Col Shiv Choudhary (Retd)
shivchoudhary2@gmail.com
In today’s rapidly changing world, traditional definitions of student success like getting high marks, top ranks, or entry into elite institutions are no longer enough. Across India, from metro cities to the remotest rural and border districts, we must shift our perspective. Student success should not be seen as an individual achievement alone, but as a reflection of the ecosystem surrounding the child. This includes the crucial support of teachers, parents, schools, communities, and the broader educational policies that guide them. This success of children being very close to the heart of every parents needs a further analysis in its entirety, rather than blaming a single stakeholder or the entire teaching community for the poor performance of the students.
“Every child’s success is not a solo sprint, but a team effort, nurtured by the quiet dedication of teachers, the unseen support of families, and the strength of a community that believes in every learner, not just the toppers.”
Every human being genetically different from each other comes to the classroom with a unique story. Some enjoy stable homes, internet access, and ample academic support. Others face economic hardship, emotional distress, or disrupted learning due to geography or circumstance be it a tribal village, a border town, or a region recovering from conflict. For many of these children, success is not simply academic. It includes emotional strength, self-pride, social acceptability, adaptability, and psychological resilience.
In this context, the role of teachers becomes central. They are no longer just academic instructors; they are mentors, counsellors, and often the only stable adult influence in a child’s school life. Teachers today are navigating multilingual classrooms, recognising emotional trauma, addressing undiagnosed learning issues, and trying to personalise learningfrequently without adequate training or resources. Many schools in India, especially in rural or underprivileged areas, operate without support staff or counsellors, leaving teachers to handle academic and emotional needs alike.
To truly support student growth, systemic changes are needed. Regular, focused teacher training must go beyond syllabus delivery to include emotional intelligence, inclusive classroom practices, and student well-being. Teachers cannot be expected to meet 21st-century demands with 20th-century tools. It is equally sad that success is measured by the percentage of marks obtained by students.
Equally vital is the role of parents. In many regions of India, especially where displacement, poverty, or low literacy prevail, parental involvement varies widely. This is rarely due to lack of interest. Instead, many parents struggle with time constraints or feel ill-equipped to support their children academically. For education to be a shared journey, schools must actively include and empower familiesthrough parents teachers meets or associations in local languages, WhatsApp updates, tele-counselling, or home visits where possible. Even small efforts like encouraging parents to engage emotionally or establish an undistracted learning environment at home can make a lasting impact.
In boarding schools across rural, tribal, and hilly belts, the emotional distance from family presents a unique challenge. Children may appear independent but often long for validation and connection. A WhatsApp message , a phone call, or a visit during school functions reinforces a sense of identity and security, helping children stay emotionally anchored and academically engaged.
While much attention is paid to toppers and struggling students, we often ignore the vast number who lie in between the “invisible middle.” These students attend class, pass exams, and follow instructions, but receive little attention or encouragement. Their potential remains untapped simply because they do not demand it. A quiet student finally speaking up, or one staying after school to help a peer, deserves the same recognition as a student winning a medal. After all, a nation will look at majority success over few individual successes. Thus, ignoring these silent contributors is a costly mistake for our education system.
India’s cultural and economic diversity also demands a broader definition of success. Producing doctors, engineers, and civil servants is important, but success must also include students becoming confident farmers, skilled artisans, responsible citizens, environmental stewards, or creative entrepreneurs. In a country rooted in traditions of craftsmanship, agriculture, education, tourism, and community service, success should be measured by purpose and impact, not just position or salary.
Education must evolve accordingly. Life skills like communication, empathy, problem-solving, progressive mind, and resilience are as crucial as academic achievement. Schools should not just prepare students for examination but for life. Teachers need the space to nurture creativity, and parents must remain engaged beyond report cards or fee payments. True success emerges when schools and families reinforce values like discipline, curiosity, and self-belief consistently.
The connection between home and school becomes even more critical in regions prone to disruptiondue to internet outages, weather conditions, or social instability. When both environments speak the same language of support and motivation, students feel safe, seen, and empowered to persevere, even through adversity.
Extracurricular activities such as sports, arts, debates, and community projects are not distractions from academics; they are essential contributors to holistic development. These opportunities help children discover their identity, build confidence, mental and physical fitness and learn collaboration. Parents should be invited to witness and participate in these moments of minor to major success. When families and schools celebrate achievements together, learning becomes a shared and joyful experience.
Many student victories don’t make headlines. A hesitant child asking a question in class, a student returning after a setback, one completing a tough assignment or a small wins must be recognised and celebrated. Doing so helps students feel valued, encouraging them to keep growing and striving.
Student achievement is not a product of instruction alone; it is the outcome of collaboration between homes, schools, and society at large. India’s educational futurewhether in its heartland or its marginsdepends on this spirit of collaboration amongst teacher, parents, students and a supportive environment. We must stop viewing student success as the burden of schools alone or the responsibility of families in isolation. It must be a shared mission where every stakeholder plays a role. The idea that “it takes a village to raise a child” must extend to education. It takes that same village to educate one.
(The writer is a motivational speaker and a change maker)
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