Teachers are not therapists. But they are with children for six hours a day, five days a week, for ten months a year. No one else in a child’s life has this vantage point — and research is clear that a noticing teacher changes outcomes. A contributing voice from teacher education | Specialist in curriculum, […]
India’s board examinations are among the most high-stakes in the world. The pressure they generate is real, documented, and consequential — and most schools respond to it in ways that make it worse, not better. A contributing voice from child development | Specialist in education equity, school improvement, and teacher professional development This essay addresses […]
Bullying in Indian schools is underreported, underdiscussed, and often addressed through the wrong interventions. The evidence on what actually reduces bullying is more specific — and more demanding — than most people realise. A contributing voice from policy analysis | Specialist in child development, wellbeing, and community engagement This essay addresses one of the most […]
For some children, the anxiety of attending school is not a phase or a tactic. It is a clinical reality that is frequently misread as defiance or laziness — with consequences that can derail years of education. A contributing voice from school practice | Specialist in curriculum, pedagogy, and school leadership This essay addresses one […]
Over 40% of India’s primary schools are single-teacher schools. The multi-grade classroom is not an anomaly — it is a structural feature of rural primary education. It is also one of the least-prepared-for realities in teacher education. A contributing voice from educational research | Specialist in education equity, school improvement, and teacher professional development This […]
In most Indian classrooms, teachers talk for the vast majority of the lesson and children talk very little. The evidence is clear that this ratio is suboptimal for learning — and that changing it does not require reducing teacher authority. A contributing voice from teacher education | Specialist in child development, wellbeing, and community engagement […]
Most teachers in India do not write lesson plans in any useful form. The evidence is clear that planned lessons produce better learning, particularly for the children who most need structure. A contributing voice from child development | Specialist in curriculum, pedagogy, and school leadership This essay addresses one of the most important but under-discussed […]
Millions of Indian children complete primary school without learning to read fluently. This is not because they lack intelligence. It is because the teaching of reading has been treated as something that happens naturally rather than something that must be explicitly taught. A contributing voice from policy analysis | Specialist in education equity, school improvement, […]
The most useful information about whether children are learning is generated inside the classroom, every lesson — and most of it is ignored. Not because teachers do not care, but because nobody has taught them to look. A contributing voice from school practice | Specialist in child development, wellbeing, and community engagement This essay addresses […]
A school with a toilet that nobody maintains teaches its students something very specific about what they are worth. The state of a school’s sanitation facilities is a moral and pedagogical question, not only an infrastructure one. Ranjini Krishnaswamy | WASH researcher and school health consultant This is one of the under-discussed but important challenges […]
Vishal Jain
