The Right to Education Act, 2009, explicitly prohibits physical punishment and mental harassment of students. Corporal punishment persists widely. Understanding why — and what actually changes school behaviour — is the work of school leadership. A contributing voice from policy analysis | Specialist in curriculum, pedagogy, and school leadership This essay addresses one of the […]
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 […]
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 […]
In the relentless pressure to improve examination scores, physical education and free play are treated as luxuries. The science of child development says something entirely different. Dr Kavitha Subramaniam | Child development researcher specialising in physical activity and cognition This is one of the under-discussed but important challenges in Indian school education. Research and policy […]
Vishal Jain
