A child spends nearly fifteen years in school — from the age of four until seventeen or eighteen. These are the years when the accumulated knowledge of past generations is passed down through lessons in mathematics, science, and literature. But these years are also meant for something deeper: learning how to live among others, how to behave, how to treat people with dignity, and how to take one’s place in society. This vital responsibility does not fall on “the system” in the abstract — it rests, quite directly, on the headmasters and principals who shape the culture of each school.
Good manners are not relics from an older, gentler age. They are the everyday habits that make society liveable. They are expressed in tone, in patience, in consideration, and in the small courtesies of daily life — saying “please,” “thank you,” and “sorry,” listening without interrupting, keeping one’s surroundings clean, and showing respect for others’ time and space. These are the foundations of a civilised personality.
Yet, when we step outside, the collapse of manners is impossible to ignore. People spit on roads, cycle or ride motorcycles on pavements meant for pedestrians, jump queues, arrive late without informing, and talk loudly on phones in public places. Many gossip freely, ignore messages, or dominate conversations. Some throw rubbish out of car windows, speak rudely to waiters and guards, or drive as though the rest of the world does not exist. Impatience at home, arrogance at work, and indifference on the streets have become everyday realities. These are not isolated flaws — they are signals of a society where courtesy has decayed.
And every time we see such behaviour, we must acknowledge an uncomfortable truth: somewhere earlier in life, a headmaster or principal failed this individual. Of course, parents, relatives, media, political culture, and society at large shape behaviour. But the school years — the one structured period of a child’s life — exist precisely to prepare them for adult citizenship. If a grown man spits on the road or jumps a queue, if a young man cycles recklessly on the pavement, if a working adult shouts, blames, litters, or bullies, it means that the school where they spent fifteen years did not succeed in forming their character. The school’s leadership failed to make manners a priority. The child passed exams, but did not pass the far more important test of courtesy.
This responsibility begins with teachers, but it is set and enforced by the headmaster. Teachers must be role models of good manners — polite, patient, respectful in their tone, and composed under pressure. Before expecting children to behave well, every teacher should ask: Am I the example they instinctively admire? We do not learn manners by obeying rules; we learn them by admiring people. When a child sees an adult behaving with quiet dignity, speaking gently, or helping without being asked, admiration becomes imitation. That is how manners root themselves in character.
But for teachers to play this role, headmasters must make it a central expectation. Schools should organise regular workshops on manners — not only for students, but for teachers and parents as well. Adults need reminders that courtesy begins with example. The tone of a school mirrors the conduct of its leadership. If the headmaster speaks with calm authority, treats staff respectfully, and creates an atmosphere of order and dignity, the entire institution reflects that culture. If the leadership tolerates shouting, humiliation, and indifference, students will absorb those behaviours instead.
Schools can go further by creating their own learning materials — videos, posters, stories, or classroom activities — showing examples of good and bad manners suited to different age groups. This can evolve into a core subject shaped by teachers themselves, one that transforms the school’s environment and quietly influences each child who walks through its gates. The change does not happen through rules; it happens through culture. And culture is created by leadership.
Good manners have nothing to do with religion, rituals, or forced obedience. They are not patriotic slogans or compulsory songs. They are simply the daily discipline of living courteously in an increasingly crowded, impatient, and competitive world. In a society where cities are bursting and tempers run short, manners are not optional — they are essential.
India has built digital classrooms, smart labs, and modern campuses. But without courtesy, all this learning stands on weak foundations. A well-mannered young person — one who speaks softly, listens patiently, respects others, and carries himself with dignity — is the finest outcome a school can deliver. And that outcome depends overwhelmingly on the headmaster’s vision and commitment.
If our school heads make manners a priority, they will achieve something far more valuable than producing toppers: they will shape responsible citizens for a civilised nation.
Jeetesh Gulani, STEM Learning expert specializing in curriculum, explains how Interdisciplinary learning breaks down the walls between subjects, offering students a broader and more connected view of knowledge. It encourages them to think critically and explore how different concepts relate. This makes lessons more engaging and fosters long-term understanding.
I, with a deep passion for innovative education design, continuously explore ways to break down traditional subject silos. My goal is to create interactive and meaningful learning experiences that truly engage students and prepare them for real-world challenges. I want to explain what is Interdisciplinary Curriculum. Interdisciplinary learning excites me because it changes how education is experienced. Imagine this, what if every lesson were not just a collection of isolated facts but a fascinating story, where history, science, math, and more come together in one seamless, connected narrative.
This is not just a new teaching style; as a matter of fact, oral teaching of old followed this exact format. It is a powerful way to spark real curiosity and help students retain what they learn. When knowledge is wrapped in stories, it sticks with us far longer than dry, disconnected facts. Most classrooms today are built around separate subjects, teaching each in its own bubble. I have seen how this siloed structure leaves students puzzled when they reach high school or college.
That is when they suddenly have to connect the dots on their own. Without prior training, this can be difficult. So I believe curriculum design must integrate two, three, or even four subjects into a cohesive experience early on. This approach helps students see relevance clearly. It pulls them in and invites them to think critically about how different ideas fit together.
Example to bring It alive
Let me share an example that vividly illustrates this point. You may remember learning about the thermite reaction, a chemical process where iron oxide and aluminum combine to produce molten iron and aluminum oxide. It is an exothermic, or heat-producing, reaction that is fairly common in chemistry class.
Separately, you might remember learning about World War II and the devastating nuclear bombs that ended it. But how often do we connect these two things? The truth is, the thermite reaction played a vital role during the war. It was used to disable German artillery during the Normandy invasion, which helped the Allied forces make progress.
Most students never realize the connection because science and history are taught separately. But when they are taught together, suddenly chemistry becomes more than just a formula. It becomes a story with life, drama, and meaning. It shifts from abstraction to something memorable.
Here is another example
The Gustav Gun
This was an immense piece of German engineering, so massive that it required thousands of people just to move it along railway tracks. It could shell targets far beyond the range of other artillery. Now imagine if a single commando could airdrop on this weapon and disable it with a small pouch of thermite reaction ingredients, just rust and aluminum foil.
While historical records may not confirm that this tactic was ever used, the story itself sparks imagination. It brings science, history, and strategy to life. Learning this way makes concepts unforgettable. The best lessons are not about memorizing facts but about connecting dots and exploring how ideas shape the world.
Challenges to overcome
That said, moving to interdisciplinary learning is not without challenges. The biggest barrier is that our educational systems are still centered on standardized exams. These exams are designed around separate subjects and rarely accommodate integrated approaches.
Changing assessment methods overnight is unrealistic. However, we can start gradually. Introducing interdisciplinary projects alongside traditional evaluations allows us to experiment and gather evidence. Additionally, from the evidence that I have seen, albeit small in scale, Interdisciplinary learning and standardized testing can work hand-in-hand.
The National Education Policy, or NEP, paves the way for reform, but we must adapt policies locally and embrace incremental change.
Teachers need support to collaborate. When a chemistry teacher works with a history teacher to craft joint lessons, magic happens. Communities can contribute by inviting professionals like mechanics, software developers, and more to the classroom and connecting students to real-world applications.
Closing thoughts
What truly drives me is transforming education from rote memorization into a journey of discovery. Stories have a unique power to make learning stick. When students understand not just what they are learning but why it matters in the bigger picture, their curiosity awakens.
They no longer need to memorize but explore, imagine, and apply.
Interdisciplinary learning cultivates not only knowledge but also creativity, adaptability, and problem-solving skills. These are essential qualities for success in our ever-changing world.
To me, education should inspire this kind of engagement. Making the connections clear, encouraging questions, and nurturing a sense of wonder.
This is what will transform classrooms and empower learners for life.
The speaker concludes saying that an interdisciplinary curriculum is more than a method. It is a mindset. One that can fundamentally reshape learning and prepare students to thrive in complexity and possibility.
Dhanlaxmi Krishnan, Physical education teacher, describes how athletics and education go hand in hand in shaping a student’s future. Sports not only build physical fitness but also teach discipline, teamwork, goal-setting, and leadership—skills that support academic success. By combining visible thinking routines with training, educators can track progress, boost engagement, and help students grow holistically. The speaker explains how athletics develops qualities that last a lifetime, benefiting both the classroom and the field.
As a physical education teacher and track and field coach, I would like to discuss how athletics and education can be combined for a bright future for a student. It is essential to use a lot of visible thinking routines for the students in the school, as it can help us to understand the success criteria of the journey in sports. Bridging athletics and education can help us become better educators, as we can understand the students’ connection to track and field and how education and sports go hand in hand. We should know how athletics can help in developing an athlete and also educating them. We should know how to boost students’ engagement and what it means to develop a student holistically. We always think that athletics is all about physical activity, but there is more to it. It helps in building qualities in an athlete; he realizes how to be goal-oriented, disciplined, and consistent in performances.
A child has to be goal-oriented and needs discipline. In India, we cannot depend only on sports or only on education. The students should also have good co-curricular qualities. In athletics, there are a couple of principles that are important for educators and students to know, the pathway to follow. Goal setting and progress tracking do not apply only in sports but also in education. Educators have certain goals with learners in focus. In athletics, we have clear and measurable goals. For example, if I need to improve my sprint time, it is a clear goal for me as an athlete. Similarly, a student may feel he should score well in specific subjects. In this way, goals are connected to different areas. We, as educators, need to help the students set academic and personal learning goals, and we need to track their progress in due course. During a parent-teacher meeting, we give feedback to the parents about the progress of their child and also where he is lagging. This helps the parents, teachers, and students understand the progress of the student and what we should do to help them improve.
Children usually move from place to place, and in sports, we set personal bests depending on their previous records. In this way, they know their timing, understand where they stand, and their current status. I always ask my athletes to maintain a book where they record their achievements, their jumps, throws, and timing. When they compare themselves with any upcoming event, they will have the data to work more on. Even coaches have progress reports that help them to know where the children stand. When I tell my athletes to set SMART goals.
SMART moves, bright minds
The word SMART is an abbreviation. S stands for specific, M for measurable, A for achievable, R for relevant, and T for time-bound. Smart goals have a clear-cut answer for questions such as who, what, when, and where. It is a very specific and clear goal, and the student should be able to define the goals very clearly to get good grades. In education, when the student improves on a particular subject by practising regularly, we can find consistency in their performance. In athletics, we need to be clear about drills, such as jumping, throwing, and running.
M stands for measurable, both in track and field, and about measurement in sports and athletics. It is about the distance the student has covered in shotput, jumped in the long jump, and how fast he has run the race. These measurements help us track progress. The child works hard and trains to achieve the target. So the goal should be measurable for the progress to be tracked. It is not necessary that each time the child has to keep progressing. The child can also be in a plateau stage by repeating the same measurements. It can happen at times. The child can be advised that he needs to work hard to get out of the plateau stage and move forward. We can help the child progress when we know the goal clearly.
A stands for achievable, which is very important and realistic. Within a short time of our joining the school, if we want to reach the pinnacle, it will not be possible. We have to set achievable goals and stay focused in practice. The goals have to be realistic. Often, we have heard parents saying their children have been practising for a few years now, but they are not getting any medals. But there are many reasons for this. Sleep cycle, water intake, and diet are taken into account. The routine of the child also matters a lot. The goals can be minimal but achievable. The child should realise he is progressing slowly but steadily. I tell my athletes to have simple goals, be clear, and focus on high-impact targets that can be easily tracked. The goals have to match personal and professional objectives. It has to help in building confidence, skills, and the ability to achieve. We have to jot down the SMART goals and achieve them in a short duration. Performance improvement will help us understand the specific goals and start believing in ourselves. Athletics is all about teamwork, motivation, and kinaesthetic learning. When we give group engagements, we can observe a lot of peer discussion with risk-takers, and different dynamic people coming together, and the development is wonderful. They understand each other’s strengths and weaknesses. This helps the child to be part of the group and share the responsibility through communication, supporting teammates, and working on strategies. The same pattern can be seen in the classroom, also. The child understands where he has gone wrong and how to do better. Challenges, leadership, and rewards motivate children. We have to give the feedback immediately to make them understand where they stand.
Active and kinaesthetic learning, and movement-based learning improve focus, memory, and energy levels. Some kids learn through movement as they cannot sit in one place for a long time. Role play, outdoor learning, and brain activities are incorporated. The overall development of a child comes from sports, dance, music, and art. Each child has different talents, and we have to identify the talent and bring in trans-disciplinary learning with them. There comes holistic development. Not every child can have leadership qualities and take up responsible roles. But we have to give such responsibility to them, have a good discussion, and take action. When the real opportunity is given to a child to develop leadership skills, resilience, and stress management, he picks up such qualities so easily.
Sports are all about being sincere, punctual, organised, respectful, and strategic. A sportsperson learns to show fairness, respect, understanding, and discipline. This is a lifelong learning experience, and the child builds qualities that will help in education and sports equally. We have to make them understand real-life situations and reach a high level of achievement. Sports and arts can make a child feel brave and confident. As educators, we can develop strategies for the holistic development of students.
Exams and exercise balance
When the students have to travel from place to place for a long time, parents feel that time has to be saved. So I suggest simple home workouts for them for 25 minutes, which they can do on their own. The children can do the workouts in their place, at their time, and space. When the child says that he cannot make it, and parents say that they cannot travel during exam time, I give them homework to do at home, things that they can manage. It will encourage them to be fit and develop confidence in the coach. They will think that even if they do not go to the ground, they can do some exercises by themselves at home.
From reluctance to leadership
I have faced a similar experience. Not all the children who come to sports training are interested in the field. There are some who like sports and some who do not. So, as a coach, I give them two options. In the first 20 minutes, they have to follow what activities I suggest to them. For the next 20 minutes, they can do activities of their choice. Then gradually the teaching time increases to 30 minutes, and the time they spend doing activities of their choice reduces. During the time that I have with them, I teach them how to start running, swing their hands, and lift their legs. The children have fun and become competitive. I give them different roles and make the disinterested children leaders. We can see the joy on their faces. We can make them understand the importance of sports and warm-up. For example, in the case of football, the players have to do a warm-up. Once they know the importance and value of this, they will not refuse to do it. When we make them leaders, they will realise they have to be responsible. They will want to be role models. We can motivate them when they follow rules, become good leaders, and develop leadership skills. Usually, I give three smileys to the class – big, normal, and sad smileys. We can tap the appropriate one when we leave the class to let them know how the session was. Everybody has preferences. When the kids come to our class, we have to give them a chance to be a leader. We have to make them realise the value of a warm-up. They can avoid injuries. Such small steps can help us handle situations. I have different strategies that can be used for the students.
Nita Kar, Educator, having 25 years of experience in well known schools of Kolkata, describes howteacher well-being affects student learning directly. When teachers feel supported and balanced, classrooms become more positive and engaging. Their emotional and mental health influences student focus, behaviour, and growth. Prioritising teacher well-being benefits both educators and learners.
As an educator with 25 years of experience teaching high school students, I have come to firmly believe that a teacher’s ultimate goal goes far beyond merely imparting knowledge. It is about helping and guiding students to discover their true potential and empowering them to become efficient, confident, and compassionate individuals who can positively impact society. In this context, teaching is both a vocation and a responsibility that requires dedication, empathy, and mindfulness. The practice of a healer, therapist, teacher, or any helping professional should be centred towards oneself first, because if the helper is unhappy, stressed, or emotionally turbulent, they will not be capable of making a meaningful difference in the lives of others. This idea is beautifully expressed in a quote by Thich Nhat Hanh, the revered monk and author, who reminds us that self-care is a prerequisite for helping others effectively. In the context of education, this emphasises the significance of teacher well-being.
As educators, we are responsible for creating positive learning environments for our students; however, the demands of teaching can take a considerable toll on our physical, mental, and emotional well-being. During my 25-year career, I have witnessed firsthand the complex and minute relationship between teacher well-being and student learning. The well-being of educators is not just an individual concern but a systemic one, influencing student engagement, classroom culture, and academic outcomes. Therefore, it becomes critical to first understand the factors affecting teacher well-being, how these factors will impact students, and how educators, administrators, and parents have to collaborate to foster teacher wellness, which in turn will promote academic success and holistic development.
Teachers are undeniably the backbone of the educational system. Their well-being directly affects the quality of instruction, classroom management, and the ability to connect effectively and meaningfully with students. Research and experience indicate that teachers who experience positive well-being are highly effective in creating supportive, engaging, and inclusive learning environments. On the other hand, high levels of stress and burnout among teachers negatively affect retention, performance, and student outcomes.
A teacher who is content, balanced, and emotionally grounded can form stronger bonds with students, understand their diverse needs, and communicate effectively. These attributes are foundational for nurturing curiosity, encouraging critical thinking, and fostering creativity. In contrast, a teacher experiencing chronic stress or emotional exhaustion may find it difficult to maintain classroom discipline, deliver engaging lessons, or respond to individual student needs. This creates a ripple effect that impacts not only the teacher but the entire classroom ecosystem.
Navigating professional demands
Teachers are no strangers to challenges. In fact, they often assume multiple roles simultaneously. We are not just instructors; we are mentors, counsellors, role models, and sometimes even act as second parents to the students. Each role comes with its own responsibilities, expectations, and pressures. One of the most significant challenges is classroom management and handling student behaviour. Before a teacher can begin teaching, they must create an environment that is conducive to learning. This requires establishing rules, maintaining discipline, and engaging students in ways that encourage participation without creating stress or tension. A teacher, entering a classroom without a well-planned management strategy, may find it difficult to focus on instruction, thereby affecting the quality of learning.
Another challenge that teachers frequently encounter is the administrative workload. While teaching is the core of our profession, administrative tasks such as paperwork, reporting, and procedural documentation do consume substantial time, workload, and energy. Excessive administrative demands can lead to frustration and exhaustion, reducing the time and focus needed for actual teaching. Over a period of time, this can lead to a sense of inefficacy and decreased job satisfaction. Parental expectations and communication present another layer of complexity. Parents, understandably, want the best for their children, but their expectations may not always align with the teacher’s professional commitments. Navigating these dynamics requires patience, tact, planning, and strong communication skills. Teachers often have to handle misunderstandings, conflicts, or unrealistic demands from parents, all of which, while maintaining their focus on student learning. Moreover, the teaching profession often leaves educators with very limited time to devote to their own families and personal responsibilities. The constant shift of professional and personal obligations can lead to a poor work-life balance, further contributing to stress and emotional fatigue.
Teacher stress factors
The pressures on teachers are of various natures and vary across schools and individual circumstances. Some of the most common factors include excessive workload, long working hours, lack of administrative support, unrealistic expectations, and limited autonomy. While teachers are accustomed to working long hours, the issue often relates not to the quantity but to the quality and relevance of the work. Non-productive tasks, such as redundant paperwork or bureaucratic assignments that do not benefit students, add to frustration significantly. This feeling of doing work that lacks meaningful impact can be a significant source of stress. Lack of support from school administration is another critical factor. Misalignment between administrators and teachers regarding priorities, teaching methods, and workload often leads to a great amount of lack of support. Over the years, I have observed that when teachers feel unsupported, it directly affects their morale and their capacity to deliver quality instruction. A shift in educational structures over the past decades has also reduced teacher autonomy. In the last decades, educators have had greater freedom to decide how to teach and engage their students. Today, rigid curricula, standardised assessments, and prescribed teaching methods limit this autonomy, affecting teacher satisfaction and creativity. When teachers cannot employ methods that align with their strengths or pedagogical beliefs, their ability to engage students effectively diminishes. Recognition and appreciation are vital to sustaining motivation. Teaching is emotionally demanding, and consistent acknowledgement of effort—whether through verbal appreciation, awards, or recognition—can greatly boost morale. On the other hand, lack of recognition can lead to feelings of invisibility and undervaluation. Unrealistic expectations regarding student performance are another source of stress. The focus on completing syllabi quickly, achieving high marks, and fulfilling administrative targets often overshadows the deeper goal of infusing genuine learning and curiosity. Teachers are caught between promoting holistic development and meeting external pressures, creating internal tension and stress. Teacher shortages, particularly in government schools or underserved areas, further aggravate the stress. A high student-teacher ratio increases workload and reduces the ability to provide individualised attention. Even in private schools, maximising teacher allocation for cost efficiency can increase stress levels and limit instructional effectiveness.
Teacher wellness, student success
Teacher well-being directly impacts the classroom environment and student outcomes—a phenomenon often described as the ripple effect. Teachers experiencing well-being are more likely to form positive relationships with students, create engaging lessons, and establish a supportive classroom culture. In contrast, stressed or emotionally exhausted teachers can unintentionally develop negative classroom climates, reducing student motivation, engagement, and academic performance. Positive teacher-student relationships are the basics for learning. When teachers are attentive to their well-being, they can approach students with patience, empathy, and understanding. This strengthens trust, promotes inclusivity, and encourages students to participate actively in class. Students are more likely to ask questions, share ideas, and take academic risks when they feel emotionally supported by their teachers. A teacher experiencing well-being can also provide individualised attention, essential for addressing various learning needs. In classrooms with high student-teacher ratios, this becomes challenging. However, when teachers are less stressed, they can more effectively formulate instruction and adapt strategies to cater to different learners, supporting both academically advanced students and those requiring additional guidance. Moreover, a teacher’s well-being influences student resilience. Educators serve as role models, and students observe and internalise their approaches to challenges and stress. A teacher who demonstrates calmness, composure, and problem-solving skills helps students cultivate similar attributes, contributing to emotional growth and self-regulation. In contrast, a teacher under constant stress may inadvertently create a toxic classroom environment characterised by fear, anxiety, and tension. Students in such environments may experience heightened stress themselves, leading to lower academic engagement, diminished self-esteem, and behavioural challenges. Over time, this can impair learning outcomes, student motivation, and overall classroom harmony.
Healthy teachers, better learning
Given the profound impact of teacher well-being on both educators and students, prioritising self-care is essential. Self-care should not be assumed as a luxury; it is a professional necessity. Effective strategies encompass physical, mental, and emotional health practices, all tailored to individual preferences and circumstances. Mindfulness, meditation, and yoga are widely recognised tools for stress reduction. These practices help cultivate awareness, calmness, and focus, enabling teachers to approach daily challenges with equanimity. Regular physical activity, such as walking, jogging, swimming, or playing sports, supports physical health and contributes to emotional balance. Healthy eating habits are equally important. Stress often leads to unhealthy eating patterns, which increase fatigue and diminish overall well-being. Maintaining a balanced diet can improve energy levels, mood, and cognitive function, all of which enhance classroom performance. Creative hobbies provide another avenue for emotional expression and stress relief. During the COVID-19 pandemic, I personally discovered the therapeutic benefits of playing the flute and drawing mandalas. These activities helped me focus, relax, and channelise emotions constructively. Engaging in creative pursuits allows teachers to experience joy, self-expression, and personal fulfilment, ultimately enhancing resilience. Social support networks are vital for emotional sustenance. Friends, colleagues, and mentors provide listening ears, guidance, and reassurance. Teachers benefit from communities where experiences, challenges, and successes are shared openly without judgment. Boundary setting is another crucial self-care strategy. During periods of intense digital communication and remote teaching, I established clear limits on availability, choosing not to engage with work messages after a designated time. This preserved personal space, reduced burnout, and reinforced the importance of work-life balance. Gratitude practices also foster positive mental states. Maintaining a daily reflection on aspects of life to be grateful for can shift perspectives, reduce stress, and enhance overall satisfaction. Small acts of appreciation, whether internal or externalised through journals or gratitude jars, cultivate mindfulness and contentment.
Supporting educators holistically
School leaders play an instrumental role in promoting teacher well-being. The culture, climate, and ethos of a school are largely shaped by leadership practices. Leaders who prioritise support, recognition, and professional growth can greatly enhance teacher morale, engagement, and effectiveness. Creating a culture of support involves recognising achievements, fostering open communication, and promoting collaboration. Teachers should feel valued, heard, and respected. Regular appreciation—whether public or private—boosts motivation, while opportunities for professional development empower teachers to refine skills and adopt innovative practices. Reducing administrative workload is another crucial leadership responsibility. Streamlining tasks, doing away with redundant paperwork, and leveraging technology to simplify processes allow teachers to focus on instruction and student engagement. Prioritising professional development ensures teachers remain equipped with contemporary pedagogical strategies, enhancing both teaching quality and job satisfaction. Leaders must also model healthy behaviours. Demonstrating balance, resilience, and empathy sets a powerful example for teachers, reinforcing the importance of self-care and professional integrity. Encouraging collaboration and community-building strengthens relationships among staff, fostering a supportive network that benefits both educators and students.
At a broader level, educational policy plays a critical role in teacher well-being. The National Education Policy (NEP) recognises the importance of supporting teachers and offers recommendations to enhance professional growth, reduce stress, and improve work conditions. Policies promoting manageable workloads, continuous professional development, technological integration, and teacher autonomy directly contribute to improved teacher and student outcomes. Investment in teacher well-being is, therefore, an investment in the entire educational ecosystem. Well-supported teachers are more effective, innovative, and committed, creating positive classroom environments where students thrive academically, socially, and emotionally.
The speaker concludes by saying that the teacher’s well-being is essential for a thriving educational ecosystem. It affects classroom climate, student engagement, academic success, and overall school culture. Addressing the challenges teachers face and promoting self-care benefits both educators and students. Collaborative efforts involving teachers, administrators, parents, and policymakers are critical. Ultimately, investing in teacher well-being is not just about improving job satisfaction; it is about fostering resilient, confident, and capable future citizens. A well-supported, motivated, and mindful teacher has the power to transform classrooms into spaces of curiosity, creativity, and holistic growth. In conclusion, prioritising teacher wellness is a professional responsibility that ensures the long-term success of both educators and learners, making it an indispensable element of effective education.
In a world where academic achievements often take precedence, the significance of emotional intelligence (EI) is frequently overlooked. The education system has long emphasised grades, examinations, and performance metrics, but true success extends beyond intellectual ability. As one child psychologist and emotional intelligence coach emphasises, without emotional balance, learning and performance lose their foundation. The growing recognition of emotional intelligence in the classroom is not just an educational reform; it is a human necessity. Especially after the COVID-19 pandemic, schools have witnessed a surge in emotional and behavioural challenges among children. These challenges have revealed an urgent need to integrate emotional awareness and regulation into education systems globally.
According to Archana Madhusudan, Academic Director, Sun Jupiter International School, Bangalore, education is not just about grades and examinations; it is also about preparing students for life. Emotional intelligence helps children recognise their own feelings, understand others’ emotions, and respond thoughtfully. By nurturing emotional intelligence in classrooms, teachers can create a space where learning is not only intellectual but also emotional and social.
For long, the focus of education has been only on intellectual pursuits — memorising facts, scoring high marks, and excelling in examinations. However, the emotional well-being of students, which plays an equally critical role in their overall development, has remained completely neglected. Most of the focus is on marks and grades, and we have never worried about emotional intelligence. A child might perform exceptionally well academically, but if he is internally distressed or anxious, that performance will eventually go down. The educator points out that emotional disturbances hinder not only learning but also execution and decision-making. Historically, emotional expression was often dismissed as adults rarely empathised with children’s feelings, and youngsters were told to “shut up and listen.” Such responses led generations to bury their emotions rather than express them healthily. Over time, this suppression resulted in adults who are actually individuals afraid of offending others, and those who bottle up emotions, eventually bursting out. The terms depression and anxiety were seldom heard of in the past, but today, even children as young as five or six seek counselling for these conditions. It is surprising and painful to note that a child of five or six years has anxiety, and the reason is the lack of emotional control. Emotional development, she insists, must be prioritised not only in classrooms but also at home.
Behaviour starts with adults.
Teachers today face a unique phase of challenges. With more and more single-child families coming up, children often grow up without learning the values of sharing, caring, or compromise. They are pampered a lot, as per her observation. As a result, when they enter the classroom environment, they struggle to adapt and regulate their emotions, leading to behavioural disruptions. One of the most striking examples she provides concerns the simple act of saying sorry. Today’s children do not say sorry, she points out, even when we ask them to apologise, they refuse. Maybe if we ask for something very hard, they will happily give it. But they will not say ‘sorry’. This reluctance stems from the lack of emotional education at home and school. The act of sincere apology — one that signifies self-awareness and empathy — must be practised by adults before teaching the children. “Children are wet sponges; they absorb everything,” she notes. “They are mirrors. They reflect whatever they see.” A teacher or parent who exhibits calmness, kindness, and emotional balance sets a standard for children to follow. In contrast, aggression or impatience from adults often manifests as disruptive or dysregulated behaviour in children. So, emotional intelligence cannot merely be taught; it must be demonstrated and adeptly followed by the elders.
Teaching calm and compassion
When children start learning about emotional awareness, they become more self-regulated and empathetic. They begin to realise their feelings, recognise emotional triggers, and apply techniques to manage them. The psychologist explains that emotionally intelligent children can identify physical signs of distress — such as quicker breathing, clenched fists, or a racing heartbeat- and they consciously regulate these responses. They understand they are getting angry and want to know how to calm down. Regulation comes with simple practices like deep breaths or backward counting. These children are also more empathetic; they notice when peers are upset and offer help. “That is what fosters bonding between children,” she adds. “It also makes children kinder. The world requires more kindness today.” In her work as a neuroscience practitioner, she introduces teachers to the concept of amygdala hijack — a state where emotions overpower rational thinking. “When your thinking brain is not operating, you act purely on emotions,” she explains. “Later you regret and say, ‘I didn’t mean that.’” Teaching children how to recognise and prevent such emotional hijacks can change their social interactions. One memorable classroom incident beautifully explains this principle. During an activity, a child accidentally broke another’s pencil. The affected child, furious and fuming, began to shout. But before the situation escalated, a little girl calmly said, “Rohan, that is amygdala hijack. We need to do backward counting.” She counted aloud from ten to one, guiding him through deep breaths. By the time she reached one, the boy was calm. He simply asked, “Why did you break my pencil?” The other child apologised, and the conflict was peacefully resolved. It was this incident which reinforced that — when we teach children something at this age, they internalize it effortlessly. It was a beautiful example of how emotional intelligence helps regulate behaviour. Such moments reveal that emotional intelligence is not just a theory; it is a practical life skill that nurtures maturity and compassion.
Mastering emotional balance
While children benefit immensely from learning emotional intelligence, adults should also develop it. Everyone needs it, the psychologist asserts. The first step, she says, is acknowledgement — understanding one’s emotions without denial. Adults do not try to process their own feelings and just brush them under the carpet until one day when the volcano erupts. They just tend to overlook or avoid it. They were never encouraged (in their childhood) to show or express emotions, which is a sad state of affairs. “Being human” means experiencing a wide range of emotions — happiness, sadness, anger, and frustration. The goal is not to suppress them but to regulate them when needed. She advises mindfulness: “When you realise, ‘Yes, I have lost it,’ you can pause, take deep breaths, compose yourself, and go with the flow.”
A simple and yet powerful technique she recommends is smiling. Drawing inspiration from the famous Bollywood film Three Idiots, she refers to the mantra ‘All is well’ which goes to explain, “You are telling yourself there is nothing that will bring the world to an end in this situation. Calm down. This too shall pass.” She warns that during emotionally heightened states, individuals often make impulsive decisions or say things they later regret. This is particularly worrisome in cases of anxiety, depression, and the alarming rise in student suicides. “Why are children not understanding that if I fail today but try again, I may succeed tomorrow? If my life is gone, it’s gone forever,” she laments. “Why doesn’t this generation have that resilience? Because of the lack of emotional intelligence and the hypersensitivity that they exhibit from a very young age.” Mindfulness and emotional labelling are keys. “When you’re angry, your head is hot, your eyes are hot, your stomach clenches. Identify where you are feeling that emotion,” she explains. “Once you label the emotion, you know how to handle it.” These self-awareness practices allow adults to handle emotions with composure and empathy, setting a strong example for children.
Empathy as everyday practice
To truly include emotional intelligence in society, it must be cultivated in multiple environments — schools, homes, and workplaces alike. Awareness campaigns and structured programmes can help in this development. “In schools, it is quite simple,” she notes. “You can organise social and emotional learning sessions for children, and similar lessons for educators.” She also highlights its growing importance in corporate settings, which is equally hectic and stressful. “When I conduct soft skills training, one of the most opted topics is social and emotional intelligence.” Teaching these principles to adults enables them to manage pressure, communicate effectively, and lead with empathy. The ultimate effect is profound. When children learn emotional intelligence, they take those lessons home and influence their families, too. Parent orientations, she suggests, can play a major role in spreading awareness. Parents need to understand to focus on this. She illustrates this with a relatable example — when a child returns from school, the parent’s first words matter immensely. Instead of asking “How was your day?”, many parents begin by saying “ keep the socks in their place” or by checking the lunchbox. She explains that the child starts feeling, the socks and shoes are more important to his mother than him. Emotional connection, not correction, should come first. “Once you explain with empathy, the child will never repeat the behaviour,” she adds.
Parents must understand that children are not extensions of themselves but independent beings with thoughts and feelings of their own. “Your child was connected to you through the umbilical cord as an infant,” she says. “Once the cord is severed at birth, he is an independent human being. Not that as he’s a child, he will not understand — he will understand everything.” Children remember emotional moments more vividly than material gifts. “Even long after they have grown, they remember that one episode when they needed you emotionally, but you weren’t there,” she says. Parents often prioritise responsibilities over presence, missing events that hold deep meaning for the child. “You may give them 101 things, but they will remember — were you there when they needed you?” She shares stories of children disappointed when parents skip performances or ceremonies due to work. For the child, those moments represent validation and love. “Your meeting means nothing to the child,” she stresses. “When you do everything for your child, look at what the child needs, not what you want to give.”
Home: the first classroom
Emotional intelligence begins at home, and parents must consciously nurture it. “Charity begins at home,” she reminds. “We were never taught emotional intelligence. Our feelings were never considered when we were children. We were always told to be quiet and not ask questions.” Modern parents have this chance and awareness to break this cycle — to raise emotionally aware, confident, and empathetic individuals. She recounts a personal experience that goes to explain this lesson. “As a child, I always wanted to be a doctor,” she recalls. “When my daughter scored all A’s in Grade 10, I decided she would be a doctor.” However, her daughter, emotionally intelligent and self-aware, confronted her: “Mama, you want me to study medicine because you couldn’t be a doctor. I will do it if you want, but my heart is not in it.” That moment, she says, transformed her understanding of parenthood. “I learnt the hard way that every child has an independent thinking brain. We must acknowledge their feelings and support them, not push them into directions we desire.”
Emotional intelligence is not an optional skill — it is a foundation for healthy human development. It shapes behaviour, relationships, decision-making, and resilience. As the psychologist eloquently states, “Many of these issues can be resolved very easily if emotional intelligence is made an integral part of our culture.” Integrating emotional intelligence in classrooms, homes, and workplaces ensures that individuals are not only academically competent but also emotionally balanced, empathetic, and resilient. It is through this balance that true education — the education of the mind and the heart — can be achieved,” she concludes.
By teaching children to recognise their emotions, regulate them, and empathise with others, society can nurture generations that value kindness, understanding, and self-awareness. Emotional intelligence is not just a classroom lesson; it is a lifelong asset — one that empowers individuals to connect deeply, think clearly, and live meaningfully.
Chaitra R, IB MYP Design Teacher at Sreenidhi International School, Hyderabad, says, “Design in education is about understanding problems deeply and finding meaningful solutions with empathy at the heart.” It encourages students to think critically, view challenges from others’ perspectives, and create human-centred, inclusive solutions that make a real difference.
In the MYP, “design” goes far beyond fields like graphic, interior, or product design. It is understood as a structured, step-by-step process for developing solutions to real-world challenges. This process draws inspiration from human-centred design and design thinking, approaches that are increasingly shaping innovation, education, and business around the world.
When we talk about “designing for a problem” in MYP Design, it doesn’t mean students are expected to invent something entirely new each time. Instead, they learn to identify, define, and frame authentic challenges, allowing them to investigate and create meaningful solutions. Teachers across disciplines encounter problems in many forms, and design provides a systematic way to approach them—by guiding students to recognize the issue, analyse it, and generate a range of possible solutions. From there, students test, refine, and evaluate their ideas based on feedback and real-world impact.
A key element that often gets overlooked in this process is empathy. When we design solutions to address people’s problems, empathy becomes the foundation. It allows us to view the world through others’ experiences—to understand their challenges, emotions, and motivations. Empathy helps us appreciate problems not just as designers, but as human beings who seek to improve lives.
This is the crucial difference between problem-solving and designing for people. In design education, we emphasize not only identifying a problem but also addressing it meaningfully through human experience. Students must learn to ask: How does the user feel? What challenges do they face? How can we make their experience better?
By shifting the focus from who we are designing for to what we are designing and why, students begin to develop empathy as an essential design skill. It is this empathetic understanding that transforms design from a technical process into a truly human-centred practice.
Empathy is not just a concept or a definition—it’s a lived experience. In design, we cannot truly be empathetic until we have encountered a problem ourselves or experienced situations that make us understand what others go through. Empathy must be practised and cultivated through awareness and engagement.
In design classrooms, educators play a crucial role in helping students practise empathy by encouraging them to see problems through real human experiences. Empathy-driven design goes beyond creating solutions—it begins with understanding who is facing the challenge and how it impacts their lives. When students are guided to explore problems deeply, identify the people affected, and analyze the emotional, social, and practical dimensions of the issue, they begin to design with purpose and sensitivity.
By nurturing empathy in the design process, educators enable students to gain a broader perspective—one that allows them to create meaningful, human-centered solutions that truly make a difference.
For example, consider online shopping — a system most of us use regularly. Students may initially think of improving the platform in general, but a truly empathy-driven and human-centered design approach requires them to look deeper into specific human experiences.
Instead of asking, “How can we make online shopping better?”, students should ask, “How can we make online shopping better for a busy working parent who constantly struggles with time?” By focusing on a particular user group—such as working parents—they begin to understand the unique challenges and frustrations this group faces. This shift from general improvement to understanding a specific human experience transforms their approach to design.
To make their solutions even more inclusive, students can explore how online shopping experiences could be improved for people with limited internet access, visual impairments, or language barriers. By considering such diverse perspectives, they learn that good design is not just about efficiency or aesthetics—it’s about accessibility, inclusion, and empathy.
In this way, students practise looking at problems through the lens of real users, developing meaningful, inclusive solutions that respond to varied human needs.
Another example can be seen when students explore the issue of food waste, particularly within schools. Rather than simply focusing on how to reduce waste, students should begin by asking who is wasting the food and why. They need to investigate the decision-making process — how students choose what to eat and what to throw away during lunch breaks.
Through this process, students begin to uncover deeper insights into eating preferences shaped by culture, personal habits, and food experiences. Understanding these underlying reasons helps them approach the problem with empathy rather than assumptions.
To make the inquiry more inclusive, students should also consider how individuals from different cultural backgrounds, dietary restrictions, or taste preferences make their food choices. When they gather such perspectives, they gain a clearer picture of what students actually prefer to eat, leading to more thoughtful, realistic solutions.
In this way, students learn to see problems as human experiences—to understand the emotions, motivations, and contexts behind people’s actions. This approach helps them design more meaningful, empathetic, and inclusive solutions that address the root causes rather than just the visible symptoms.
Another meaningful example is exploring how to improve a public park. Students can begin by gathering information about the different groups of people who visit the park and how each of them uses the space. For instance, they can study the experiences of elderly visitors—how they navigate the park, what challenges they face, and what features they value most.
Since parks are shared spaces, people engage with them in many different ways: families may visit for recreation, elderly people for relaxation, and individuals with sensory sensitivities for calm or connection with nature. By analyzing these varied experiences, students begin to understand that a public park is not just a physical space but a shared human environment shaped by diverse needs and emotions.
To design meaningful improvements, students must interact with real users, listen to their stories, and observe their experiences firsthand. Without such genuine engagement and empathy, it is impossible to develop solutions that are both inclusive and effective. This process teaches students that thoughtful design stems from understanding people, not just solving problems.
User experience
Continuing from the earlier examples of food waste and public park design, another important area where empathy-driven design plays a vital role is in understanding user dissatisfaction with products or services. When people express that they are unhappy with a product, such as a mobile banking app, it is not enough to simply improve its features — we must first understand why they are dissatisfied and what aspects of their experience need attention.
In design education, students must be guided to think like empathetic problem-solvers. When a client requests an improvement to a mobile banking app, for instance, the students should approach the task by seeing it through the user’s perspective. They should explore how a first-time user might feel while navigating the app — whether it is confusing, overwhelming, or difficult to use. The goal is to make the experience smooth, intuitive, and comfortable for everyone.
Empathy-driven design encourages students to think inclusively. They must consider how elderly users, people with limited digital literacy, or those unfamiliar with English would access and use the app. Clear navigation, multilingual options, and simplified interfaces are not just features — they are thoughtful design decisions that emerge from understanding diverse human needs.
Many modern design improvements, like multilingual interfaces in banking apps, stem from recognizing these varied user experiences. Such empathy-based insights remind students that design is not about adding more features but about enhancing the user’s experience. To achieve this, empathy must be practised consciously — by observing, listening, and understanding users deeply — because true empathy in design never happens by chance; it grows through intentional human connection.
Practising Empathy and Human-Centered Thinking in Design Education
Empathy mapping plays a crucial role in helping students understand users deeply. It enables them to observe, research, and interact with people to uncover what they see, feel, think, and experience while using a particular product or service. Students must identify users’ pain points, needs, and expectations to create solutions that are genuinely meaningful.
For instance, if students are designing a product for a young person with dyslexia, they must first understand the unique challenges the user faces. By engaging in discussions, observing real experiences, and analysing the user’s environment, students can design a product tailored to those specific needs. Similarly, when designing for individuals with disabilities, students should focus on features that enable users to achieve their goals independently. This process requires empathy, awareness, and a willingness to see the world from someone else’s perspective.
To strengthen this understanding, students can be encouraged to write stories from the user’s point of view rather than from a designer’s perspective—exploring emotions, struggles, and daily experiences. Once they begin developing their product, they should continuously test it with users and collect feedback to refine their design. Feedback is an essential part of the empathy process—it helps students recognise whether their solutions truly meet user needs.
As Dr. Prabhjot Singh aptly said, “We spent a lot of time designing the bridge, but not enough time thinking about the people who cross it.” This statement captures the essence of empathy in design: it is not just about creating a product but about understanding the people who will use it—their feelings, challenges, and context. Through such experiences, students develop a human-centred mindset, learning that design is as much about people as it is about functionality or aesthetics.
At our school, we reinforce this mindset through interdisciplinary units, where students are encouraged to approach problems from multiple perspectives. When they design something, they analyse not just the technical aspects but also the human and emotional dimensions. This cross-disciplinary approach fosters empathy, creativity, and user-centric thinking.
Empathy, however, is not innate—it must be practised intentionally. Students may not have personally experienced the problems they are trying to solve, so we must teach them how to view these issues from the perspective of those who have. We help them develop the mindset that whenever they encounter a problem, their first step should be to ask: “How does this affect the person experiencing it?” Over time, this habit cultivates designers who think ethically, inclusively, and compassionately.
Ethical and Sustainable Design is another essential layer of empathy. It aligns closely with the Sustainable Development Goals (SDGs) and reminds students of their moral responsibility as designers—to create for the greater good. Whatever they design should be accessible to everyone, regardless of ability, background, or circumstance. A responsible designer ensures that their creation benefits people and contributes positively to society.
For example, if students work on projects related to anxiety or mental well-being, they must deeply understand the lived experiences of those facing such challenges. This requires meaningful conversations, empathy mapping, and reflection—understanding what the person feels, what strategies they use, and where they struggle. It is a demanding process that requires time, patience, and sensitivity, but it builds the foundation for authentic, empathetic design.
Finally, students must recognise that design is dynamic. Like technology, human needs constantly evolve. A good designer accepts that change is inevitable and adapts accordingly. They must anticipate future needs and design with foresight, understanding that some ideas may not work immediately but may hold value in the future. Teaching students to think this way prepares them not just to design for today but to design for a changing world—one that requires empathy, flexibility, and a deep understanding of people.
If all schools teach from the same books and prepare for the same exams, what makes one school “premium”?
One often wonders what truly distinguishes the so-called “premium” schools of India—those branded, high-fee institutions—from the regular, government-aided or modest private schools that serve most of our children. On the surface, both follow the same prescribed syllabus, set either by the state or national boards. Both are judged by the same public examinations. And both proudly advertise their results as proof of excellence.
If that is so, where exactly does the distinction lie? Shouldn’t elite schools, which charge parents so much more, be doing something beyond what every ordinary school is required to do?
It is high time our educators faced this uncomfortable question. Teaching to the syllabus and producing good exam results is the minimum obligation of any school. It is the foundation—but it cannot be the ceiling. Every school, especially those that call themselves “premium,” should design and nurture its own core curriculum: a distinctive body of learning experiences, values, and exposures that shape students beyond the exam hall.
The idea is not new. Columbia University in the United States has, for over a century, required every student—regardless of major—to complete a unique “Core Curriculum” that emphasizes reading, debate, and exposure to great ideas in literature, science, philosophy, and the arts. Each year, the curriculum evolves; yet its purpose remains the same—to produce thoughtful citizens, not just trained specialists.
Why should Indian schools not do the same? Imagine each school in India—public or private—having the freedom and courage to create its own curriculum that complements the official syllabus. One school might design a reading-based core where students read a dozen carefully chosen books each year, drawn from world literature and Indian writing. Another might focus on environmental exploration, local heritage, or the art of scientific inquiry. The possibilities are endless.
Yes, it requires more work. Teaching from a ready-made textbook is easy; crafting a living, evolving curriculum demands creativity, collaboration, and conviction. It means finding teachers who are curious themselves—teachers who read, who think, who can invite guest speakers and plan projects that expand students’ horizons.
Parents, too, must begin to ask this question when choosing schools for their children: What is your school’s own curriculum? What will my child learn here that they would not learn elsewhere? When schools can answer that confidently, they will have earned the right to call themselves “premium.”
In the end, education is not about marks—it is about meaning. The best schools will be those that prepare young people to think, question, and grow in mind and spirit. It is time we built schools that stand for something more than their board exam results—and reclaimed the true purpose of schooling: to awaken the intellect, enlarge the imagination, and build character through ideas that last a lifetime.
Kiran Bhaskaran, Chief Consultant, Indian Farm School, Bangalore, shares his views on how school gardens are a fun and practical way to teach students about health and the environment. By planting and caring for gardens, children learn about nutritious food, healthy habits, and practices. They also gain awareness of climate change and how their actions can help protect the planet. These experiences make learning interactive, meaningful, and enjoyable for students.
I am the founder and chief consultant of Indian Farm School, an organic agriculture consultancy, training, and school gardening organisation. We promote a sustainable way of living and farming through school gardening projects across India. Our team visits schools, helps them set up organic gardens on their premises, and teaches children how to grow vegetables. Despite limited space and resources, students can develop organic gardens that provide them with healthy and nutritious produce.
Throughout the year, our small team visits schools to educate children about organic gardening. They learn how to care for plants, manage pests and diseases organically, harvest the produce, and share it with others.
Quite often, we find that children are not very receptive in classroom settings. But when we take them to the garden, their learning transforms, and it has a unique impact. At one school, for instance, we created a terrace garden using discarded packaging wood sourced from the market to build vegetable beds. We guided the children in mixing potting materials like cocopeat, soil, and compost, and they filled the beds themselves.
It was a natural way of developing a terrace garden, without using any advanced tools. The children even produced compost using locally available resources. We made vegetable beds measuring 2.5 feet in width and 4 feet in length, providing about 10 sq. ft. of cultivation space per bed. Some beds were made taller for certain crops, while others were shallower. We grew carrots, radish, and beetroot — vegetables commonly consumed in households- to help children understand how to manage different crops within a small area.
The kitchen garden model follows a similar approach. We turn soil into raised vegetable beds to grow crops. Some schools have ample space, so we recommend developing gardens directly on the ground. However, in urban areas where space is limited, we introduced the kitchen garden model for terraces. In these gardens, we grow spinach, exotic vegetables, kale, beans, lady’s fingers (okra), and more — all within compact spaces.
Lessons in the garden
Both the terrace and kitchen garden concepts are nearly identical in structure. Once the setup is complete, the teaching process for organic vegetable gardening remains the same. We typically create groups of around eight children. If there are more beds, we conduct batches per vegetable crop cycle, which usually ranges from 45 to 90 days. As the garden expands, we can engage three to four classes at a time, assigning dedicated spaces for each group.
We begin by teaching the fundamentals of gardening — the essential components, awareness of soil ingredients, and the preparation of the potting mix. Students learn what is needed to maintain a successful organic or kitchen garden, whether at home or in school. Once they grasp the basics, we move on to seeding various vegetables. Seeds are sourced from organic farmers or seed banks and are either sown directly into the soil or started in nursery trays. Root crops, in particular, are sown directly in the beds. Each team is given a specific bed or growing space to manage, and they take full responsibility for it — from spacing and pest management to nurturing what they’ve sown, guided by the knowledge gained from our sessions.
Our resource persons visit the schools weekly and conduct classes that last between 40 minutes and 1.5 hours. During these sessions, students gain hands-on knowledge of seeding, composting, and pest and disease control. They are also introduced to the principles of sustainability — including efficient watering practices, garden management, and contributing to ecosystem preservation by not harming nature.
Indian Farm School has developed a year-round curriculum for students, covering how to create and care for a garden at school or home, grow vegetables successfully, and navigate challenges that arise during cultivation. By the end of the year, students feel confident in setting up and maintaining their own organic gardens.
As seeds sprout, we teach children about weeding and thinning. Often, too many seedlings germinate close together, which hinders growth. We guide them to retain the healthiest plants, ensuring each one has enough space. Through this, students gain practical experience in managing real-life gardening challenges. For instance, if they overwater the plants, they notice wilting or stunted growth. They observe how yellowing or weak plants result from improper watering — and learn from it quickly.
Our gardening educators are well-trained professionals who also possess strong teaching skills, ensuring that every class is both informative and inspiring.
Learning to grow, growing to learn
Many of the crops we grow are indigenous and often unfamiliar to children. But through hands-on experience, they start developing an affinity for these vegetables — even for the ones they may have previously disliked or wasted. When they finally harvest and hold the vegetables in their hands, there’s a spark of excitement. They’re eager to taste them, experiment with new dishes, and discover flavours they never thought they’d enjoy.
They also learn how to stagger harvests over several weeks — spinach, fenugreek, cabbage, cauliflower, brinjal, tomato, radish — each crop offering its own unique learning curve. With every season, they harvest different vegetables and experience firsthand how nature changes the rhythm of their garden.
When young children with limited knowledge can successfully grow vegetables, it really drives home a powerful message — if they can do it, adults certainly can too. The children often use their produce for potlucks, take vegetables home to cook, or share the dishes they’ve made with others. Through this, they come to understand the challenges, processes, and joys of growing their own food — and most importantly, the value of giving back to society.
Once the harvest is complete, they move on to a new crop cycle and typically manage three to four cycles in a year. Quite often, the children choose to donate part of their harvest to orphanages or old-age homes, where there’s always a need for fresh vegetables. It gives them immense satisfaction to share the fruits of their labour — quite literally.
Educating for a greener future
Our focus is on instilling what I call an education of realisation. When there’s heavy rain and crops are lost, children experience firsthand how easily natural patterns can be disturbed — and the consequences that follow. Through such experiences, they begin to understand the importance of respecting nature and adopting practices that help preserve it.
I remember visiting one of our early project schools and asking the children what they had learned from their organic garden. Their answers were remarkable: they spoke about addressing climate change, avoiding chemicals, enriching soil with organic carbon, understanding the greenhouse effect, and conserving water by growing indigenous crops. Though we primarily taught them vegetable gardening and simple precautions, they went a step further. On their own, they researched how organic gardening supports the environment. What we’re really doing is sowing seeds of curiosity — curiosity that deepens their realisation of nature’s true value.
We also make it a point to involve parents during some of our seeding sessions. They join the children in sowing seeds, mixing compost, and setting up the garden. It turns into a community activity. Parents learn alongside their children, who are always excited to share their gardening stories at home. You can see the pride on their faces. At times, we also invite teachers, village leaders, farmers, and local community members to visit and observe the gardens. Their appreciation further reinforces the importance of sustainability and respect for food.
Since the pandemic, society has become more health-conscious — and that awareness has only strengthened our resolve to improve lives through these gardens. Today’s children are tomorrow’s parents; they will carry these values forward and pass them on to future generations. Our goal is to nurture young influencers — children who advocate for sustainability in their homes and communities. Even with limited resources, we teach them to be grateful and respectful towards nature.
Beyond schools, we also cultivate gardens in orphanages and old-age homes, supported by CSR funds. These institutions need fresh vegetables every day. We train residents to manage the gardens and gradually hand over full responsibility to them. They become the caretakers — true custodians of the garden — who take initiative, create productive spaces, and overcome challenges with guidance from our team.
These are the two models we’re currently working on — empowering schools and care institutions to build a culture of sustainability through organic gardening.
Rajlakshme Bhattacharya, a passionate educator and academic coordinator, discusses how in today’s world of rapid technological growth, libraries are transforming to keep up with modern needs. Smart libraries blend traditional features with advanced technologies like AI, IoT, and digital tools. They make learning more engaging, interactive, and accessible for everyone. This shift is helping both students and teachers enjoy a smarter library experience.
Libraries are considered the source of knowledge, information through written books. But, in this age of fast technological developments and digital evolution, the traditional libraries face the challenge of meeting the demands of modern society. Smart libraries are a combination of traditional libraries infused with the latest technologies. The libraries come with automation, artificial intelligence, IoT, and digital resources to bring in a brilliant library experience. They can create more interactive and better spaces and access for the users. The traditional libraries have the limitation in accessibility, while smart libraries come with information in as many formats as e-books, audiobooks, and digital archives, so that a wider spectrum of audience can use them. Also, automation can help reduce the time spent by the librarian for various tasks like cataloguing, check in and check-outs as seen in traditional libraries. The librarians can interact better with the readers. The smart libraries are known to reduce human errors and improve inventory management. The smart libraries, with the help of AI systems, can provide better recommendations to the users based on their reading habits, which will improve user satisfaction and the learning experience. With impressive illustrations, the technologies will give better insight into the topic. When we digitise the resources and reduce dependence on physical materials, there is higher sustainability with less paper usage and better energy consumption. The libraries can also arrange for interactive workshops to bring people closer, and they can also enable remote participation so that everyone will be involved.
Role of virtual reality and augmented reality
Virtual reality is a technology to create a simulated environment, mostly in three dimensions, that looks real. This is made possible by way of special hardware, such as headsets, which make everything real. When people wear the virtual reality headset, they can go around to pick the books of their choice as they did in traditional libraries and join others in reading sessions. Augmented reality is something that overlays images, videos, and sounds into the real world. This can be achieved through devices like tablets or smartphones for real-time interaction. In the case of libraries, when we integrate these two technologies, the user experience is enhanced and making the library more engaging. To start with, we can take some steps. We have to assess what the needs are for such a change, and then we have to find out which one is more useful to everyone. With virtual reality, a virtual tour of all the library facilities can be done. A reader can get an immense reading experience in this, apart from interactive learning sessions with other readers from across the globe. With augmented reality, better cataloguing and navigation can be done easily. Displays of resources and interactive books can be seen here. There will be higher user participation, engagement, and make use of it.
Smart libraries will handle information from magazines, newspapers, unlike traditional libraries, which have restricted access. The virtual libraries get the direct information from channels and provide up-to-date information. They also help in developing critical thinking as they have access to vast data, interact with many people in the world, and are not restricted to specific areas. People have to be trained first to handle the software and hardware. The users should also be aware of augmented reality and virtual reality. Awareness needs to be built first among the users.
So, we have to find out the necessity, needs, and objectives of such an integration of virtual reality and augmented reality. We have to analyse which part of the library will benefit more from using these two technologies. We can decide based on the requirements of the library. Then we have to choose the most suitable virtual reality and augmented reality hardware and software, which will depend on the requirements and financial considerations. We can procure Virtual reality headsets, augmented reality glasses, tablets, and other gadgets based on the software and platform. First, we have to train the staff as well as the users of these technologies. The library staff should be fully trained to manage the technologies and how to make the utmost use of them. Then we can integrate virtual reality and augmented reality in the library services in the traditional library system and services such as catalogues, resource management, and user interface. The user will be able to have a virtual tour of the library, reading experiences, cataloguing, and interactive book displays.
Awareness among public and feedback
As the next step, we have to promote these technologies to the user by creating awareness among the people, as there is no such awareness as of now. We can do this by marketing campaigns, making use of social media, and arranging events. They should be made aware of the benefits and the extraordinary experience of using these technologies. Feedback on the experience with the technologies from the user is very important. We should analyse the feedback to find out areas where there is scope for improvement and find out how we can further refine the integration. This process is a continuous one, and hence, the technology services have to be a continuous issue. It is essential to stay informed about the development of technologies and incorporate the new features once they are available. When we follow these steps, we can say the libraries can integrate the technologies to improve the library experience and to keep abreast of the digital evolution.
Challenges, privacy, and security concerns
The challenges will creep in with any new upgrade that we do, and will create some problems. We need to attend to them as and when they arise. Though it may give us an enhanced learning experience, technology has its own limitations and cost issues. The staff have to be trained well in the technology, which involves time and cost. It may take some time for any user to get used to the system. We have to work on how secure the technology is and the privacy aspect. By the time the users get used to the technology, there could be another technology taking over. We should be able to adapt to the changes quickly.
Prospects and benefits
There are many benefits, such as improved user experience and engagement, innovative teaching methods and learning experiences, inclusivity, and accessibility. As we integrate virtual reality and augmented reality, the smart libraries become more promising and full of potential and more exciting. There is space for interactive learning, too. Education can improve a lot when students are provided with interactive learning experiences, explore history, work on scientific concepts, and literature, which becomes memorable. They can get access to remote details too. Those who are unable to visit the libraries physically can make use of the smart libraries. The users will be able to understand the library’s layout, collections, and resources even from their homes. The technologies will bring in interactive elements to books, such as stories, which will benefit children as they can see the characters come alive, interact with them, and reading becomes a more enjoyable experience for the children. Also, cataloguing and navigation save time and make work easier. The users can make use of smartphones to scan QR codes and access augmented reality markets to get all the details about the books, summaries, reviews, and resources, and they can analyse the libraries better. There can be virtual events and exhibitions, get authors give presentations, and conduct workshops with the help of virtual reality. A much larger audience can participate from across the globe. They can be preserved for future usage also. The smart libraries can also cater to individual needs and preferences, and learning modules.
Equal access to all and acquiring digital materials Since the smart libraries will have all catalogues in all areas, such as accountancy or commerce, if the user wants to access the resource on any of the subjects, they can go through the same and refer to the topics in the usual way. The only difference is that it is done on an online platform. The same books that are available in the traditional library will be registered in the online platform. So the users can choose the books they want without visiting the library. Of course, it will involve a lot of backend work from the library team, and virtual tours are included in the library software and are integrated into the software. It is not easy to maintain the virtual library collection as we do not have completely trained resources now. But very soon, we will have such resources to make the experience easy and regular.
Rajlakshme Bhattacharya points out that AI is an important part of the library. Traditional libraries will continue to exist, but we need smart libraries now for the current generation, who do not have much time to go to libraries and get the resources. Smart libraries will be empowering the users for the digital era, and we need to keep updating accordingly. She concludes her talk saying, “The integration of virtual reality and augmented reality in smart libraries opens up a world of possibilities, transforming traditional libraries into dynamic, interactive, and user-centred spaces. As technology continues to advance, the potential for innovation in library services is virtually limitless.”
Mary Vinodhini, Curriculum developer, describes how Universal Design for Learning (UDL) is a teaching approach that helps all students learn by removing barriers in the classroom. It employs flexible methods, allowing every student, regardless of their learning style or ability, to participate and succeed. UDL is not just for students with special needs—it supports everyone. Mary Vinodhini discusses the various ways to present lessons and help students demonstrate what they know in a manner that works best for them.
Our core focus this year was simple but profound: to make every teaching and learning experience impactful and successful for every single learner in our school. The vehicle for achieving this goal is the Universal Design for Learning (UDL) framework.
I anticipate the question from my team: ‘What is UDL, and is this another new program? And it gets right to the heart of what we’ll be exploring. While UDL stands for Universal Design for Learning, the name only hints at its profound impact.
Instead of thinking of UDL as another program, let’s think of it as a transformative framework. The goal of this framework isn’t just to help students overcome barriers; it’s to design our learning environments so those barriers don’t exist in the first place.
It is not an approach only for students who have exceptional abilities or learners with special needs, but it addresses the requirements of all students in the classroom. This concept was basically developed by the National Centre on Universal Design for Learning and the Centre for Applied and Special Technology.
Ronald Mass designed the concept from North Carolina, envisioning the idea with reference to architecture. It started with building architectural designs. The designs in architecture offer accessibility, such as a ramp in front of a building, which is useful not only for people in wheelchairs but also for people who find it difficult to climb stairs, parents pushing strollers, or travellers with heavy baggage. In the same way, automatic doors should be designed for people with mobility or motor issues, as well as for those who carry a lot of baggage or those who do not want to touch the knob during flu season. We all must have observed the captions on the TV to meet the needs of people with auditory difficulties, as well as for people in places like restaurants and airports where the noise is high. They can follow the instructions easily. All these are meant to reduce the difficulties people may face in order to reach an object or a place. The same concept can be applied in the learning environment in the classrooms, too.
Inclusive and flexible classrooms
The Universal Design framework has three different principles – engagement, representation, and action and expression. The goal is to make use of different teaching methods to give all the students equal opportunities to succeed and to remove any obstacles during the process. Teachers can fruitfully help diverse groups of learners by following flexible methods and helping them access information and showcase their knowledge. The teachers can bring in flexibility for every student’s strengths and requirements. In this way, UDL helps students in the classroom. Talking about the first among the three principles, engagement, UDL encourages educators to find out various ways to motivate the students, such as letting them make choices, giving assignments relevant to life, and in this way, they can kindle the interest in the students and sustain the same. Skill building and creating opportunities for students to move around the class, providing the information in more than one format, such as textbooks, which are the primary visual source, etc. Providing text, audio, video, and hands-on learning offers all the students a chance to reach out to the material in any way best suited to their learning strengths. UDL encourages students to collect materials and to show what they prefer. They can opt for a pen and paper test, or oral presentation, or group research work.
It was encouraging to hear colleagues say, “We already do this.” It shows they recognize the core goal of supporting diverse learners. They were absolutely right that UDL shares the same ultimate mission as Differentiated Instruction; however, there is a fundamental difference in when and how the planning occurs.
● Differentiation is a responsive approach: A teacher modifies instruction or assessment (the materials, process, or product) after a lesson is planned, based on an individual student’s identified need.
● Universal Design for Learning (UDL) is a proactive framework: We design the curriculum and learning environment from the very beginning to be flexible enough to meet predictable learner variability.
For instance, if we can compare UDL to designing a garden, we can say it is about creating a flexible and suitable environment from the beginning. We design smooth and wide paths accessible to all, including those who have issues. We can grow a variety of plants, multiple resources to lay our hands on the information about things through text or pictures, or auditory methods. To put it in a nutshell, UDL is all about building flexibility in the learning environment proactively. It helps all types of learners to access information. It is designed well before delivery.
Beyond one-size teaching
Differentiated instructions are like providing personal care according to the needs of each student. It may need extra efforts and exposure to a better scenario. It is more of a personalized attention to individual learners. Universal Design for Learning is very important in the classroom as all teachers have a common goal, which is to provide the best possible learning exposure to students to achieve greater academic outcomes. Achieving these goals is not very easy but very challenging, as the educators have to cater to diverse classrooms with students with different aptitudes and learning styles. UDL helps educators identify the potential of all students and ensure equal opportunities to succeed. The educators will use a variety of methods and materials in their teaching to help the students engage with materials best suited to them to learn more, take an active role in the classroom, and be independent learners. The students are allowed to take ownership of their learning by applying these principles in the classroom. By incorporating these principles in the classroom, the educators get a better focus on their goals. The principles help the students create their own learning goals by guiding them with a larger focus on variability. Flexibility in options is introduced into the lessons for all students, and the educators make use of various tools and resources to work towards the goal that involves curriculum goals, assessments, and materials. UDL encourages educators to design lessons to better engage students. It is important to note that not all the principles are incorporated at one go in one lesson. The educators can wait to see how it makes a difference. Yet the accommodation for individual students remains the same in the classroom. UDL analysis of each student’s learning profile, irrespective of the differences, reduces the barriers and helps students engage in learning through the use of technology. Technology has an important role in the UDL classroom. We need not make use of all three principles at the same time. We can focus on representing the content rather than reading out from the textbook or by means of a lecture. We can opt for a variety of ways to deliver the same content, such as video, and keep them engaged. In this way, we can see the difference in each student, be it a child with special needs or a slow learner, or one who is unable to sit for a long time to listen to the lecture. They can have a look at the other sources to learn the content.
Assessments differ from student to student, but the objective is the same. In UDL, the goal is not differentiated. This is the main difference between UDL and a differentiated classroom. In a differentiated classroom, we differentiate the content, process, product, and environment. But in UDL, the goal is the same. We know what we want to achieve, plan accordingly, and it is a delivery before the design. I have heard teachers say that they have tried differentiated instruction for students with special needs. There is no control in the classroom, but when they start working on UDL, giving the ownership to the students for their learning, the educators can see the difference. It is indeed a challenge, but by implementing these, we will know how the student transforms.
Tech tools, smart learning
Technology provides a variety of cutting-edge tools that can be used by an independent learner or for group tasks. Apps like Kahoot can support formative assessments, facilitate active student learning, and also deliver content. A variety of tools exists to serve these diverse purposes. Tools such as Read&Write, EdPuzzle, Nearpod, and MindMeister offer information in varied formats, providing alternatives to standard print and lecture. Flip (formerly FlipGrid), Canva, Adobe Express, Google Docs Voice Typing, and Screencastify give students varied options for demonstrating what they know beyond traditional writing or exams. To capture student interest, offer choice, and sustain effort and persistence, tools such as Padlet, Jamboard, and Google Classroom are very effective.
Project, purpose, progress
Project-based learning involves a group task, students choosing their projects, but with no choice on how to present the project or the tools they can use. So, UDL and project-based learning help each other. Feedback is a strategy that comes in handy. The students take ownership of learning, responsibility to meet goals, and the teachers give feedback. This is a key to a successful UDL classroom. The feedback should be given immediately so that the progress of the student is clear to the educators. Standard assessment is the end product, but UDL prepares them for that end product. We prepare the students to face the world with skill-based learning. When we have formative assessments in the classroom, we give the students the ownership to meet the goal. It is the pedagogical approach that is different. When leaders and educators believe in and commit to this approach, the difference between UDL and traditional teaching becomes clear. We can make use of the same resources available within our community, along with technology. We have to understand the requirements of the classroom, the variability of learners, and how to achieve the goals in the classroom. Success is achieved when the entire class works collaboratively toward the shared learning goals. It will be a great success if the entire class works towards achieving the goal. Using the principles one by one, working on the major focus for the class, engaging the students in the content, sharing the content with the students, and achieving the objective of the class. The teachers should come out of the traditional approach of teaching and learning to meet the needs of all the students in the classroom; they should not focus on only the slow learners or ones with learning disabilities. The main challenge is planning at the right time, lacking clarity on the focus, the expectation of classroom expectations, and the lesson plan. If there is no clarity, it leads to failure. UDL plans are made before delivery. So, we need to start the UDL approach from the beginning and not after the lesson plan. Only then can we go ahead with the UDL framework.
