The Central Board of Secondary Education (CBSE)’s announcement of biannual Class 10 board exams starting in 2026 has sparked considerable debate. While the intention is laudable – to alleviate student stress by spreading assessments throughout the year – many educators are voicing serious concerns.
Principals across the country are expressing apprehension about the practical implications. The proposed change is expected to significantly impact already packed academic calendars, leading to a substantial increase in workload for both students and teachers. This increased pressure, critics argue, could ironically increase student stress and lead to widespread burnout among educators.
The concerns extend beyond simple scheduling conflicts. The added administrative burden of managing twice the number of exams raises questions about resource allocation and the potential for compromised teaching time. The fear is that the added pressure could overshadow the very goal the policy intends to achieve.
In light of these concerns, alternative assessment methods are gaining traction. Suggestions include incorporating more robust online exam systems and increasing the weight of internal assessments. The goal remains to find a balance that maintains the quality and rigor of the CBSE curriculum while mitigating the potential negative consequences of more frequent examinations.
The debate continues, highlighting the complex challenges of balancing academic standards with the well-being of students and teachers. Finding the optimal solution will require careful consideration and open dialogue among all stakeholders.
