Detention revisited

THE Central Government’s decision to scrap the no-detention policy in the schools it governs marks a significant shift in the approach to elementary education. Under the new framework, students of Central schools in classes V and VIII who fail their exams will now face re-examinations and, if necessary, be held back. The shift is geared towards promoting accountability and elevate learning results. Around 20 states and UTs have already scrapped the no-detention policy.

However, the policy change exposes a glaring gap: inadequate infrastructure to support detained students. Remedial programmes, personalised teaching approaches and extensive teacher training are essential. But they remain woefully underdeveloped. In their absence, detention risks punishing students for systemic failures rather than addressing their learning needs. This could exacerbate stigma, fear of failure and dropout rates, particularly among marginalised communities. Tamil Nadu’s refusal to implement such measures serves as a cautionary tale of the policy’s potential to undo progress made under the Right to Education framework.

At the same time, the implementation of the no-detention rule under the right to primary education has, over the academic sessions, faced criticism for diluting academic rigour and fostering complacency among students and educators alike. Year after year, various surveys and reports have highlighted alarming gaps in the basic literacy and numeracy outcomes of students. The fall in the academic standards expected of them does necessitate reform. But education reform must strike a balance between academic excellence and inclusivity. It is not enough to abandon old policies; we must also invest in a framework that enables every child to thrive. It should not come at the expense of a child’s self-esteem or access to education.