In an exclusive interview, Kavita Kerawalla, Vice Chairperson of VIBGYOR Group of Schools, explains how NEP 2020 reforms are being translated into everyday classroom practice, why competency-based assessments demand deep teacher re-skilling, and how schools can realistically balance AI integration with human-led learning. She also shares on managing rising student stress, parental expectations, and improving transparency around private school fees.
Q. How is your school translating NEP 2020 reforms into real classroom practice, not just policy language?
Kavita Kerawalla: The vision of the National Education Policy 2020 comes alive in our classrooms through deliberate shifts in how children learn and how teachers facilitate that learning. We have moved toward interdisciplinary learning environments where subjects are not taught in isolation but integrated through thematic explorations. For example, a climate change project may combine scientific inquiry, mathematical analysis, creative expression, and civic responsibility, helping students understand how knowledge operates in the real world rather than within textbook silos.
Assessment practices have also evolved. Instead of relying solely on high-stakes final examinations, we use continuous and holistic evaluations that recognise critical thinking, creativity, collaboration, and problem-solving. Equally important is the transformation in teaching roles. Our educators undergo regular professional development to transition from content deliverers to facilitators of curiosity and inquiry. While the shift has required adaptation from both teachers and students, the result is deeper engagement, stronger conceptual understanding, and a more meaningful learning experience.
Q. With exams becoming more competency-based, how are teachers being re-skilled?
Kavita Kerawalla: With exams increasingly aligned to competency-based frameworks, teacher development has become a clear priority. In line with national assessment reforms that emphasise application, analysis, and conceptual understanding, professional development now focuses on helping educators move beyond rote-driven evaluation. Training supports teachers in designing assessments that test real-world problem-solving, critical thinking, and subject mastery.
Re-skilling also emphasises classroom integration. Teachers are encouraged to use case-based discussions, experiential tasks, and interdisciplinary projects that allow students to demonstrate competencies in authentic contexts. Peer observations, collaborative planning, and shared rubric design help ensure consistency in assessing skills such as communication, collaboration, and analytical thinking.
This transition is supported through continuous mentoring rather than one-time workshops, building confidence and clarity so teachers can implement competency-based practices effectively and prepare students for higher education and evolving career pathways.
Q. Student stress is rising—what has actually worked on the ground to address mental health beyond counselling?
Kavita Kerawalla: While counselling plays an important role, what has worked best is weaving mental well-being into the fabric of daily school life rather than treating it as a separate intervention. Mindfulness practices, brief breathing exercises, reflective journaling, and quiet spaces help students build emotional awareness and coping skills. Peer mentorship, where older students support younger ones, fosters a sense of belonging and reduces isolation.
Our shift to continuous assessment has eased the pressure of high-stakes exams, while teachers are trained to recognise early signs of stress and respond with empathy. Regular sports, movement breaks, and outdoor learning further support balance and resilience. Mental well-being is something we nurture together to create a safe, supportive environment for every child.
Q. How do you balance academic performance with holistic development in senior classes?
Kavita Kerawalla: I understand this is a genuine concern for many parents and educators. Board exams are important milestones, and we take academic preparation seriously. However, we’ve found that academic excellence and holistic development are not opposing forces, but they reinforce each other. Participation in sports, arts, and leadership activities helps students build focus, resilience, and time management skills that directly strengthen academic performance.
We intentionally allocate time for these pursuits in the senior school timetable because they are essential. Alongside this, students are guided in effective study strategies, conceptual understanding over rote memorisation, and smart time management. When learning is meaningful rather than mechanical, students achieve strong results without compromising their well-being. We also work closely with parents to reinforce that a well-rounded child is better prepared not only for exams but for life beyond school—confident, compassionate, and capable.
Q. What role do AI and technology realistically play in schools, and where do you draw the line?
Kavita Kerawalla: AI and technology certainly have an important role to play in schools, but it is a thoughtful and balanced one. When used purposefully, they can personalise learning, help identify gaps through data insights, and offer adaptive practice that allows students to progress at a pace suited to them. They also support teachers by streamlining routine tasks such as tracking performance or assessing objective work, giving educators more time to focus on meaningful feedback, mentoring, and classroom interaction.
At the same time, we are clear about where to draw the line. Technology should enhance learning, not replace human connection or independent thinking. We are mindful of screen time, over-reliance on AI-generated responses, and any use of technology that promotes passive consumption over active engagement. Human judgement remains central to assessment, pastoral care, and values education. Our goal is to balance AI with education to enhance learning while maintaining the creativity, collaboration, and empathy that characterise holistic education.
Q. Have parental expectations become unrealistic, and how do schools manage that pressure?
Kavita Kerawalla: It’s important to recognise that parental expectations usually stem from deep care and a genuine desire to secure the best possible future for their children. Parents naturally want their child to have every advantage, and we understand where this pressure comes from, even when it can sometimes feel overwhelming for the child.
Our approach is to build empathetic, trust-based partnerships with families. Through workshops, regular meetings, and one-on-one conversations, we share insights on child development, emotional well-being, and the risks of constant comparison. Progress reports are designed to reflect not only academic performance but also growth in creativity, collaboration, resilience, and leadership. When parents see a more holistic picture, they often begin to value progress beyond marks. We also encourage open dialogue so concerns can be discussed without judgment. Together, we work to channel aspirations constructively, ensuring children feel supported rather than burdened, and helping families appreciate that each child’s path to success is unique.
Q. What explains the rising cost of private schooling, and how can schools improve transparency?
Kavita Kerawalla: Rising private school costs are a genuine concern for families, and they deserve clear and thoughtful communication. Providing quality education requires sustained investment in safe campuses, well-equipped classrooms, labs, sports facilities, and strong safety systems. Schools also invest in attracting and developing skilled educators, integrating technology, updating curricula, and offering counselling and co-curricular opportunities that support holistic development.
We recognise that school fees represent a significant commitment, which makes transparency essential. Sharing clear fee breakdowns, hosting open forums for parent queries, and communicating how resources support student learning help build trust. At the same time, exploring scholarships, financial assistance, and operational efficiencies can improve accessibility. When families understand where and why investments are made, it fosters confidence and a stronger partnership in a child’s educational journey.
Q. What should parents prioritise while choosing a school in the next 2–3 years?
Kavita Kerawalla: Choosing a school over the next few years will require parents to balance aspiration with practicality. Academic outcomes still matter, but they should be viewed alongside teaching quality, student well-being, and how effectively the school prepares children for a changing world. When visiting schools, pay attention to classroom dynamics, teacher accessibility, and whether students are encouraged to think independently rather than simply perform well in exams.
Equally important is the school’s approach to mental health, safety, and digital use. Ask how they manage screen time, address stress, and support students through transitions and academic pressure. Look for evidence of experiential learning, career exposure, and skill-building opportunities that go beyond textbooks, as these will be critical in an uncertain future job landscape. The best choice is one where your child feels secure, understood, and appropriately challenged in an environment that supports steady growth, not constant pressure.
