Pooja Shroff, MD & CEO, KALOREX Group, believes students these days are exposed to a variety of experiences. “They are extremely vulnerable not only in the real world, but more importantly in the virtual world. They are targets of all kinds of online crimes as well as they are easy prey. Unfortunately, the older generation at times does not even realise this vulnerability and fail to address this important aspect. It is really crucial that students are groomed in the ways of the world and the web equally and it becomes a very big responsibility of the teachers to do that.”
Dr. Manjula Pooja Shroff, MD & CEO, KALOREX Group
Dr. Shroff maintains, “Life skills mean a student is well versed not only in the subjects of study but all aspects of coping well in this fast-paced life and coming out stronger and more confident. To be able to live a stress-free life as they grow older and face all challenges as learning experiences. From an early age, they must develop excellent communication skills. They should be able to display financial acumen, to be alert and aware of all online and real-world transactions. They must also be media literate – to display netiquette on social media and also to understand their accountability and responsibility of online communications.”
Karuna Yadav, Principal, Kapil Gayanpeeth
According to Karuna Yadav, Principal, Kapil Gayanpeeth, “It is our moral obligation to make the students learn to manage and handle life’s big and small challenges effectively and not succumb to the multi-directional stress in this hyper-competitive VUCA world. Worldly life – which is volatile, uncertain, complex and ambiguous – needs to be tackled and maneuvered tactfully to live to its fullest, while growing socially and productively.
In this labyrinth of present day’s utter confusion in social values and educational demands, a gross lack of partnership between school and parent is taking its toll on our kids and youth. Students are to be prepared and equipped with skills to fathom unwarranted situation, for they shall have to cope with the day to day tiring situations arising when they are away from parents busy studying or earning a livelihood.”
Neeta Bali, Director and Head of School – G D Goenka World School opines, “We live in confusing times, with a lot of conflicting ideologies, opinions and points of view. The use of technology further aggravates the situation with unlimited access to the internet to young people. There are moral dilemmas related to basic issues like which friends to hang out with, issues related to academic honesty, how not to give in to peer pressure, how to tackle bullies, adhering to rules or exercising unlimited freedom. Young people often get caught in situations where they need to pick between family and peer group rules – situations in which each possible course of action breaches some otherwise binding moral principle.
Neeta Bali, Director, and Head of School – G D Goenka World School
Under such a situation, it is important that we enhance life skills so that young people are able to make careful choices, based on a set of values they may have been imbibed in school and home. Consequently, young people will need these skills to deal effectively with the challenges in everyday life, whether at school, at work or in personal lives.”
Lt Col A Sekhar, Head of Schools, Alpha Education, affirms, “Life skill – noun, plural noun: life skills, a skill that is necessary or desirable for full participation in everyday life. The above definition, courtesy online dictionaries, succinctly explain the concept of life skills. In a digital world with data as the uber dominant matrix for decision-making across industries, and perhaps the world over, the increasingly unpredictable, machine driven world is crying out for compassion and empathy.” He goes on to share an episode that he personally witnessed… “During a lively, unscheduled interaction with middle school children once during the assembly, some of the students made patently untrue statements. Over the next few minutes, the students were made aware of the mistakes and asked to apologise. They were hugely reluctant…still they were made to do the right thing. We found the entire incident unpleasant; so a discreet counselling session followed. At least two of the students, when questioned about their reluctance to say sorry, observed that ‘Arnab Goswami never apologises for his mistakes…why should I?’”
Lt Col A Sekhar, Head of Schools, Alpha Education
He adds, “India today is a trust deficient society with whatsapp videos and fake news leading to riots, deaths and lynchings. Thus, the importance of life skills cannot be over-emphasised. However, students are less than impressed with 19th century moralising; I am still ambivalent about teaching them life skills. We, in India are part of a deeply hypocritical society; and when teachers, who are in the tuition business give out preachy monologues, for sure it hits a wall.”
How to go about it…
Dr. Swaroop Sampat Rawal: “At the heart of life skills education is the learning of life skills. These capacities do not develop unaided; they have to be learnt and practiced. Teaching techniques that integrate active learning need to be incorporated into a life skills educational programme to increase its efficiency. As life skills education is a dynamic process it cannot be learned or enhanced on the basis of information or discussion alone. Expecting children to change their behaviour merely by providing information is impracticable. It must also include experiential learning. Experiential learning involves a ‘direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.’ Life skills learning is facilitated by the use of participatory learning methods and is based on a social learning process which includes: hearing an explanation of the skill in question; observation of the skill (modelling); practice of the skill in selected situations in a supportive learning environment (scaffolding); and feedback about individual performance of skills. Drama in education is perceived as a natural vehicle for active and experiential learning as it is an extension of the imaginative, pretend play of childhood. Intrinsically drama is a multisensory mode of learning, and can increase awareness of self and others. It can enhance communication skills, creative thinking skills and interpersonal skills through experiential learning.”
Skand Bali:
“A teacher's role is to spark the thought process, to give the right direction. We want our students to be a success, to be happy and fulfilled. For this, we must also provide them with the right tools. Life lessons must be incorporated into the curriculum. Teachers should not just theoretically talk about a life skill but also create an opportunity in the classroom setting to implement the lesson. Education must be value based. A teacher can format any lesson plan to impart the values of justice, caring, fairness, ethics, good citizenship. It will add depth to every lesson. History, geography, languages, sciences even mathematics can be used as tools to impart life skills; we just need to think out of the box. A teacher himself or herself is a live example of teaching students life skill by examples be it inside or outside classrooms.”
Dr. Manjula Pooja Shroff:
“Teachers have to come out of their comfort zones and explore new territories and adapt themselves to new and unfamiliar technologies. They have to be trained to use the new systems and given as much exposure to the latest international pedagogies. New educational technologies and tech-based pedagogies are the demands of the future, and it is in our best interests to imbibe them to the fullest extent.
In my organization, it is important for all educators to bring up discussions of global importance in their classes and to inculcate a sense of responsibility and ownership towards the world they live in. The teachers and students work together towards making a difference in the society through initiatives taken towards social causes and participate in various forums to make an impact.
Making student future-ready means inculcating goal setting skills and people skills in them. The focus has to be on building 21st-century skills which will finally help the students to go out into the world and cope with the fast-paced life and shape their future careers. The onus of learning will be totally on the students themselves and they will emerge as enquirers and thinkers who will have a responsible say in all matters.”
Karuna Yadav:
“Right from early childhood, the kids at home need to be taught the ability to fathom the day to day anxieties and to be more adaptable. They need to be told that it is okay to lose a race, get scolded, drop an ice cream, spill milk, to cry when hurt. Parents need to let them go out and play (with Lego, jigsaw, puzzles and board games) to enhance their logical and critical thinking.”
Neeta Bali:
“Learning of subjects per se will amount to nothing if schools and teachers do not teach pupils moral values and survival skills; There should always be a hidden curriculum that is based on eternal values of diligence, honesty, kindness, optimism, and compassion. In languages and social sciences and even science, it is important to have warming up exercises to begin teaching of content. It is imperative that students know not merely the learning objectives related to the teaching of the subject but also associated life skills. Teachers must get students to reflect on what they learn in a class, encourage new ways of thinking, reflect on how their actions can impact others and get students to explore options to make life happier for all. Cultivating a greater self-awareness and tolerance for the opinions of others is imperative. Getting students to take responsibility by assigning small jobs and asking them to devise their own solutions goes a long way in instilling life skills and boosting morale while forming teams and grouping goes a long way in building skills of collaboration and acceptance of diversity. It is equally important to create a flexible learning environment to induce creative thinking, where young people are not restricted and can use their imagination to create solutions. Outdoor experiences and social outreach programmes must be included to foster social sensitivity and empathy. Getting students to advocate for themselves and have a conversation with an authority figure is another great way of honing skills of expression and articulation.”
Lt Col. A Sekhar: “My experience across India, as a soldier educationist highlights the following: Inspiring role models matter. As teachers, students focus on our actions, not words, (especially under pressure). As teachers, are we proficient in life skills, values? Impact of parents, society, media is enormous.”
It’s never too early… nor too late!
Educators unanimously agree that it is never too early to start life skills education. “Life skills are a crucial part of early childhood education. Not every life skill comes naturally, many life skills effective communication skills need to be introduced and then consistently supported and taught over and over. For example, little children don't naturally know how to make good choices. Life skills help children know what to do in everyday situations as well as how to make good decisions about more abstract, long-term choices. Teaching children problem-solving and decision-making prepare them to manage peer pressure and make good decisions as she grows into adulthood,” affirms Dr. Swaroop.
Skand Bali adds, “As with every other knowledge that is imparted, every concept that is taught is broken into understandable chunks depending on the age and comprehension skill of the student. Similarly, life skills are an ongoing process and should be taught to all age groups from kindergarten upwards. I believe that the young mind is fertile with immense potential and we need to sow the right seeds in it as early as possible. As I always say, one must begin right to end right! I believe every age group is an ideal age to start this exercise; it's never too late or too early.”
“It is crucial to catch them young, maybe from the pre-primary levels itself,” points out Dr. Manjula. “The culture will be built for this future generation to follow and get adjusted to. Small responsibilities, starting with inculcating good habits, to instilling civic sensibilities, with an attitude of responsibility towards their country and the environment is important to be developed from a very young age.”
“Life skill is not a stand-alone subject which can be taught as per the timetable. Nor is it a onetime exercise,” declares Karuna Yadav. “It needs to be integrated and incorporated in any and every activity from cradle to grave; curricular transaction and sports activity, as it is an integral part of education.”
“Parents can inculcate independence by getting even 3-year-olds to take care of their toys, putting on their own clothes with a little help, brushing their own teeth etc.,” informs Neeta Bali. “As children grow older, the complexity can increase. Teachers can instill the same life skills through another set of activities in the class by giving responsibilities and appreciating when these are executed effectively. As children grow, teach them that life is not just about themselves but about pitching in when others need support. At all ages, right up to the threshold of adulthood, it is imperative that essential life skills of problem-solving, independent thinking and articulation, decision making, critical thinking, and interpersonal relations are nurtured by educators.”
According to A Sekhar, “Building up of life skills, are an ongoing process. The earlier we start, the better. Make sure that the exercises we do are age appropriate, and contextual. Most importantly, get our teachers to appreciate, understand and practice what they preach.”
Great reads to enhance life skills:
https://hundred.org/en/innovations/teaching-life-skills-and-wellbeing-in-school
https://www.thoughtco.com/teaching-life-skills-in-the-classroom-3111025
We often talk about how AI is transforming education, but are we talking enough about what it’s quietly taking away?
CREATIVITY
As Sir Ken Robinson often reminded us,“Creativity is as important as literacy.”
And yet, in a system so focused on marks, rubrics, and outcomes,creativity is often the first thing we sacrifice.
Bloom’s Taxonomy places Creating right at the top,but in many classrooms today, it feels like AI has reached that level faster than our students have.While children are still figuring out sentence structure and grammar, AI is already generating poems, paintings, and polished presentations with a single click.
Which brings us to a deeply uncomfortable question:
What happens when AI starts to “create”?
And more importantly—what happens when our students stop?
Today’s AI isn’t truly creative.It mimics. It reuses. It draws from patterns and reproduces what’s already been done.And if we don’t pause now to protect what’s uniquely human,we risk raising a generation of students who know how to use tools,but don’t know how to think.
Everything’s Starting to Look the Same
I’ve seen it. You’ve probably seen it too.
Creative writing tasks that sound strangely uniform.Artwork that feels formulaic.Presentations that are polished, yes, but empty.AI has democratised access to intelligence,but in doing so, it has started to flatten creativity.We’re now at a point where students are outsourcing not just answers,but imagination.
But true creativity cannot be prompted.It’s messy. It’s emotional. It’s born out of thinking, feeling, failing, and trying again. It lives in how we interpret the world. In how we care. In how we connect.
How Can We Bring Creativity Back?
We need to bring back the building blocks of creativity.
READ
Let students read more deeply,not just skim or summarise.Let them feel what’s in the pages, get lost in ideas, debate their favourite character in a book or movie, and form their own emotional connections.
EXPERIENTIAL LEARNING
Let’s re-focus on learning through doing,projects, fieldwork, play, nature, making mistakes, working with hands, collaborating, and reflecting.It’s in these non-linear, real-world experiences that creativity quietly blooms.
FINDING THE PURPOSE
We need to pause and ask: What is this child truly passionate about?
It could be animals, gardening, football, art—anything that sparks joy and curiosity.
Once we discover that passion, we can connect learning to it.
Let’s not just ask what they’re reading, but why they’re reading it.
What inspires them? How can that interest help them solve real-world problems?
That’s when learning becomes meaningful,and creativity starts to flow with purpose.
Because by the time they grow up,the world won’t just need people who can use AI – It will need people who can imagine what AI cannot.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
Every June, rainbow flags go up, corporate logos get a splash of colour, and the words Pride Month fill our timelines. But behind this month-long celebration lies something far deeper — an entire universe of history, identity, and stories that often remain outside the margins of our textbooks, especially here in India.
When we talk about queer histories, most people quickly say: Pride is an American concept. And yes, the Stonewall Riots of 1969 are often marked as the start of the modern LGBTQIA+ rights movement. But to believe that queer identities only exist where the parades happen is both lazy and inaccurate. Because if you look carefully — at temple walls, ancient texts, and folklore — you’ll find that India, too, has always had queer stories. We’ve just failed to write them down as part of our “official” history.
Take Mahabharat — where Shikhandi, a warrior born as a woman but raised as a man, plays a crucial role in Bhishma’s death. Or Brihannala, Arjuna’s year-long identity as a eunuch. Look at Khajuraho or Konark temples — where fluid sexual depictions exist without judgement. Even Mughal records speak softly of same-sex companionship. Yet none of these ever made it to our history chapters. Why? Because of historiography — the selective way in which history gets written, where lived experiences are often filtered through political, cultural or moral lenses. What we’re left with is history that’s comfortable — not always complete.
But while adults debate culture wars, there’s a rising generation of Indian teens who are quietly asking braver questions. More kids today — some as young as 12 or 13 — are exploring their gender identities, sexual orientations, or even just the vocabulary to describe what they feel. And many of them don’t know who to turn to. Some are scared of being mocked by peers. Others fear judgement from family. Teachers, too, often don’t have the training or language to guide them. The result? Stories like Aarvey Malhotra’s — a young boy who couldn’t bear the bullying he faced for his gender expression — remind us how deadly this silence can be.
Arvey Malhotra with his mother Aarti Malhotra
So where can these kids turn? Sometimes, the safest place to meet yourself is inside a book.
Here’s a small, carefully chosen list of books (curated with the help of AI) that may help teens (13+) begin that journey of understanding — about themselves or others:
1. Beyond the Gender Binary by Alok Vaid-Menon
Written by a gender non-conforming writer of Indian origin, this is a short, deeply accessible introduction to gender fluidity.
2. The Boy & The Bindi by Vivek Shraya (Illustrated by Rajni Perera)
While more suitable for slightly younger kids, this beautifully illustrated book helps children embrace non-conformity and Indian culture together.
3. Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders
An excellent way to understand where the modern pride movement began, told through the story of the Pride flag’s creation.
4. Gender Identity: Beyond Pronouns and Bathrooms by Maria Cook
Written for teens, this breaks down gender identity, expression, dysphoria and non-binary identities in simple, compassionate language.
5. The Queer Hindu: A Spiritual Perspective by Devdutt Pattanaik (Selected Essays)
While not strictly a children’s book, certain essays by Pattanaik can open doors for older teens who wish to explore how queerness exists within Indic traditions.
6.Pet by Akwaeke Emezi
A young-adult novel that tackles identity, family, and justice in a tender, imaginative way by a non-binary author.
7. When Aidan Became a Brother by Kyle Lukoff
For kids exploring trans experiences, this picture book offers a gentle, positive portrayal of gender transition.
(Book covers- Amazon.in, Goodreads)
So why does Pride matter in schools?
This isn’t about imposing ideologies — it’s about offering answers to kids who are already asking. And if we want fewer kids like Aarvey to feel alone, confused, or ashamed, we need to stop treating gender and sexuality like topics too complicated for them to understand. They’re not. What they need are trusted spaces, the right words, and adults who listen without first judging.
After all, education was always meant to make us more human — and queerness, in all its forms, is part of that humanity.
In a recent interview with Lallantop, Varun Grover—acclaimed writer, lyricist, comedian, and filmmaker—hit upon a truth so striking, it should’ve been plastered across school walls: India has lost its plot in nurturing innovators. And the reason? We’ve boxed our subjects—and our students—into separate lanes. Science on one side, art on the other. One wears lab coats, the other paints canvases. They rarely, if ever, meet.
Grover put it sharply: in India, we’ve created a caste-like hierarchy between subjects. Science students often carry the burden of “doing real work,” while arts students claim the higher ground of exploring life and meaning. The result? A deep-rooted disconnect. And it begins early—often in Class 11, when students are forced to pick a stream and silently abandon the rest of their interests.
But must a physicist give up poetry? Must a musician ignore algorithms?
It doesn’t have to be this way. At MIT, one of the world’s top science and tech universities, PhD students in Physics can take courses in music, design, or history—and earn credits for them. Why? Because innovation thrives where disciplines intersect. Because understanding how a flute works can teach you more about frequencies than a textbook diagram ever will.
Consider Steve Jobs, who credited a college calligraphy class for inspiring the Mac’s typography. Or Indian innovator Sonam Wangchuk, whose work in Ladakh seamlessly blends engineering with local art, architecture, and sustainability. His Himalayan Institute of Alternatives (HIAL) teaches future engineers and designers side-by-side, breaking the very silos our system has normalised.
Even Nobel laureate Richard Feynman once said, “I have a friend who’s an artist… He’ll hold up a flower and say, ‘Look how beautiful it is,’ and I’ll agree. But I can also see beauty in how the flower works—its structure, its physics. Science only adds to the beauty.”
And yet, in India, we continue to teach these as separate things. We train students to clear tests, not to create. We push them into IIT-JEE coaching at 13 and expect them to build world-changing ideas at 25.
This isn’t just an academic issue—it’s cultural. Our textbooks rarely reference architecture as both engineering and aesthetic legacy. Our school plays and science exhibitions are held in different corners of the building. Our awards are either for “Best Innovation” or “Best Performance”—never both.
The irony is painful. A land of classical music rooted in maths. A civilisation that built temples with astronomical precision. A country that once integrated dance, sculpture, and geometry with everyday life. And yet, we’ve chosen to modernise by compartmentalising.
It’s time we remember what Varun Grover reminded us of: the pyramid is both an engineering feat and an artistic marvel. And so is the human mind.
Let’s build an education system that stops asking children to choose between knowing and feeling, between numbers and narratives.
Let’s stop making them pick a lane—when the real magic happens at the crossroads.
At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.
In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.
Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.
India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.
Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.
At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.
The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.
Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”
As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.
📌 Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.
And yet, our schools aren’t keeping up.
Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.
Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.
This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.
Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.
Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.
So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?
Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.
Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.
This is the future we must design for.
It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.
The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.
The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now – in our classrooms, through our curriculums, and with intention.
This article is authored by Renata Sguario
Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.
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