Q. Tell us about the unique pedagogical approach your school has adopted as one of the country’s leading institutions?
Abhimanyu Basu: We are fundamentally a concept-driven school, focused on deep understanding and skill development. This is how most international curriculum schools operate, learning is built around enquiry, application and conceptual clarity rather than rote outcomes.
Since the introduction of the National Education Policy (NEP) 2020, many schools have begun shifting their pedagogy in this direction. However, for over two decades, our approach has already emphasised enquiry-led learning, conceptual engagement, and progressive curriculum design. Over the years, we have continued to evolve by strengthening interdisciplinary learning and student-led exploration while keeping conceptual foundations at the core.
Q. Elite schools often face intense performance pressure. What systemic measures are in place to safeguard student mental health and prevent burnout?
Abhimanyu Basu: We have always been a systems-driven school where the core philosophy is that learning must happen both inside and outside the classroom, and that children should experience joy in learning. If students are happy, engaged, and willing to come to school every day, many concerns about burnout automatically reduce.
There is also a perception that international schools are “elite,” but we see ourselves as a diverse community with families from varied backgrounds. Our focus is not on labels but on building a balanced, skill-based learning environment with a global outlook rooted in the Indian context.
Structurally, strong leadership and continuity of staff play a crucial role. Our student–teacher ratio is approximately 1:5, with over 200 teachers for around 1,100 students. Nearly 60% of our teachers have been with the school for over 15 years, which ensures stability and strong relationships with students.
Our leadership structure is divided between academic learning and pastoral care. We have heads for learning and student life, along with section heads across early childhood, junior, middle, and high school. This continuity of leadership and faculty ensures robust systems and processes that directly support student well-being.
Q. How is Artificial Intelligence being integrated into teaching-learning without compromising originality, academic integrity, and foundational skills?
Abhimanyu Basu: Artificial Intelligence is being used thoughtfully to enhance learning rather than replace foundational skills. We are leveraging AI in curriculum planning, differentiated instruction, and assessments. Through platforms like Toddle and its AI-enabled features, we are able to personalise learning and allow students to progress at their own pace.
AI is also used for analytics and reporting, which helps teachers identify learning gaps and provide targeted support. The key is to recognise that AI is here to stay — our responsibility is to ensure students use it ethically and meaningfully to deepen learning rather than shortcut it.
Q. Have you introduced specific courses or structured exposure to AI-related skills?
Abhimanyu Basu: We distinguish between transactional and transformational skills. Transactional skills are increasingly being automated by AI, and this trend will only accelerate. Therefore, schools must consciously focus on transformational skills — creativity, critical thinking, collaboration, and ethical decision-making.
Our approach is not just to “teach AI” as a subject but to embed these transformational competencies across disciplines so students are prepared for a rapidly changing future.
Q. How are teachers trained to identify early signs of stress, anxiety, or social isolation among students?
Abhimanyu Basu: Identification is the first step. Every child has a class teacher, and structured one-on-one conversations are built into the school calendar. Each term, every student has at least a 10-minute individual interaction with the class teacher to discuss well-being, engagement, and concerns. Across the year, this happens three to four times, ensuring consistent emotional check-ins.
In addition, we have a team of around ten school counsellors who support students facing challenges. Once a teacher identifies early signs of stress or disengagement, the pastoral team and counsellors step in with targeted interventions. This layered support structure allows us to proactively address concerns rather than reacting only when issues escalate.
Q. With digital disruption and global mobility reshaping education, how do you see the Indian school sector evolving?
Abhimanyu Basu: There is a clear expansion of international curricula across India. While such schools were once concentrated in metros, they are now emerging in tier-2 and tier-3 cities as well. Parents across regions are increasingly seeking global exposure alongside strong academic grounding.
At the same time, India has always prioritised education culturally. This societal commitment ensures that even as pedagogical models evolve, the aspiration to provide quality education remains constant across geographies.
Q. Do private schools influence mainstream education reforms, or do they largely operate within their own ecosystems?
Abhimanyu Basu: Government schools still serve the majority of children in India, so systemic reform must primarily address that scale. Private and international schools often function as innovation hubs, experimenting with pedagogies, assessment formats, and student support systems that can later inform broader reforms.
However, the real transformation will depend on how effectively scalable models are created for diverse school contexts across the country.
Q. Policymakers often cite global models such as Finland. What structural approach can be implemented at scale across India, especially in tier-2 and tier-3 regions?
Abhimanyu Basu: India has approximately 24–27 crore school students, and nearly 69% of them study in government schools. Private schools cater to around 31%, while international schools account for roughly 1% of the total student population.
This clearly shows that while international schools have grown significantly over the past two decades, their direct reach remains limited. Therefore, any national reform must focus on strengthening systems, teacher capacity, and pedagogical clarity at scale. For any school system to succeed, whether urban or rural, three elements are essential: strong processes, a clear educational philosophy, and well-trained teachers. When these pillars are in place, quality learning outcomes become achievable across contexts.>
