New schools shift focus to individual child, moving beyond traditional class system

New schools in India are increasingly organizing themselves around the individual child rather than the traditional class unit, according to Rahul Raghavan, an educator and Founder of PEP Schoolv2. This shift aims to address structural problems in education that the inherited class-based system struggles to resolve, particularly the diverse learning needs of individual students.

The move comes as life outside school, which historically provided crucial supplementary learning through family businesses and neighborhood interactions, has significantly changed. Smaller families, more structured children’s lives, and increased time spent on tuition and screens have reduced these informal learning opportunities. The National Education Policy 2020 also calls for internships from middle grades, experiential learning, and full-picture progress cards, though implementation has faced structural hurdles.

Addressing the Limitations of the Class-Based System

Most schools in India inherited the class as their basic organizational unit, grouping children of the same age, assigning a teacher and syllabus, and assessing them collectively. However, this system often overlooks significant differences among students within a single class. For instance, a class of 30-40 children can include individuals who are two years ahead in mathematics but struggle with writing, or those who are academically capable but lack social collaboration skills.

Rahul Raghavan highlights that this class-centric approach often squeezes out crucial interpersonal learning experiences. He states, “Most schools never consciously chose their basic unit. They inherited one from the past: the class.” He adds that with the class as the focus, “the things that happen between people get squeezed out: the apprentice learning alongside someone skilled, the child taught where they are rather than where the class is, and the daily, unglamorous practice of getting along with people you did not choose.”

Three Pillars of the Individual-Child-Centric Approach

When schools organize around the individual child, three key educational elements become possible: apprenticeship, personalization, and learning to work with people. These elements are seen as crucial for developing children who can think, communicate, and learn beyond textbooks, aligning with the aspirations of many school leaders.

Apprenticeship involves students working alongside skilled individuals, attempting real tasks, and receiving direct feedback. Good apprenticeships require students to perform work that is genuinely needed, answer to a mentor with expertise beyond the classroom, and be judged on the quality of their output. Personalization, another core aspect, involves grouping children by their readiness in each subject and adjusting these groups as they progress, rather than permanent streaming. This approach requires teachers who understand each child’s standing and flexible timetables. Lastly, learning to work with people, often treated as something children will pick up incidentally, is being brought back through daily practice in new schools via student-led projects, public presentations, and shared responsibilities.

Teacher Role and Cost Implications

In schools built around the individual child, teachers are equipped to provide specific insights into a child’s academic struggles, interests outside academics, and social difficulties. This contrasts with a teacher who only knows the class, who might rely on general reassurance and grades. Rahul Raghavan notes, “A teacher in a school built around the child will have specific answers to all three. A teacher who only knows the class will fall back on grades and general reassurance.”

Despite the perceived intensity of this individualized attention, it does not necessarily require tiny classes or premium fees. In such schools, software, peers, and independent work can manage routine practice and content delivery, freeing up teachers’ time. This allows teachers to focus on observation, diagnosis, mentoring, and targeted intervention where it is most needed. Raghavan suggests that this system allows teachers to fulfill their primary motivation of making a difference to children, rather than primarily managing classes.

Further reading

• UP Board Class 9-12 student list submission deadline today for 940 schools
• UP Board sets October 26 deadline for 940 schools to submit Class 9-12 student lists
• UP Board extends deadline to October 22 for 5,905 schools to generate Class 9, 11 student lists

Written by Nishit Kumar

Nishit Kumar is a senior EdTech industry leader with over a decade of experience in building and scaling education platforms, shaping their product, content, and growth strategy. At FindMyCollege, Nishit oversees content and editorial strategy, guiding topic selection and content frameworks to ensure accuracy, relevance, and student-first value across the website.

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