By Dr Gitanjali Natarajan
The introduction of this comprehensive regulatory guideline for coaching centres signifies the government’s proactive approach to mitigating the prevalence of unregulated private coaching centres across the nation. The initiative aims to tackle multifaceted challenges, including the exorbitant fees levied on students, the concerning decline in mental health within these coaching centres, which tragically manifests in instances of student suicides, issues pertaining to unsafe infrastructure and fire incidents, and the adoption of unhealthy malpractices that impose unwarranted pressure on both students and their parents.
This guideline aligns seamlessly with the key tenets outlined in the National Education Policy-2020. Given that the oversight of +2 level education falls within the jurisdiction of state/UT governments, this exemplary guideline and policy model can be embraced for execution, accompanied by a fitting legal framework, by states/UTs.
Mandatory registration: The guideline recommends the providing of hassle -free online registration process. It explains the prerequisite conditions to be met for registration of coaching centres. It highlights the minimum standards and transparency in commitments made to parents and students. Crucially, all pertinent information, including tutor qualifications, course duration, hostel facilities, and the terms of an accessible exit and refund policy, must be prominently displayed on the website, notice boards, and within the prospectus furnished to students and parents.
Safe and sufficient infrastructure: Unregulated coaching centres frequently exhibit issues such as overcrowding, insufficient lighting, inadequate ventilation, and a lack of clean toilet facilities. The guidelines mandate coaching centres to possess sufficient infrastructure, obtain certifications for Fire and Building safety, deploy CCTV cameras, and establish an effective complaint/grievance redressal process.
Student-Centric Classes and Curriculum: Long duration of classes held at untimely hours, students having to skip their regular classes, failure to adhere to specified timeframes, and an excessive emphasis solely on academics can detrimentally impact the mental health of students. The guidelines have outlined measures to cultivate essential life skills, foster scientific and creative thinking, promote physical and mental well-being, encourage collaboration and teamwork, raise awareness of fundamental duties and citizenship skills, and instil core values.
Ethical Code of Conduct: Currently, even students as young as those in the 6th grade are being enrolled in coaching centres. There are coaching centres where around 200 students attend classes at a time, even as early as 5 am in the morning! The guideline necessitate maintaining a balanced teacher-student ratio in each class, refraining from enrolling students below the age of 16 or before the completion of secondary school examinations. It emphasizes the provision of information regarding alternative career options, conducting periodic workshops and sensitization sessions addressing students’ mental health.
Nurturing Learning Environment: Unhealthy practices such as segregating students into batches based on their performance and publicly displaying assessment results can exert undue pressure on students. The act of comparing a student’s marks with those of their peers by parents and teachers has the potential to adversely impact the student’s self-esteem and sense of self-worth. The guideline advocates for providing confidential test results for the purpose of performance evaluation and offering additional support for students facing academic challenges.
Student’s Aptitude and Interest: Frequently, students who may not possess the resilience to endure the pressures of entrance coaching or lack the aptitude and interest for professional courses, such as medicine or engineering, find themselves compelled to join coaching centres due to societal or parental pressures. By exclusively concentrating on clearing entrance exams, students may miss crucial exposure to alternative career paths and educational opportunities. The guideline proposes the incorporation of career counsellors to assess students’ interests, aptitudes, and capabilities. This process aims to provide informed guidance to students and parents, fostering realistic expectations and assisting in the selection of the most suitable career option.
Priority to Mental Wellbeing: The guideline requires the establishment of a continuous counselling system within coaching centres, staffed by trained psychologists capable of offering psychotherapeutic services to students contending with stress, anxiety, or depression. The guideline presents a comprehensive multilevel framework designed to fortify resilience and promote mental health among students. It underscores the integration of mental wellbeing into the institutional curriculum, fostering mental health knowledge, cultivating healthy attitudes and behaviours among both students and teachers, promoting peer interaction and support, and ensuring prompt access to mental health professionals for intervention at the earliest sign of need.
Elevating Mental Health Awareness: Regular workshops and awareness programs serve to sensitize parents, students, and teachers to crucial aspects such as health, nutrition, personal hygiene, and the repercussions of substance/drug use. Coaching centers, in particular, can wield significant influence in promoting positive parenting practices, fostering enhanced mental health resilience and a culture of self-care among their wards.
Enhanced Inclusivity and Accessibility: The guideline advocates for increased representation from vulnerable communities and staunchly opposes any form of discrimination based on socio-demographics. The provision of facilities catering to individuals with disabilities, such as braille resources, e-readers, and accessible toilets, can greatly enhance the inclusivity and accessibility of coaching centres.
Adolescent students who enrol in coaching centres are in an impulsive and vulnerable age marked by heightened emotions and a potential lack of perspective on life’s fluctuations. It is imperative not to convey to them that academic success and excelling in entrance exams are the sole purposes of life, devoid of any broader significance. The diligent implementation of these guidelines can significantly contribute to ensuring the safe and wholesome development of youth as they ardently pursue their academic and career aspirations.
(The author is a Clinical Psychology – Director at Niyama Digital Mental Health care. Views expressed are personal and do not reflect the official position or policy of the FinancialExpress.com.)
