The Maharashtra Educators’ Summit & Maharashtra School Merit Awards 2026, organised by EducationToday, brought together school leaders to examine two pressing questions shaping Indian education: whether schools are equipped to support today’s increasingly anxious students and how the education sector can balance premiumisation with accessibility. Across two panel discussions, educators explored the changing expectations of parents, the importance of emotional well-being, the role of teachers, and the need to make quality education accessible without compromising learning outcomes. The discussions highlighted a shared understanding that the future of education depends on more than academic achievement or impressive infrastructure. Schools must nurture emotionally secure learners, empower teachers, and remain committed to educational values while responding to the changing needs of society.
Panel 1: The Anxious Generation: Are Schools Equipped for Today’s Students?
Moderated by Dr. Vandana Lulla, Principal, Podar International School, Santacruz West, the first discussion examined the emotional and social challenges confronting students, parents and educators. The panel featured Ms. Sunita George, Principal, Bombay Scottish School, Mahim; Ms. Sarah Thomas, Principal, Campion School; Ms. Ranjna Jangra, Principal, B. K. Birla Public School, Kalyan; and Dr. Manju Surendran, Director of Academics, Fravashi International Academy.
Opening the discussion, Dr. Lulla highlighted the increasingly complex environment in which schools operate. Educators are no longer responsible solely for classroom learning; they must also navigate parental expectations, teacher well-being, and the emotional needs of students.
Ms. Sarah Thomas emphasised that anxiety should not automatically be viewed as a negative emotion. It can motivate individuals to respond to challenges and seek solutions. However, difficulties arise when unresolved anxiety becomes overwhelming or when adults transfer their expectations and fears to children.
She also drew attention to the effects of excessive digital stimulation on students. While stimulation through activities, competition and learning experiences can help children develop resilience, constant exposure to screens and information can leave them struggling to process their emotions. Schools must therefore recognise different behavioural patterns, including withdrawal, restlessness and social isolation, rather than treating every child in the same way.
Ms. Sunita George observed that schools are gradually evolving to address these challenges. With India’s diverse educational landscape, there cannot be a single benchmark for determining whether every institution is adequately equipped. However, structured social and emotional learning initiatives, counselling services and a greater emphasis on emotional well-being indicate progress. Schools are increasingly becoming community anchors, supporting not only students but also families navigating difficult circumstances.
Addressing parent-school relationships, Ms. Ranjna Jangra stressed the importance of preparing the entire school ecosystem, including teachers, administrators and support staff, to respond constructively to anxious parents. Responding to anxiety with defensiveness can escalate conflicts rather than resolve them.
She advocated emotional intelligence training for teachers, clear communication with parents, and regular orientation sessions. Schools must also help families understand that children develop at different paces and that parental anxiety should not become an additional burden on learners.
Ms. Jangra further highlighted the importance of creating emotionally safe environments where students feel comfortable asking questions, seeking help and expressing their concerns without fear of humiliation. Counselling facilities and dedicated wellness spaces can support this objective, but genuine care and a sense of belonging remain equally important.
Dr. Manju Surendran brought a broader institutional perspective to the conversation, arguing that schools must retain the professional independence to make decisions based on pedagogy, evidence and students’ developmental needs rather than short-term parental satisfaction.
She illustrated this through an example of assessment reform in the early years. Her school adopted an integrated assessment approach that focused on learning statements rather than conventional scores and rankings. The transition required sustained engagement with parents, including simulation exercises to help them understand the revised approach.
The experience demonstrated that meaningful educational change requires patience, professional boundaries and the confidence to uphold long-term developmental goals.
Concluding the discussion, Dr. Lulla emphasised that students need belonging and agency alongside academic knowledge. In an increasingly digital world, building strong human relationships remains essential to supporting the emotional well-being of students, parents and teachers.
The Anxious Generation refers to today’s children and teenagers who face increasing emotional and psychological pressures, including academic stress, social expectations, and digital influences.
Student mental health directly influences learning, concentration, confidence, relationships, and overall development.
Schools can provide counselling support, promote open conversations, encourage emotional awareness, and create safe, inclusive learning environments.
Teachers can recognise signs of distress, build trusting relationships, encourage positive communication, and connect students with appropriate support.
Schools are increasingly recognising these challenges, but continued investment in counsellors, teacher training, mental health awareness and student support systems is essential.
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