New Delhi |
The Supreme Court on Thursday expressed concern over the Central Board of Secondary Education’s (CBSE) decision to introduce a mandatory third language for Class 9 students under the National Education Policy (NEP) 2020, observing that implementing such a change at this stage could place additional academic pressure on students.
During the hearing, the apex court noted that Class 9 marks the beginning of serious preparation for board examinations, and introducing a new language at this level may create unnecessary stress for students.
Supreme Court Questions Timing of the Policy
The bench questioned the rationale behind introducing an additional compulsory language in Class 9 rather than at the primary or middle school level, where students generally adapt more easily to language learning.
The court remarked that adding another subject at a crucial academic stage could adversely affect students’ performance and increase their workload.
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Petition Challenges CBSE Circular
The observations came while hearing petitions challenging CBSE’s implementation of the three-language policy for the 2026–27 academic session.
The petitioners argued that introducing the policy midway into students’ academic journey is unfair and could create practical difficulties for schools, teachers, parents, and students. They also contended that many schools may not have adequate infrastructure or qualified teachers to implement the new language requirement immediately.
CBSE Defends Its Decision
CBSE defended the policy before the Supreme Court, stating that the three-language formula is part of the National Education Policy (NEP) 2020 and is intended to promote multilingual education.
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The Board informed the court that nearly half of its affiliated schools are already compliant with the three-language requirement. It further submitted that most schools have teachers capable of teaching Indian languages and that support mechanisms have been put in place for implementation.
CBSE also clarified that for the current batch of Class 9 students, the third language would be assessed at the school level rather than through the Class 10 Board Examination. The Board said transitional relaxations and necessary academic support would be provided during the implementation phase.
Focus on Students’ Academic Burden
The Supreme Court emphasized that educational reforms should prioritize students’ interests and avoid imposing unnecessary academic burdens during critical stages of schooling. The court indicated that while promoting multilingual education is a legitimate objective, the timing and manner of implementation deserve careful consideration.
The matter remains under judicial consideration, and further hearings are expected to determine whether any modifications or interim relief will be granted regarding the implementation of the policy.