Dharmendra Pradhan
How do you interpret rising stress among children, especially with digital exposure? ■ I see this not as a problem but as a social challenge. As aspirations increase, competition and pressure will also rise. Digital devices have added another dimension, but the root remains the same. This is not a governance issue alone. We need to simplify the core issue and prepare children for life, not just exams. At the same time, excessive screen exposure, constant comparison on social media and information overload are amplifying anxiety. Children are not just studying anymore, they are continuously being evaluated — by peers, platforms and perceptions. This makes it important to guide usage, not simply restrict it. What role do society and campaigns play in addressing mental health concerns? ■ Policy is only one part. Impact comes from social awareness and behavioural change. Everyone has a role to play, including the media. The Times of India’s campaign on destressing and mental health is important in shaping understanding. Parents must realise that success is not defined by coaching or a narrow set of exams. We must also build a culture where digital use is balanced with physical activity, conversation and rest. This is a societal issue of aspirations and perception, not just performance. What policy measures are being taken to reduce stress and make learning more meaningful? ■ NEP addresses the fundamentals. We have introduced new curriculum, syllabus, textbooks and pedagogy, with more sports, arts and skill development. Bagless days and full-fledged courses in sports and skills are meant to reduce academic burden. The aim is to move from certificates to competencies. Students should not feel limited to JEE or NEET. A 360-degree approach builds confidence and helps reduce distress, while also giving students space away from constant digital pressure. What is the central approach to de-stress students within classrooms? ■ Mother tongue. It directly affects understanding and confidence. A child often feels lost when the classroom language is different from the language spoken at home. Mother tongue-based education up to Class V, preferably till Class VIII, bridges this gap. It improves comprehension and significantly reduces stress, making learning more natural and less intimidating. How should India balance digital expansion and AI with student wellbeing? ■ Digital expansion and AI must be approached with awareness and balance. Look, as society moves toward digital, internet penetration in India has reached deep, and smartphones are widely available. We are speaking about Centres of Excellence and AI in education. At such a time, I have observed how other countries handle this — how can we “ring-fence” digital education? If there are any suggestions for ring-fencing digital education from social media, do let me know. We are issuing advisories, focusing on data privacy and building systems for “AI in education” and “AI for education”. Using AI as a tool is one thing — like learning about a telephone. But exchanging information through that telephone is another aspect. We want to be hands-on with both. In India, the understanding of this is multi-dimensional. It presents both an opportunity and a challenge. To gain knowledge, you need the internet through accessibility tools. If you want to perform big data analytics, understand patterns, or have deep understanding, you need AI. It is needed in everything. In the knowledge ecosystem, there is a horizontal connectedness across all verticals—that is what AI is. But safeguards come from awareness. Like fire can burn, technology must be understood responsibly. Children should be taught how to use technology, not be left alone with it. Every technological shift creates a dilemma between old and new systems, and the answer lies in informed transition through scientific understanding and collective responsibility.
