Opinion
What does ‘respect’ mean for infants and toddlers in early childhood centres?
From inviting infants to engage and waiting for their approval prior to interacting with them to interpreting children’s intentions by peacefully observing them, Toni Christie explores how respect is the most significant aspect of care and education
Respect is the most significant aspect of care and education with infants and toddlers in centre-based care. Defined as ‘treating with consideration’, respect was the over-arching feature underpinning the values and actions of teachers in a recent research project undertaken in a New Zealand infant and toddler centre. The overall aim of the study was to explore these practices for the benefit of other practitioners wanting to emulate a similar environment.
Introduction
This article is based on the findings from my master’s thesis completed in 2010. I undertook a qualitative case study that investigated the practices of primary care, freedom of children’s movement to enhance their physical capabilities, and respect for children’s confidence and competence.
The case study centre caters for twenty children under two years of age and is open from 7.30am until 6pm Monday to Friday. The ratio is 1:4 with a centre manager who works on the floor but outside of the ratio. The centre is divided into three distinct areas; the infant room, the toddler room and an outdoor area. There are eight infants with two teachers in the infant room and twelve toddlers with three teachers in the toddler room. My research was conducted in the infant room and the teaching staff observed and interviewed for the research were the two infant teachers and the centre manager.
Observation data was gathered by non-participant pen and paper observations and video recording. Documentation records such as ERO reports, prospectus information, children’s individual discovery projects, wall displays, newsletters and information for parents were useful in triangulating data generated by observations and teacher interviews as well as a parent focus group interview. A thematic coding of observational and interview data was used to interpret and analyse the data.
Teachers at the case study centre engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them, and no action would be initiated for or with a child without his or her agreement. This agreement was shown through the children’s cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Close observation of the children by the teachers enhanced their ability to interpret individual children’s needs and wants. The teachers would then offer support for children rather than intervene unnecessarily
Ethics of care
The ethics of care discourse provided an important background to my study. The notions of empathy and respect at the heart of the ‘ethics of care’ discourse are prevalent in the feminist moral theory literature (Goldstein, 1998; Dahlberg & Moss, 2005; Noddings, 1984; Tronto, 1993). The general premise of the ethics of care debate is that “caring is not something you are, but rather something you engage in, something you do” (Goldstein, 1998, p. 247). The word ‘care’, as it pertains to teaching, is often linked to feelings, personality traits, or a person’s temperament. However, Goldstein argues, this simplistic view of care obscures the “complexity and intellectual challenge of work with young children” (p. 245).
Noddings (1984) is in agreement with Goldstein and states: “Caring involves stepping out of one’s own personal frame of reference and into the other’s” (p. 24). Noddings calls this motivational shift of putting aside your own choices, preferences, ideas, and really receiving another person as “motivational displacement” (p. 24). This shift “compels the one-caring to give primacy, even if momentarily, to the goals and needs of the cared-for” (Goldstein, 1998, p. 246). This motivational displacement coupled with peaceful observation (see later section) will lead the one caring to support the one cared for in a manner most suited to the cared for. For example, a teacher may believe that a child has no need or use for a security toy, but in reading the gestures and cues of the infant (peaceful observation) may offer the infant their security toy against their own beliefs (motivational displacement).
Teachers invite children to engage
Interactions with children at the case study centre would most often begin with some form of invitation to interact by the teacher. Usually this would take the form of a verbal invitation accompanied by outstretched open hands with palms facing up. After this initial verbal and physical invitation, the caregiver would wait for a response. The response time from the child varied. The one constant in this sequence of events was that nothing happened until the child agreed:
Interaction between Kea [teacher] and Charlotte [infant]
(All participants’ names are pseudonyms.)
“Would you like a nappy change?” she says the words and offers opened arms and hands.
When Charlotte doesn’t react Kea says “I’ll wait until you are ready.”
[Adding] “You let me know when you are ready” Charlotte thought for about 30 seconds and then bum-shuffled, waving her hands over to Kea who scooped her into her waiting open hands and arms and took her for a nappy change.
(Observation data transcribed from video)
In this exchange the child is offered the choice and therefore holds the power over when her nappy is changed. This was very typical of the interactions at the case study centre. A teacher would initiate with a verbal invitation, always accompanied by open hands held out as a gesture of invitation. Then the teacher would wait for the child’s assent which would usually be a physical sign such as tipping forwards into the open arms or putting their hands up to be carried or moving closer to be picked up.
An invitation and explanation is a simple matter of respect. This can be understood in another scenario: for example, imagine being asked, being heard, and holding the power yourself in matters affecting your physical well-being. For most adults this is accepted as a basic human right. Now imagine someone physically lifting or interfering with you in any way to which you have not consented. In the second instance, when you were not invited or consulted, the experience is one of powerlessness. You might feel more like an object rather than a human being with individual thoughts, opinions, freedoms and rights!
Unhurried time
In order to give infants unhurried time, teachers themselves have to make a commitment to slow down and be emotionally ‘present’ with infants (Kovach & Da Ros-Voseles, 2008). The following is an example of how teachers were unhurried in their interactions with infants at the case study centre:
When Tui comes back to the nursery Kea has been cuddling Max and Tui heats his bottle. She gently removes his jersey. This is a slow process and she talks to him about how she is moving his body. Tui takes Max and the bottle through to the sleep room. Tui cuddles Max as she feeds him his bottle. Ben is not yet asleep and he calls out when Max makes some sounds prior to his bottle coming. Max stops to have a look at the moving stars and Tui waits patiently until he wants his bottle again. She tries again but Max moves his head indicating he has had enough… “OK shall we put you to bed then?” She puts Max into his bed and strokes his head. She hums along with the music that is playing and Max makes little snuffling sleepy noises while she hums. He plays with her hand which is not stroking his head. Ben lets out some sounds and Max makes a small complaint. Not enough for Tui to take him out of bed. Max yawns and Tui rubs his chest gently. Max experiments with sounds and Ben joins in a little bit. Now Tui is rubbing his chest gently with one hand and his head with the other. Max’ eyes close and Tui stays with him a while longer continuing to rub his chest. When she is sure he’s asleep she gently removes her hand from his chest and fluidly secures the side of his cot and removes herself from his cot. She sits listening to Ben for a while: I think she is deciding whether she should allow him to see her as till this point though he has heard her he hasn’t seen her. He holds his hands out to Tui to indicate that he needs her. She picks him up and suggests they go and change his nappy. (Observation data transcribed from video)
The observation above is evidence of the teacher’s commitment to slowing her pace and providing valuable, uninterrupted, quality time and attention to the infant. When she does this she demonstrates her ability to empathise with the infant and understand from his perspective what the experience of going to sleep at the centre must feel like.
One parent at the focus group interview described a workshop (run by the teachers at the case study centre) where she and her husband, along with other partners present, had to feed each other:
We were role playing and one was the child and the other the adult and we had to role play the scenario where they are rushing the child. Her partner was feeding her yoghurt and talking on his cell phone at the same time and wasn’t allowing her the time to swallow. She said by the end of it she was covered in yoghurt and really angry but the exercise taught her a great lesson about following the child’s lead for when they are ready and how long they might need to swallow. Also, she was annoyed about him talking on the cell phone instead of paying attention to her.
(Janine: parent focus group interview)
Another aspect of unhurried time is the conscious decision that teachers have made to move slowly and fluidly in the infant room. They move as though they do not want to disturb anything. On several occasions I observed teachers moving slowly and softly, with small, quiet, and fluid movements. When asked about this in the teacher interviews they would explain their intention is to reinforce the idea that this is the children’s space and teachers do not want to do anything that will disturb that slow, peaceful space and pace.
This practice of taking adequate time deepens teachers’ awareness and knowledge of each child, sensed by their behaviour, body language and expressions. In the case above, the cues suggested Max might be a bit tired. Talking to him about tiredness and suggesting a sleep allowed the child to be the decision maker in the process.
My research indicated that when teachers give their time they show value for the person with whom they are engaged. When we rush an interaction we run the risk of leaving the person with whom we are interacting feeling unsatisfied and undervalued by the experience. Each child will have his or her own rhythm and pace. Respectful practice involves stepping out of personal rhythm and pace and adjusting to that of the infant. For adults generally this is going to mean slowing down a great deal in order to observe and interpret needs, invite children to engage, wait for their response and then engage in the interaction at the child’s pace.
Choices are offered
On several occasions I observed teachers offering children choices and one of the most common was to offer children a choice in the colour of the bib they wanted to wear for a mealtime. This was something that happened prior to every meal time and was part of a sequenced routine for children. Wearing a bib indicated that they would have their meal next. I noticed that the action of choosing a bib aided children’s ability to wait for a turn.
At mealtimes there were always choices for food prepared by the cook so teachers could cater to children’s individual tastes. Also choices about when children were hungry and wanted to eat were decided by the child. Teachers would offer food and if it was not accepted they would put it away to offer later.
Teachers at the case study centre felt that offering children choices was an essential element of their philosophy and practices. Below are examples of the Centre manager’s opinion on the subject of choices:
It is important to offer children choices. You know especially infants – they don’t get a lot of choice about anything really. So offering them a choice in anything that involves them gives the power over to them. They can see and feel how powerful they are in decisions which directly affect their wellbeing (Huia: teacher interview).
It is important to talk to them about what is going to happen next and giving them the opportunity to respond and be a willing participant. By giving children choices (particularly infants who are often overlooked in this area), they will soon get the idea that their opinion is valued (Huia: teacher interview).
Offering choices and inviting children to engage are both important parts of the programme provided at the case study centre. In both of these aspects the teachers consider it essential that they wait for a response. Suskind (1985, cited in Petrie & Owen, 2005, p. 144) calls this time between teacher invitation and child response “. This is another important aspect of offering choices which links to the concept of unhurried time. When a choice is offered, teachers need to allow time for a response (and this may take longer than expected in ‘adult time’), and then react according to the wishes of the child. I agree with Brumbaugh (2008) who sums up why it is important to offer children choices succinctly: “When educators trust children to make choices concerning their daily events and activities, they not only create a sense of autonomy, but also an environment of respect” (p. 175).
Peaceful observation
My findings indicate that through subtle signs and gestures in the presence of sensitive, attuned observers, even the youngest child can express his or her opinion and therefore have his or her human rights upheld (United Nations Committee on the Rights of the Child, 2003).
It is through observation that teachers learn what the child wants, needs, likes, dislikes and also what they are capable of and what their emerging capabilities are. This peaceful observation enables teachers to go further than just feeling empathy. They go beyond “what would I want if I were her?” to actually consider “what does she want?” An example was when Kea put away a child’s pacifier because she had thought she did not need it:
The child didn’t complain but looked anxious so Kea gave it back and said “Do you feel you need that?” Liv put it down beside her and continued to explore without it.
In the example above, Kea felt Liv had no need or use for the pacifier but by paying close attention to the emotions of the child who did not complain but simply looked anxious, was able to interpret the desires of the child. The ethics of care discourse (Goldstein, 1998; Noddings, 1984) would suggest that peaceful observation led Kea to give Liv the pacifier against her own better judgment (motivational displacement) because the ethics of care involve respecting another person enough to understand what they might actually want as opposed to what you think they might want.
This same ideology explains why I observed teachers over-riding the guidelines of free movement on occasion at the case study centre. Even though teachers believed strongly in the idea of natural motor progression and un-aided motor development, they would pick up a child who became upset lying on his back, or help him roll back onto his back if he was upset on his tummy, or prop a child to sit if this was a practice they were more used to from home. By paying close attention or engaging in attentive, receptive engrossment (Goldstein, 1998) the teacher displaces her own motivation and acts as the child wants, as opposed to the teacher’s own perception of what the child wants.
This ability to really see from the perspective of another requires close attention on the part of the teacher. I have labeled it peaceful observation as neither teacher nor child is making any demands of the other.
Teachers support rather than intervene
The teachers at the case study centre all felt very strongly that support rather than intervention was a mark of respect for the child. They felt that adults generally try to do too much for children and this can have a damaging effect on the child’s perception of themselves as confident and competent learners. The following were some of the comments from the teacher interviews:
Our infants are exposed to an environment that respects them for who they are, their wairua (spirit) is nurtured, honoured and celebrated. Our programme encourages our babies to feel secure and safe to make independent choices in all areas of their learning and development. I believe this teaches them a positive and healthy self-image and, ultimately and optimistically, a healthy world view (Tui: teacher interview).
I think respecting children’s confidence and competence provides them with the mana (self-esteem) that comes with working through feelings and emotions. When infants are allowed time and support to work through feelings like frustration they learn to self-regulate, collect themselves and focus. They also learn to trust and feel emotionally secure if they need that extra hand from someone else. Knowing when to lend that hand is really important. Children are capable of so much more than people often give them credit for (Tui: teacher interview).
[We believe in] giving children the freedom, and encouraging them to become confident explorers. Being there to support, but not interfere as they figure things out, for example how to use their own bodies to get to where they want to go in their own time (Huia: teacher interview).
Brownlee (2009) talks about “a baby’s sacred quest for competence” (p. 4) and discusses why trusting children and waiting and watching is far more beneficial to the child than rushing in to ‘save’ or ‘rescue’ them. When a child learns to master anything on his or her own there is a sense of power and competence that no amount of watching an adult do it for them could possibly hope to emulate.
A team approach is an important element
In the same way that it has been shown that teachers show respect for children they also demonstrate it amongst themselves. The teachers developed some sound strategies for ensuring they have a shared understanding of what it is to be respectful of each other. The team contract created by the current teaching team at the case study centre is a good example. This contract is a document the teachers developed together by brainstorming everything that each felt was important. Everything in the contract had to be agreed to by all the parties and this has given the teachers a shared understanding of respectful behaviour. Most importantly, because it was worked out together, each of the team has ownership of the ideas the contract contains.
Summary
Actions demonstrating respect include: developing nurturing relationships, predictability, empathy, considering the child as a capable and equal human being, being fully ‘present’ and undertaking peaceful observations to respond sensitively. Respect involves intentional caring or an ethic of care where the teacher is intentionally able to displace her own motivation in order to truly understand the needs and wishes of the child. When teachers invite children to engage, and wait for their agreement prior to engaging, infants are afforded control over their situation.
Teachers show respect for infants with their practice in early childhood centres by:
Recognising that infants need to develop a strong and reciprocal relationship with at least one other person in the environment and implementing a primary caregiver system to cater for that primary need.
Inviting infants to engage and waiting for their approval prior to interacting with them.
Interpreting children’s intentions by peacefully observing them and paying close attention to their body language, cues and gestures.
Recognising that infants may prefer an unhurried approach to their individual care routines, learning and development, for example, being flexible and responding according to the needs and rhythms of the infants as opposed to working by the clock.
Offering infants choices about what is to happen for them and waiting for a response to the choices that are offered.
Being available to the infant and supporting them in their learning, but resisting the urge to intervene unnecessarily in their problem-solving efforts and mastery of their own physical development.
Recognising the need for a strong philosophy and deep level of respect for children, families and the whole team at the centre.
The teachers at the case study centre have a vision about how their centre should feel and what experiences will be like for infants and toddlers who attend. The most important part of realising this vision is that every one of the teaching team shares the vision. Part of the philosophy with children is that teachers trust them to be confident and competent learners but the first level of trust necessary within the environment is amongst all of the adults who are participating.
Brownlee, P. (2009).Ego and the baby, or why your colleagues huff and puff when you trust infants.In Yeah baby! 2009: A collection of articles for teachers and parents of infants and toddlers.(pp. 4-5).Wellington, New Zealand: Childspace Early Childhood Institute.
Brumbaugh, E. (2008).DAP in ECE: Respect.Kappa Delta Pi Record. 44(4), 70- 175.
Dahlberg, G., & Moss, P. (2005).What ethics?In G. Dahlberg & P. Moss (Eds.), Ethics and politics in early childhood education (pp. 64-85).London, England:Routledge.
Goldstein, L. (1998).More than gentle smiles and warm hugs:Applying the ethic of care to early childhood education.Journal of Research in Childhood Education. 12 (2), 244-256.
Hammond, R. (2009).Respecting babies: A new look at Magda Gerber’s RIE approach. Washington, DC:Zero to Three .
Kovach, B., & Da Ros-Voseles, D. (2008) Being with babies:Understanding and responding to the infants in your care.Silver Spring, MD:Gryphon House.
Noddings, N. (1984). Caring.Berkeley, CA: University of California Press.
Petrie, S., & Owen, S. (2005). Authentic relationships in group care for infants and toddlers – Resources for infant educarers (RIE) principles into practice.Philadelphia, PA:Jessica Kingsley.
Tronto, J. (1993). Moral boundaries:A political argument for an ethic of care.New York, NY:Routledge.
United Nations Committee on the Rights of the Child. (2003, October). Concluding observations of the Committee on the Rights of the Child: New Zealand. (UN Doc. CRC/C/15/Add.216).Geneva, Italy: Author.
About the Author:
Toni Christie is the Director of Childspace Early Childhood Institute in Wellington, New Zealand. She holds a Master's degree in Education and her research interests include infants and toddlers, environment design, nature education and leadership. Toni enjoys her many roles as Director, author, editor, marriage celebrant, speaker, musician, wife and mother.
When we think of school learning, the first things that come to mind are math equations, science experiments, history timelines, and grammar rules. But education isn’t only about academic skills—it’s also about preparing students for life. This is where Social-Emotional Learning (SEL) steps in, transforming classrooms into spaces that nurture not just minds, but hearts.
What is Social-Emotional Learning?
Social-Emotional Learning is the process through which students acquire and apply skills to:
- Understand and manage emotions
- Build healthy relationships
- Show empathy for others
- Make responsible decisions
- Set and achieve positive goals
In simpler terms, SEL is about helping students become self-aware, emotionally intelligent, and socially responsible.
Why Should SEL Be Part of the Curriculum?
For decades, education focused on the “3 Rs” – reading, writing, and arithmetic. Today, we know that EQ (Emotional Quotient) can be just as important as IQ. Studies show that integrating SEL into the curriculum leads to:
- Improved academic performance
- Reduced stress and anxiety
- Fewer behavioural issues
- Stronger peer relationships
- Better conflict-resolution skills
A student who learns how to manage frustration or work well in a team is more likely to thrive both inside and outside the classroom.
How SEL Fits into Different Subjects
- Language and Literature – Discussing characters’ feelings in a story builds empathy and perspective-taking.
- Science – Group experiments encourage collaboration and respectful communication.
- Mathematics – Problem-solving in pairs or teams fosters patience and perseverance.
- Social Studies – Exploring diverse cultures promotes acceptance and respect.
Practical Ways to Embed SEL into Curriculum
- Morning check-ins: A quick emotional “temperature check” helps teachers understand students’ moods.
- Role-play activities: Encourage students to act out scenarios that require empathy or problem-solving.
- Collaborative projects: Promote teamwork, negotiation, and leadership skills.
- Mindfulness breaks: Simple breathing exercises can improve focus and emotional balance.
When SEL is woven into lesson plans, we move from an education system that simply imparts knowledge to one that shapes compassionate, resilient, and adaptable individuals. In a world that is constantly changing, these life skills are not optional—they are essential.
Final Sum-Up
Social-Emotional Learning doesn’t replace academic learning; it enriches it. By combining books with empathy, logic with kindness, and grades with grit, we can prepare students not just for exams, but for life.
This article is authored by-
Ranjith P C, Head- Curriculum Excellence, TVS Education
Education is the wellspring of civilization. It begets arts, culture, sciences, and polity to create a society oriented towards discovery and development. Through the ages, education has evolved to meet the needs of the times, and presently, it has reached an inflection point. The inexorable advancement of technology, abundance of information, pressing societal challenges and climate crisis have compelled educators to re-imagine education for the 21st century.
With the rapid prevalence of generative artificial intelligence, the question rightly being asked is: “What should we teach children when almost all answers can be readily had from AI?” The education of tomorrow would reward critical thinking over knowledge. That is what our focus and onus as educators should be. Children, being the digital natives, are more inclined to leverage the full potential of technology. It is up to us to help them realize and understand that AI should augment – not replace – HI (human intelligence). To think critically, to understand, to create and innovate should always be the preserve of humans. The ‘human-first, tech forward’ approach should become the cornerstone of education, going ahead.
An equal focus has to be on building skills, values and attitudes to address the most pressing problems of the world today. The World Economic Forum’s Education 4.0 framework underscores the importance of nurturing global citizenship, environmental stewardship, growth mindset, adaptability, civic responsibility, socio-emotional awareness, empathy, and kindness. The challenge is to find ways to model these into learners’ personality, traits and behaviours.
Re-designing curricula, taking learning beyond classrooms, and reforming assessments could be the answer. Marks and grades can only be one of the benchmarks of learning. Time has come for us to consider skill-based and value-based assessments to reflect a learner’s competence and character. Here, the National Education Policy 2020 – with its progressive vision – can be the guiding compass to steer us towards a more holistic and value-driven paradigm of learning. Institutions should also harness technology to create personalized learning pathways to meet the unique needs of each student.
None of this transformation would be possible without more empowered and enlightened teachers. Progressive institutions are already taking a lead in continuous professional development of their teachers and staff. On their part, teachers will have to be open to unlearn and relearn, upskill and reskill to stay abreast of the new pedagogies and technology. They should be adept in delivering personalized learning using data-driven insights and adapt to the new role of facilitators in an ecosystem where student agency is growing increasingly assertive. Schools must actively engage with parents and students to help them understand the need to look beyond grades. Parents must be informed of the changing jobs market and the importance of building durable skills.
Reforms and initiatives are also required at the policy level to attract private capital into an education landscape where private schools are outnumbered by government schools but cater to about half of the total 24.8 crore school-going student population. The potential of public-private partnerships should also be explored to elevate the quality of education in government schools. Digital infrastructure across the nation has to be strengthened to make learning accessible to the last child in the remotest of places. Creation and dissemination of multi-lingual content will enhance inclusivity of learning in the new Bharat.
Today, the education fraternity, governments, and parents need to collaborate to facilitate this transition into Education 4.0. We need to re-envision education as a human development endeavor to create a sustainable future wherein prosperity goes hand-in-hand with people and the planet. Right intentions need to be followed with earnest action. The future will be India’s to claim.
This article is authored by-
Shishir Jaipuria, Chairman, Seth Anandram Jaipuria Group of Educational Institutions
Within the conversation of future-ready education, empathy has moved from being characterized as a “soft” individual characteristic to being identified as an essential social and cognitive ability. Frameworks such as the OECD Learning Compass 2030, UNESCO’s Global Citizenship Education, and the World Economic Forum’s Future of Jobs Report put empathy at the forefront of skills required to succeed in an uncertain, interdependent world.
From Emotion to Competence
Empathy is confused with sympathy, yet they are essentially different. Empathy is an active, cognitive, and affective process, the capacity to grasp another’s emotional situation, comprehend it in context, and react creatively. Neuroscientific research, for example, by Decety and Jackson (2004), illustrates that empathy engages both the limbic system, which controls emotional resonance, and the prefrontal cortex, which controls perspective-taking and rational reaction. Briefly put, empathy does not just mean “feeling with someone”, it means thinking with feeling, where intellect and emotion unite to shape behaviour and decision-making.
Early Childhood (Ages 3–6) – Seeds of Empathy
At the age of three to six years, children in early childhood start showing the beginning signs of empathy by what is termed as “emotional contagion” by psychologists. They tend to cry when others cry or smile when others smile due to the observed emotional state. By the time they are four or five years old, according to research conducted by Zahn-Waxler et al. (1992), children start showing other-oriented concern like sharing, comforting, or embracing a fellow child who looks distressed. Empathy at this age is still primarily affect-based; children sympathize with others but possess little ability to grasp intricate frames of mind. Teachers can cultivate these early roots of empathy through narrative, role-playing, and guided social-emotional education that offer the vocabulary and structure to make sense of emotions.
Middle Childhood (Ages 7–12) – Perspective-Taking Develops
By middle childhood, around ages seven to twelve, empathy is increasingly cognitively complex. They start to understand that people might think and feel differently from themselves, an ability outlined in Selman’s stages of perspective-taking. Peer relationships are increasingly important at this stage, and children increasingly become sensitive to fairness, belonging, and group membership. According to research by Eisenberg et al. (2010), this is a critical window for the instruction of moral reasoning in addition to empathy. Cooperative learning activities, peer mediation programs, and community service offer children meaningful opportunities for empathy extension from intimate friendships to include strangers and even members of out-groups.
Adolescence (Ages 13–18) – Abstract and Global Empathy
An important stage in the development of empathy is adolescence, which lasts from the ages of thirteen to eighteen. Adolescents gain the ability to relate to abstract ideas such as global emergencies, injustice, and inequality. According to Blakemore’s (2018) neuroimaging research, adolescent brain regions involved in identity formation and social cognition are more active. However, hormonal changes and heightened self-awareness are also hallmarks of adolescence, which makes young people more reflective. Schools can assist in this area by offering intentional opportunities for teenagers to develop empathy, such as discussion forums that foster critical thinking, service-learning initiatives that are linked to current events, and cross-cultural interactions that extend their horizons. Adolescents can use these activities to channel their growing empathy into constructive civic engagement.
Young Adulthood (18+) – Empathy as Leadership Skill
Empathy matures during late adolescence and young adulthood as a skill that is intricately linked with emotional control, leadership, and ethical choice. Now, it transcends interpersonal interaction to become the hallmark of effective leadership. More employers are realizing this; a 2022 LinkedIn survey indicated that 78 percent of employers view emotional intelligence as equally or even more important than technical skills. Universities and workplaces increasingly require such competencies, and schools can prepare young adults through leadership programs, mentorship positions, and reflective practices that instil empathy in civic and professional life.
Beyond Awareness to Application
While awareness of empathy is valuable, its real utility comes from practice. Schools need to inculcate empathy not only in coursework but in lived experience. Narrative immersion in literature, film, and even virtual reality allows students to step into other people’s shoes. Structured ethical discussions in dialogic classrooms offer the space for respectful disagreement and deeper understanding. Cross-age mentorship, where older students mentor younger ones, develops a sense of responsibility while strengthening bonds across age. Service-learning, when paired with structured reflection, develops empathy into action. Even cutting-edge tools that offer emotional analytics while working in a team can assist students in self-evaluating and managing their emotions, turning empathy into a mindful and deliberate process instead of an automatic reaction.
The 21st-Century Payoff
The dividend of developing empathy in education is significant. In a world of artificial intelligence, empathy is one differentiator that makes us uniquely human. The World Economic Forum (2025) identifies emotional intelligence, empathy, and collaboration as among the future workforce’s top ten skills. Students who can read emotional team dynamics, negotiate across cultures, and build authentic relationships are not just more hireable but indeed invaluable in a fast-paced professional landscape.
Empathy is not a mushy virtue but a developmental skill that develops systematically throughout childhood and adolescence. Schools that deliberately foster it are not just creating smarter students; they are raising wiser, kinder citizens who can lead with compassion and resilience. Empathy is a moral and practical necessity for 21st-century education, the bridge that unites emotional intelligence and the needs of an interconnected world.
(This article is authored by Dr. Silpi Sahoo, Chairperson, SAI International Education Group)
In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.
Cracking the Code: Why Math Needs a Makeover?
Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.
Enter AI: The Digital Math Mentor
Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.
Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.
AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.
What’s Next? The Future of Math + AI
As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.
But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.
Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.
This article is authored by-
Ranjith P C, Head Curriculum Excellence, TVS Education
What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.
For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.
As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.
Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.
Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.
Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”
The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.
Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase
I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.
Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.
This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.
Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.
So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.
This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.
This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.
If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.
(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
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.
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
As the world of education evolves, so must our approach to learning. This article explores how empathy, emotional intelligence, and inclusive values must take center stage in 21st-century education, especially within the Cambridge philosophy.
- Moving Beyond Traditional Teaching
The world has shifted from traditional teaching methods to a more humanized approach to imparting knowledge. As educators, we can no longer afford to practice a schooling model that focuses on rote memorisation, academic regurgitation, and a transactional approach to success. The time has come to restructure schools from stressful performance zones to sanctuaries where purpose, empathy, and identity take precedence.
In our ever-evolving world, there is a strong need to overhaul the way education is being imparted. As educators within the Cambridge International community, we understand that now is the time to cultivate learning environments that are havens of purpose, where empathy flourishes, and each student’s unique identity is celebrated.
The Cambridge philosophy, much like India’s National Education Policy (NEP) 2020, encourages us to embrace a well-rounded, interdisciplinary education that instills strong values. This aligns beautifully with global aspirations like the UN’s Sustainable Development Goal 4 (Quality Education) and the growing global emphasis on Social and Emotional Learning (SEL). Our aim as a visionary school extends beyond producing high achievers; we are here to nurture thoughtful individuals, proactive learners, and, most importantly, compassionate human beings.
- The Role of Purpose and Empathy in Learning
And when we talk about empathy, it isn’t just a desirable trait; it’s a cornerstone of transformative education. It fosters a respectful and inclusive classroom, bridging differences and creating a sense of belonging – a principle deeply embedded in the Cambridge approach. Initiatives from organizations like UNESCO, the OECD, and leading universities worldwide highlight the vital role of empathy in learning. Empathetic students become collaborative team players, ethical decision-makers, and engaged global citizens, embodying the Cambridge Learner Attributes.
- Cambridge & NEP 2020: A Shared Vision
In today’s intricate world, I believe that intellectual prowess alone is no longer the sole measure of success. It needs to be nurtured alongside – and often complemented by – emotional and social intelligence. The ability to understand and manage one’s own emotions, navigate social situations with sensitivity, and act with kindness are not just “nice-to-haves”; they are essential skills for thriving in the 21st century and are woven into the fabric of the Cambridge curriculum.
- How IPS Integrates the Cambridge Curriculum
The Cambridge curriculum at Indirapuram Public School, Indirapuram (IPS) is intentionally integrated both vertically and horizontally. As students get older, scaffolded concepts are built upon and nuanced while we work against a compartmentalized view of truth. Students, daily, engage with a host of interconnected ideas across the curriculum to prepare them for the complexity of discourse beyond the walls of our school. Beyond the traditional curriculum, Cambridge endeavors to socially integrate students across grade levels and foster meaningful relationships with their teachers.
As the Cambridge curriculum at IPS evolves, we continue to make it even more responsive to the individual needs of our learners, creating a supportive and welcoming atmosphere. Themes such as values, peace, sustainability, and diversity are integrated across subjects, becoming central threads in our teaching rather than isolated topics. From well-being initiatives to environmental projects like Climate Quest, we are helping the students connect academic learning with real-world empathy and action, especially through engaging, experiential learning.
Leadership within a Cambridge school plays a crucial role in setting this tone. Those who guide our schools shape their very essence, influencing the entire learning community. When leaders model empathy, authenticity, and a clear sense of purpose, our schools become more than just educational institutions; they become nurturing environments where humanity thrives.
“Your children are not your children… They come through you but not from you.”
—Kahlil Gibran
Let us reimagine education—not just as preparation for the future, but as a meaningful and purposeful way of living in the present.
This article is authored by Dr Ashish Mittal
Principal || CBSE & Cambridge Leader
INDIRAPURAM PUBLIC SCHOOL, INDIRAPURAM
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.
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