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The gradual ‘normalisation’ of school hours for a large majority of national and international schools has been a welcome sign for the community at large including managements, principals and most of all, the teachers, who now can address the learning lags seamlessly (in-person conclusively aids effective understanding of concepts, even clarifications for what students have not understood) and while some are culminating into physical exams already given its March, some continue to complete their academic targets for they will only end the year in June.

Some truths, if we have to be honest and call the elephant in the room is that there is PCH (‘post-covid-hangover’).

Last two years of adapting to online teaching has in many cases, for many teachers resulted in continuing on the same path without a course correction. While I am all for technological integration and enabling the tech aspect, there are some concerns as we audit schools. Many are struggling to make it experiential and hands-on. Many have forgotten that while they adapted to online, it is now time to adapt to offline. More learning stations, differentiated assessments, and also more personalised group work, field trips, case studies, hands-on activities, events, circle-time etc. Home-work can involve a lot of innovation (can this be done in school itself?) and don’t forget what PBL can do for these kids.

The same for the students, who are struggling to write for longer periods of time, concentrate for longer periods of time given the lack of fitness and exercise that covid lockdown caused. It doesn’t help either party that they need to conform to academic board targets that have done very little to alter the path of transition for these children. While I can understand that international boards must have a universal policy and most countries opened up before we did in India, at least some concessions could have been made for these Indian students? It’s not like this was a storm or the flooding which occurs – this happened to the world after 100 odd years. This was a pandemic and every country had to cope with their challenges.

My concern is that the national boards have done nothing to recognise this trauma experienced by children and that they the need to transition slowly.

Teachers, on their part have had to simply keep chugging along, and many have expressed fatigue and perhaps that’s the reason why, we see sessions that are simply about ‘delivering’ and ‘finishing’ leaving behind the innovation that could have been possible.

In discussion with teachers, and reminding them of the pre-Covid days meets with a bit of resistance for they feel the pressure of parental expectations which always targets ‘performance’ and ‘excellence’. They are very candid when they say, people have forgotten how important life skills are and instead want optimisation of the marks alone!

Clearly, we are seeing PCH becoming a major cause of concern and for me, that’s when the management and the school leaders can step up and address their own individual priorities. They need to correct what’s the challenge in their schools and this could be different from someone else’s path. Comparisons do not work, and identifying the gaps and finding solutions is what will work. Point I am trying to make is that before we encounter another ‘loss’, let’s be proactive and preempt.

Mental health for me is the greatest rider and nothing we do can be devoid of this even at the risk of academic goals. The recent cases of high school students committing suicide (not all of them are attributed to academic pressure) makes me wonder when we as a nation will start thinking of learning and evolving as opposed to performance alone. Performance comes in phases, and while that is an end goal, we all will need to take baby steps, set short term goals with an eye on the future for foundations are built on socio-emotional security and nothing on earth can overcome the loss of life.

As I said, beware of PCH. It is real and threatening.

Author

  • Fatema Agarkar

    Fatema Agarkar, Founder and Chairperson , Agarkar Centre of Excellence (ACE) Veteran of 3 educational start-ups , now Founder of the Agarkar Centre of Excellence, Fatema’s passion for teaching-learning and children defines the different roles she has crafted in 20 years – as an edupreneur, educator and mentor. Fatema who is a State and University topper as part of the prestigious Mumbai based Sydenham College of Commerce & Economics, holds a degree of Masters in Business Administration (MBA) from Birmingham (UK), apart from her B.ED and ECCE degrees amassed when she decided education was her calling. Having kick-started her career in the corporate world and working with premier organizations like Commerzbank, Times of India and Egon Zehnder International, she always had an inner urge to bring about an enhancement in the sphere of education.. As an educationist and life-long learner, she has come a long way to intertwine modern methods of learning, teaching and customizing education as per the student’s intellectual requisites thus eradicating stress that stems from the education system. She has been sedulous in making comprehensive alterations in the education field in India. Being a risk-taker, Fatema has been focusing on the generation of innovative educational modules and her in-depth academic know-how, nothing but truly defines her ceaseless passion. Her name is synonymous with successful education models of the country and she is adjudged as Education World’s top 50 Educators in the year 2020. Adding more feathers to her hat, she has also been the recipient of several prestigious awards for her outstanding contribution to the field of education in the years 2013 and 2015. Fatema has been awarded by Giants Group for her outstanding contribution to the field of education in 2012, the Young Achiever’s Award in the year 2017, Singapore based, Best of Asia’s, ‘Enterprising Educator in the year 2018 and as an entrepreneur ‘Best Edupreneur 2019 and Best Leadership’ by Progressive Academic Excellence India (Maharashtra 2019) and one of the 10th finest inspirational educators in 2019 by TKR, India . Her name is synonymous with successful education models of the country and she is adjudged as Education World’s top 50 Educators in the year 2020. Adding more feathers to her hat With close to 2 decades of experience in education, Fatema is the recipient of several honours including the Indian Achiever’s Award 2021. In July 2023, Fatema was also awarded the ‘Mumbai’s top Women Leader’ award by the CMO Asia National Awards’ (10th edition). Fatema is also a Jury Member for Cambridge School Recognition Awards 2025. Having being associated with leading high school brands like DRS International, Hyderabad, NSS Hill Spring International, Mumbai, The Gera School, Goa, D Y Patil High School, Talegaon (Pune), SVM, Ratnagiri by the Gadre family, The Excellere World School, Gurgaon, JBCN International Schools, Mumbai, Fatema has now close to 40 pre-schools and high schools that she has set up from the grassroot level including a school for special needs’. Fatema is on the Advisory Board of several Trusts including EduTech India, Wockhardft Foundation as well as a jury member, Education World Awards, a platform that recognizes the efforts of educators pan India. Fatema is also the Vice President for Early Childhood Association (ECA) and the Mumbai Territory Head for Association for Primary Education & Research (APER) in India. Fatema has been appointed as the global ambassador of the Commonwealth Entrepreneurs Club. . Fatema is on the advisory board of the All-India Gaming Federation (AIGF) and currently appointed as the National Council Member for Financial Literacy & Management by WICCI. Given her access to parents and her ability to provide age appropriate strategies to enable them to make more informed choices, Fatema’s passion remains counselling in the hope that effective parenting will enable children to benefit the most. Fatema is also the special advisor of the Child Chapter Association (CCA), a non-governmental organisation registered as a Section 8. company under the Companies Act, 2013 whose mission is to spread awareness and eliminate child abuse, including child sexual abuse. Her role as a special advisor of CCA includes providing advice and guidance for their special outreach programs for Schools and teachers that tap into the child psyche and help them raise their voice against abuse. Fatema also played an instrumental role in the development of the CCA comic books and characters for their global campaign for child abuse awareness and prevention. Currently, Fatema is the Advisor & Mentor to Finland International School, Race Course and on course to start her own school in 2026. As a TedX speaker, and a avid blogger, Fatema is passionate about sharing her knowledge amassed and inspiring stakeholders be it teachers, parents or students. Her vision includes set up up of Soup Kitchens, Foster Homes and a community centre for the elderly under the Agarkar Foundation in time.

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