In recent weeks, India’s education system has come under intense scrutiny, with states like Uttarakhand and Kerala facing major controversies and tragedies that have reignited debates about reform, student wellbeing, and the rights of minorities. From the political uproar over the dissolution of the Madarsa Education Board to a shocking incident of corporal punishment in Kerala, and the heartbreaking suicide of a young engineering student in Bihar, these events have spotlighted the urgent need for systemic change.
On August 18, 2025, former Uttarakhand Chief Minister Harish Rawat publicly condemned the state government’s decision to scrap its long-standing Madarsa Education Board Act, replacing it with the Uttarakhand Minority Educational Institutions Bill, 2025. According to IANS, Rawat accused Chief Minister Pushkar Singh Dhami’s cabinet of using the new legislation as a diversion from pressing issues like unemployment, inflation, corruption, and migration. “A government that has nothing to say on real issues comes up with such steps. They have failed to control corruption, unemployment is rising every day, atrocities on women are increasing, and inflation is burdening the common people. Migration from the hill regions continues unchecked. In such a situation, this new law is only a distraction to mislead people from the core problems,” Rawat said.
The new Bill, approved by the Uttarakhand Cabinet on August 17 and expected to be tabled in the Assembly session starting August 19 in Gairsain, aims to bring all minority educational institutions—Muslim, Sikh, Christian, Jain, Buddhist, and Parsi—under a single regulatory umbrella. This marks a significant departure from the previous system, where only Muslim institutions benefited from the Madarsa Education Board, which currently oversees 452 registered madrasas in the state. Under the new law, the Board will cease operations by July 1, 2026, and the existing Non-Government Arabic and Persian Madarsa Recognition Rules, 2019, will also be repealed, with both sets of regulations declared null and void from July 1, 2026.
While the Dhami government has hailed the Bill as a “landmark reform” designed to establish a transparent and inclusive framework for all minority educational institutions, opposition leaders remain deeply skeptical. Rawat argued, “This will definitely have a negative impact on education in Uttarakhand. The BJP will showcase this decision as an achievement, but it will not bring any relief to common people. It is solely for the benefit of the Dhami government.” He further contended that the Bill would not truly benefit any minority community: “This is not a decision, it is just a diversionary tactic. There are thousands of unresolved issues before the government. This Bill will neither help Muslims, Sikhs, Jains, Christians nor any other community. Its only outcome will be to strengthen the political standing of the ruling BJP while damaging the education system of the state.”
Congress leader Hussain Dalwai echoed these concerns, questioning the government’s intentions and emphasizing the need for fair application. “Who goes to madrasas? It is the poor who send their children there. If the government is taking this step to improve educational standards and provide modern education, then that is welcome. But it must be applied fairly, because like madrasas, there are educational institutions belonging to other religions too,” Dalwai told IANS.
Meanwhile, the government insists the move is about transparency and inclusivity. Officials argue that the new law will help eliminate irregularities and ensure that educational support is extended to all minority groups, not just Muslims. The Cabinet’s decision comes in the wake of a crackdown on so-called “illegal madrasas,” with the aim of establishing a more accountable system. Still, the debate remains heated, with the opposition accusing the government of political maneuvering rather than genuine reform.
While Uttarakhand’s educational overhaul has sparked political controversy, Kerala has been rocked by a different kind of crisis—one that has shaken public confidence in the safety of its schools. On August 11, 2025, at Kundamkuzhi Government Higher Secondary School in Kasaragod, a Class 10 student named Abhinav Krishna was allegedly assaulted by the school’s headmaster, M Ashokan, during the morning assembly. As reported by The Logical Indian, the headmaster reportedly slapped the student after he moved gravel with his foot, causing a ruptured eardrum and partial hearing loss. The injury was so severe that doctors recommended surgery to repair the damage, and the student was hospitalized.
Kerala Education Minister V Sivankutty condemned the incident, ordered a strict probe, and stressed zero tolerance for such physical punishment. “Such arbitrary punishment is completely unacceptable in Kerala’s education system,” Sivankutty stated, directing the deputy director of education to oversee a detailed investigation. The Kerala State Commission for Protection of Child Rights also registered a case, and local protests have demanded accountability and justice.
The headmaster, however, denies the assault allegations, claiming he was merely disciplining the student for disorderly conduct. Despite his denial, the incident has reignited concerns about corporal punishment in Kerala schools, even though such practices are legally prohibited. Recent complaints—including one about a student being confined to a dark room—have intensified calls for stricter oversight and better teacher training. Activists and parents are urging the implementation of child-friendly disciplinary methods and comprehensive sensitization programs for educators. The widespread public outrage and governmental response underscore the seriousness with which Kerala is now confronting the issue of student safety and teacher accountability.
But perhaps the most sobering story comes from Bihar, where the tragic suicide of 24-year-old B.Tech student Shivam has thrown a harsh spotlight on the mental health crisis among Indian students. On August 11, 2025, Shivam was found dead in his hostel room, leaving behind a note that exposed the crushing weight of academic pressure and his deep disillusionment with India’s education system. “If you’re reading this, I’m dead. My death is my own decision. No one is involved in this,” he wrote, yet his note also pleaded for systemic reform: “If this country wants to be great, start from the real education system.”
According to Outlook, India records one student suicide every 40 minutes, with over 13,000 student suicides in 2021—a figure that has nearly doubled over the past decade. Despite the existence of policies like the New Education Policy and the National Suicide Prevention Strategy, implementation remains weak, and stigma around mental health issues is rampant. The article notes that, “What we fail to see is that those we label as perpetrators are, in truth, victims.”
The suicide of actor Sushant Singh Rajput in 2020 is cited as a case that revealed society’s insensitivity and the media’s tendency to sensationalize such tragedies. Public discourse often turns accusatory, overlooking the deeper societal, political, and cultural questions at play. As Outlook’s editor-in-chief, Chinki Sinha, observed, “Suicide isn’t just a philosophical question. It is also a societal, political, economic and cultural question. It is a public health question.”
Shivam’s final words—"I can't take this stress, pressure anymore"—resonate with a generation grappling with relentless academic expectations and a lack of empathetic support. The tragedy has reignited calls for broad-based reforms, not just legal action, to address the mental health crisis and create a more compassionate and responsive education system.
From political battles over minority education in Uttarakhand, to the urgent need for safer, more nurturing schools in Kerala, to the heartbreaking consequences of neglecting student mental health in Bihar, these stories collectively demand a reckoning with the status quo. The path forward will require not just policy changes or new laws, but a fundamental shift in how Indian society values, supports, and protects its students—academically, emotionally, and morally.
