By Haru Mehra — Education Entrepreneur & Global Mobility Specialist

In recent weeks, debates around language requirements under India’s evolving National Education Policy (NEP) implementation have intensified across social media, parent forums, and academic circles. Many parents are anxious. Teachers are divided. Students are confused. Beneath the emotional reactions lies a very real concern:

Are we unintentionally increasing academic pressure and reducing mobility for Indian families in the name of cultural preservation?

Having lived and worked across India and Europe for more than a decade — collaborating with schools in France, Finland, Spain, the Middle East, and Asia — I have observed how different education systems handle language learning. I have also worked closely with Indian families navigating school transitions, relocations, and high-stakes examinations.

From that vantage point, one conclusion becomes clear:

Promoting multilingualism is valuable.
Making multiple languages compulsory at board-exam level is not.

Encouragement builds curiosity. Compulsion builds resistance.

What Parents Are Actually Saying: A Ground Reality

Public reactions to language mandates are not simply ideological disagreements. They reflect practical realities of Indian life:

1. English remains economically relevant and aspirational.
   According to the India Skills Report and multiple industry surveys, English proficiency continues to correlate with employability, particularly in technology, services, and global business sectors (Wheebox, India Skills Report 2023).
2. Board exam pressure is already extremely high.
   The National Crime Records Bureau (NCRB) reported over 13,000 student suicides in India in 2021 alone, with academic stress cited as a contributing factor in many cases (NCRB, Accidental Deaths & Suicides in India Report).
3. Mobility across states is common.
   Government employees, defence personnel, banking staff, and corporate professionals frequently relocate every few years. Education policies must account for this reality.
4. Indian languages involve different scripts.
   Unlike Europe, where many languages share the Latin alphabet, Indian languages often require learning entirely new writing systems.

These concerns are not anti-culture sentiments. They are concerns about feasibility, fairness, and student well-being.

Culture vs Education: A Policy Confusion

One major conceptual mistake in the debate is the assumption that academic language learning automatically creates cultural rootedness.

Research suggests otherwise.

Cultural identity develops primarily through:

• Family environment
• Social interactions
• Community traditions
• Media exposure
• Personal experiences

A UNESCO report on multilingual education emphasizes that language learning should support cognitive and social development, not become a barrier to educational access (UNESCO, Education in a Multilingual World, 2003).

Students can remain culturally connected without academic mastery of multiple scripts.

Millions of Indian diaspora families worldwide demonstrate this reality.

Board Exams in India: A High-Stakes Environment

Class 10 board exams are not ordinary assessments.

They influence:

• Stream selection (science, commerce, humanities)
• School admissions
• Self-confidence
• Career pathways

Research in educational psychology shows that high-stakes testing environments increase anxiety and reduce intrinsic motivation among adolescents (Putwain & Daly, Educational Psychology Review, 2014).

Adding additional compulsory subjects at this stage increases pressure without necessarily improving learning outcomes.

Education policy should aim to reduce cognitive overload — not expand it.

Mobility: The Most Ignored Policy Variable

India is a highly mobile society.

Consider a realistic scenario:

• Child studies in Maharashtra: Marathi + Hindi + English
• Family transfers to Tamil Nadu: Tamil + Hindi + English
• Later moves to Karnataka: Kannada + Hindi + English

Each relocation forces the child to learn a new script and language at an advanced academic level.

This is not enrichment.

It is disruption.

The National Education Policy itself acknowledges the importance of flexibility and student-centric learning (NEP 2020, Ministry of Education). Language mandates that ignore mobility contradict this principle.

Scripts Are Cognitive Workloads

Learning a new language involves two dimensions:

1. Vocabulary and grammar
2. Script and writing system

Neuroscience research shows that learning a new script activates additional cognitive processing demands compared to learning languages with familiar alphabets (Perfetti & Liu, Psychological Science, 2005).

Expecting adolescents to master new scripts within short timeframes — especially under exam pressure — is unrealistic.

Economic Reality: English and Global Languages Matter

India’s economic growth has been significantly supported by its English-speaking workforce.

According to the British Council’s English for Employability report, English proficiency improves access to higher-income employment opportunities in developing economies.

Similarly, foreign language skills such as French, German, Japanese, and Spanish open doors in:

• Higher education mobility
• Engineering collaborations
• Tourism and hospitality
• International business

If India aspires to become a global knowledge hub, language policy must expand functional choices rather than restrict them.

International Comparisons Must Be Contextual

Countries like Finland or the Netherlands are often cited as multilingual education success stories.

However, their systems differ fundamentally:

• Lower exam pressure
• Strong teacher training systems
• Flexible assessments
• High student well-being focus

The OECD’s PISA reports consistently highlight that student well-being correlates with learning outcomes (OECD, PISA Well-Being Framework).

Policy borrowing without contextual adaptation rarely succeeds.

The Principle That Solves the Problem: Choice

The core issue is not language learning itself.

It is lack of choice.

Students should have options to choose:

• Two languages instead of three
• Foreign languages instead of regional languages
• Communication or skill modules instead of academic language load

Autonomy improves motivation and learning outcomes (Ryan & Deci, Self-Determination Theory, 2000).

Choice is not dilution.

Choice is empowerment.

A Practical Policy Framework

India could adopt a balanced approach:

1. Early Multilingual Exposure

Primary school exposure through stories, songs, and cultural activities without exams.

2. Flexible Language Selection

Middle school students choose among regional, national, or foreign languages.

3. Simplified Board Exams

Only one or two languages contribute to board scores.

4. Mobility Protection Mechanism

Bridge courses or exemptions for transferred students.

5. Credit-Based Certifications

Languages offered as modular certifications rather than compulsory annual subjects.

Such models exist globally and align with NEP’s flexibility goals.

National Integration Does Not Come from Exams

Forcing students to memorise grammar does not create unity.

National integration grows through:

• Inter-state exchange programs
• Travel experiences
• Cultural immersion
• Digital collaboration

Real interaction builds empathy.

Exams build anxiety.

Political Messaging vs Student Welfare

Language policies often carry symbolic value.

But education policy must prioritize child welfare over political optics.

When parents perceive policies as ideological impositions rather than educational improvements, trust declines.

Trust is essential for policy success.

Psychological Impact on Students

Adolescence is a sensitive developmental phase.

Excess academic pressure can lead to:

• Anxiety disorders
• Burnout
• Loss of curiosity
• Reduced confidence

The World Health Organization notes that academic stress is a significant factor affecting adolescent mental health globally (WHO Adolescent Mental Health Report, 2020).

Education systems should nurture resilience — not overwhelm students.

India’s Diversity Is a Strength — But Policy Must Be Realistic

India’s linguistic diversity is extraordinary and worth celebrating.

But preservation should happen through:

• Cultural programs
• Media promotion
• Voluntary learning incentives
• Community engagement

Not compulsory high-stakes exams.

A policy designed to celebrate diversity should not unintentionally penalize students academically.

A Personal Reflection

Having worked with thousands of students traveling across cultures, I have observed something powerful:

Students naturally become curious about languages when exposed to meaningful experiences.

A student visiting France wants to learn French.
A student collaborating with Japan wants to learn Japanese.

Motivation grows from relevance — not compulsion.

The Way Forward

India stands at a crucial moment in its educational journey.

We are moving toward:

• Technology-driven economies
• Global collaboration
• Innovation ecosystems
• Knowledge mobility

Language policy must align with this future.

We need:

• Multilingual exposure
• Global readiness
• Student well-being
• Academic flexibility

Not additional board-exam pressure.

Final Thought

Promoting languages is a noble goal.

But turning languages into compulsory exam burdens risks harming the very students we aim to empower.

Education policy must ask one simple question:

Does this decision help the child thrive?

If the answer is uncertain, we must rethink.

India’s strength has always been adaptability.

Our education system must reflect the same wisdom.

References & Data Sources

• Ministry of Education, Government of India. National Education Policy 2020.
• UNESCO. Education in a Multilingual World. 2003.
• OECD. PISA Global Competence and Student Well-Being Reports.
• NCRB. Accidental Deaths & Suicides in India Report. 2021.
• British Council. English for Employability Report.
• Perfetti, C., & Liu, Y. (2005). Orthography to Phonology Mapping. Psychological Science.
• Putwain, D., & Daly, A. (2014). Test Anxiety Research. Educational Psychology Review.
• Ryan, R., & Deci, E. (2000). Self-Determination Theory.
• WHO. Adolescent Mental Health. 2020.
• Wheebox. India Skills Report 2023.

Disclaimer: These are my personal views intended to encourage constructive discussion on education policy. They do not represent any government, political affiliation, or organizations I work with.