Knowledge
Yoga is an essential life-skill that will help children navigate through social and emotional challenges in school and beyond – Alexandra De Collibus
Certified Itsy Bitsy Yoga Facilitator and owner of Sweet Pea Yoga, Massachusetts, Alexandra De Collibus believes yoga is an essential life-skill that will help children navigate through social and emotional challenges in school and beyond. Parvathy Jayakrishnan discusses

What are some of the key benefits of yoga for children?
The benefits of yoga for children are plentiful. Through practicing yoga, children can develop skills that will serve them emotionally, physically and spiritually throughout their lives. By helping children learn regular meditation, intentional breathing, and a robust ‘asana’ practice, they are practicing patience and single-minded focus, improving their physical and emotional awareness, and cultivating resilience. As a teacher of children, I look at these as essential life-skills that will help children navigate through social and emotional challenges not only during their school years but later throughout their professional and personal lives.
Yoga is something children and adults can practice anywhere—the breathing, the concentration, the way we choose to act or react to situations and conflict, the poses, the meditation, the constant self-discovery and inquisitiveness—it’s all portable. No yoga mat, clothing, or special pillow is necessary. Both children and adults will encounter emotional, social, societal, spiritual, and physical challenges or conflicts. Though the context, the “stakes”, and the perspective may be different, both can draw from what they are learning through yoga to help them navigate the waters in a way that feels authentic and honest.
How interactive is your method of teaching kids yoga?
Once in school, children can begin to feel that the things that make them different from their peers (sometimes the very unique qualities that we adults admire and love about them), become things that they don’t like about themselves. As a yoga teacher, I try to facilitate a class where children can build up their inner resources and develop a strong sense of self. I always aim to introduce my young students to a variety of simple breathing and relaxation techniques, postures that can make them feel strong, calm, or joyful, and various meditation exercises. For example, after we practice a new meditation technique, I invite them to reflect on what they did or didn’t love about it, how it made them feel, whether there were any surprises from the experience, when and how we apply and practice this meditation outside of our yoga classroom.
I want my students to learn to trust themselves, their feelings, develop their own experiences. I invite them to think deeply about what it is we are doing—to pay close attention to how their body or mind responds to a particular mediation approach or breathing exercise. How the poses make them feel and why they like them (or don’t). In class, I draw attention to how their answers differ in response to a pose or mediation and celebrate that a child’s experience with yoga is not one size fits all – what Sarah is experiencing is different from what Arnav felt and there is no expectation that everyone will have the same "answer". Everything I teach in class is chosen as a way to help my students develop their own inner compass by asking them to bring their own attention to how a pose feels, how far to stretch, recognising in themselves when they need to challenge themselves, and learning how to care for themselves through relaxation, meditation, or movement.
What is the response that children generally give to learning a new skill like yoga?
They are thrilled! Kids love learning new things and they enjoy using their body. Although in yoga the goal is to nourish and strengthen ourselves internally, kids are more external by nature so it's not surprising they are most enthusiastic about physical practice of yoga–’the asana’. I introduce a variety of meditation techniques, concentration exercises, and breathing techniques (‘pranayama’) in my classes and kids love learning those as well but those things are harder for kids to put into words. So I try to explain the ‘why’ of these practices in a way that they can understand. I want them to have context for why the breath is so essential to yoga, why the concentration exercises benefit us in our meditation or balancing. I introduce these practices with no prior expectation for what they can do or what they will get the hang of.
Kids are always full of surprises—they regularly surprise and thrill themselves with the postures they can do, and they soak up the mediation and relaxation techniques surprisingly well. Not every technique is easy for every child but with enough variety, it seems there is always at least one or two that a child will strongly connect with.
Do the occasional conflict situations arise when dealing with children?
I rarely encounter resistance to learning yoga but of course sometimes a child will grumble when he realises we are about to practice something they especially struggle with. Though most kids love meditation, it's common there may be a child or two in class who find the practice of sitting still and "watching the breath" very, very difficult because the act of stillness itself is challenging. I just remind them that adults find meditation challenging too and some days we can access that peaceful stillness and some days it's harder. I try to reinforce the idea that we are always changing and growing and we should accept ourselves when we can balance for 30 seconds in ‘Vrksasana’ (Tree Pose) and also not get frustrated when the next week our ‘Vrksasana’ can't seem to stop tumbling over. We have some days where things flow for us and other days which can be bumpier. It's normal.
When I introduce a more challenging pose such as ‘Ardha Chandrasana’ (Half Moon Balance), the children seeing the demonstration of this pose for the first time may be nervous – it looks so complicated! They might be fearful of falling out or making a mistake…or feeling embarrassed in front of their peers if they can't do it. I remind them that we call it a yoga "practice" not a yoga "perfect" and although there are certain alignment and safety measures we want to take in the pose, the pose is about maintaining the focus and steady breathing and finding a place where we ‘feel’ great in the pose…it's not how we ‘look’ in the pose.
I remind them that falling out of a balance is not a mistake – it's an important part of learning the pose better and that it allows our body and brain to work together to figure out the puzzle of how to do the pose.
Would you choose yoga over other sporting activities?
I think it is important to mention that the number one reason parents name for why they are having their child take yoga is because of anxiety and/or stress. It doesn't matter whether the child is five or 12 years old, it's a common theme that many, many children suffer from anxiety and stress. Parents recognise their own stress and they care deeply about helping their child learn skills to help them manage and navigate stressful social, emotional, and/or academic situations. I don't think my students are unique in this regard – I do think what they are experiencing is also common among their peers who I might never see in my classes.
Because anxiety and stress are serious issues for the emotional health of my students, I do take a serious approach to teaching yoga. Our classes are certainly joyful and fun but anxiety is a very real and serious thing and my students deserve to learn effective ways of dealing with it. To this end, I teach a classical approach to yoga by drawing on the thousands of years’ old tradition to help us guide our way towards inner peace and a deeper connection to the whole. My students learn both, the Sanskrit names of every pose as well as the common English names, and I aim to give them a strong foundation in yoga from which to grow throughout their lives long after they have graduated from my classes.
In your experience, do kids balance yoga with other sports?
Many of my students also participate in local team sports. At this age (5-14 years) it's very common in the US for children to play on seasonal soccer or softball teams. I also have many students who dance (mostly ballet) several times a week. When sports or dance is a student's primary interest, I might hear from the parent that their child has joined my class because they are trying to address a sports/dance issue – need increased flexibility, or performance anxiety. These families are not looking to replace their child's sport with yoga.
I also have many students who have tried many team or solo sports through the years and they just never enjoy them. These parents might be especially concerned that their child doesn't enjoy physical activity at all and they worry about their child's health or body confidence. In my experience, I have found these less-active students completely thrive in yoga. Yoga removes the competitive, performance nature of sports or dance, and places the focus not on the external but on the internal – nourishing oneself from the inside out. It is a rich environment for a child to grow confident in their body. We celebrate ourselves from the inside out.
Have you tried yoga with children with special needs? Does it benefit them in any way?
This is a great question. I have not taught yoga classes that specifically focus on working with a special needs population. I have seen these classes offered but very rarely in a private class setting (i.e. studio) and it is most common that there is a special needs-focused educator that will attain yoga certification with the aim of integrating yoga into the work she is already doing with her students at a school or private therapy practice.
It is not uncommon to have a child or two in my class who may have a special need or a specific condition–these children might be joining class after a year of cancer/chemotherapy treatment, struggle with debilitating panic attacks, have childhood arthritis, have Obsessive-Compulsive disorder, or have autism. In most cases a parent will call me before registering their child to explain what they're looking for in a class for their child and I will explain how our class structure is, what degree children will need to participate, interact, etc. Children with more profound special needs will often benefit from a smaller class size or even a one-on-one setting. My classes typically include 8-12 students and each child would need to be able to participate with a degree of independence. When I share what an hour of my class is like to a parent, they can usually gain a sense of whether it's the right fit for their particular child. If we're unsure, we'll usually agree to a week-by-week basis with regular, honest communication about whether the class is a compatible fit for the child. In cases where my class wasn't the best fit, it's usually pretty clear that the child requires a smaller class size and more individual attention. The issue generally has nothing to do with yoga itself and more to do with class size and perhaps working with a yoga teacher who is also a special needs educator to best tailor the class to the child's needs.
More about Alexandra De Collibus…
Owner of Sweet Pea Yoga in Massachusetts, USA, Alexandra De Collibus is certified in EmPowered Kids Yoga (EPK) and a certified Itsy Bitsy Yoga Facilitator (CIBYF). She developed Sweet Pea Kids Yoga for children for ages 5-14 years, where children attend class in a group of their peers without a parent. She feels strongly about honouring the long tradition of yoga with her students and her classes adhere to a more classical study of Hatha Yoga than most kid’s yoga classes in America. She has faith that American children can embrace a classical approach to learning yoga, and she hopes that they will carry on that tradition in a meaningful way. Yoga does not need to be simplified or reinvented as "play" in order for kids to be drawn to learning it and to build a deeply personal connection with the practice, is her staunch belief.
This article was originally published in the July 2017 issue of ScooNews magazine. Subscribe to ScooNews Magazine today to have more such stories delivered to your desk every month.
Education
Teaching Privilege: Why It Belongs in Every Classroom

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.)
Education
India Plans Unified Higher Education Regulator: What the HECI Bill Means

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.
Why Replace UGC, AICTE & NCTE?
The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.
What HECI Will Look Like
According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:
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Regulation (NHERC) – compliance and governance
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Accreditation (NAC) – quality assurance
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Grants (HEGC) – performance-based funding
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Academic Standards (GEC) – curriculum and learning outcomes
This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.
Potential Benefits
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Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
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Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
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Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
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Global alignment: Can enhance India’s appeal with international quality frameworks.
Risks & Concerns
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Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
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Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
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Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
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Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.
Global Inspiration & Way Forward
Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.
In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.
This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.
Education
Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

Education
When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind

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.
Education
Design and the Future of Learning: How Architecture is Shaping Next-Gen Schools

Schools Undergoing Change in India
Schools in India are undergoing a major transformation. Teaching methods are evolving, and schools must meet rising expectations from students, parents, and educators. The National Education Policy (NEP) 2020 has introduced a fresh approach to learning, making it essential for new schools to be designed with these ideas in mind. Older campuses also need thoughtful upgrades and renovations to keep pace.
Schools must adapt to stay relevant in the years ahead. Designing flexible, future-ready spaces is no longer optional, it is vital for creating learning environments that will serve new generations for decades to come.
Experiential Learning
Experiential learning is reshaping education by focusing on hands-on, experience-based learning. It encourages students to take part in activities, real-world problem-solving, and interactive projects that spark curiosity and innovation. Collaboration is central — students work together to tackle challenges, share ideas, and find solutions. This approach deepens understanding and builds teamwork and communication skills needed for future work.
The Importance of Collaboration
Creating spaces that foster experiential learning, enhance engagement, and build critical thinking is essential. Collaborative spaces are a core part of modern school design. They encourage active learning and help students grasp concepts in a deep and meaningful way. By fostering collaboration, schools enable students to develop the skills necessary for success in a rapidly changing world.
Evolving Traditional Classrooms
Traditional classrooms are changing fast. The old rows of desks facing the teacher are giving way to flexible layouts that support different ways of learning. Today’s classrooms can easily switch between standard seating for lectures, conference-style setups for group work, seminar formats for presentations, or campfire circles for open discussions.
Good spatial design plays a big role in building critical thinking and problem-solving skills. A well-designed classroom makes it easy to rearrange furniture for each activity, helping students engage more, think creatively, and learn better together. Studies show students are more motivated and focused in classrooms that adapt to different teaching styles and make learning more interactive.
Spatial Design to Encourage Collaboration
Classrooms with movable furniture allow easy reconfiguration for group work, individual study, or interactive discussions. Flexibility is crucial in modern school design, with modular furniture, movable walls, and multipurpose rooms adapting to different needs. Removing long corridors and creating learning commons with classrooms around them is another innovative approach. Classrooms can open into these commons using sliding or folding partitions, creating a cohesive learning environment. Combining classrooms allows teachers to teach multiple groups together,
building a sense of community.
Breakout spaces offer small areas for group discussions, brainstorming, or quiet study, with comfortable seating and whiteboards. Makerspaces equipped with tools and materials foster innovation and hands-on learning by allowing students to apply theory in practice. Outdoor learning areas like gardens or amphitheaters add variety and encourage creativity. Technology-integrated spaces with interactive whiteboards and projectors enhance collaboration by making it easy for students to work together and share ideas. Learning pods provide semi-private spots for group work or individual study. Transparent walls and large windows create openness and bring in natural light, inspiring students to stay engaged.
Designing for well-being & Inclusion
Natural light, vibrant colours, and good acoustics make learning spaces more engaging. Inclusivity is essential so that diverse needs and abilities are accommodated, ensuring all students can succeed. Cross ventilation, thermal comfort, and indoor air quality are equally important — they improve physical comfort and well-being, helping students focus better.
Creativity is also key in effective learning spaces. From preschools to K-12, classrooms should inspire imagination and encourage students to think beyond the ordinary. Thoughtful design elements help create environments where curiosity and innovation thrive.
Conclusion
The future of learning will continue to evolve, but well-designed spaces will always play a central role. As educators and designers, we have a unique responsibility to create environments that inspire curiosity, spark ideas, and
support every learner’s journey. By designing schools that are flexible, inclusive, and future-ready, we build not just better classrooms but a stronger foundation for generations to come.

This article is authored by Vinod and Ranju Singhi, the Co-Founders and Principal Architects of BASICS Architects.
Education
Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead

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.
Education
How to Win Back Wandering Minds: Post-Summer Edition

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
Education
Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move

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.
Education
History, Identity, and Pride: Books That Make Sense of Being You

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.
Edutainment
Of Formulas and Frames: Why India Must Stop Dividing Science and Art

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.
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