NEP-aligned textbook overhaul includes student safety, helpline info, regional heritage as part of early learning; this initiative follows recommendations from the National Commission for Protection of Child Rights (NCPCR)
Students will be taught about good and bad touch and encouraged to communicate with teachers and parents. Representation Pic/istock
Aiming at safeguarding children and deepening their connection with Indian culture, the National Council of Educational Research and Training (NCERT) has announced a host of changes to its school textbooks. Starting from the 2025-26 academic year, all textbooks from Std I onwards will now include information on the Protection of Children from Sexual Offences (POCSO) Act and the 1098 child helpline.
This initiative follows recommendations from the National Commission for Protection of Child Rights (NCPCR). The aim is to empower children with age-appropriate knowledge about their rights, safety, and avenues for help in case of distress. Students will be taught about good and bad touch, encouraged to communicate with teachers and parents, and informed that they can reach out to the ‘1098’ helpline available 24/7 for support.
The redesigned textbooks align with the National Education Policy. Representation Pic/istock
“While reforms to the education system under NEP 2020 are underway, NCERT’s renewed focus on safety, culture, and inclusivity marks a significant step in making learning more holistic and child-centred. We are looking at implementation at the state level too,” said a senior official from the state education department.
“As an educator who made a video on good touch, bad touch almost 20 years ago, I want to congratulate the government on this initiative. Empowering children with knowledge about their rights and safety is crucial for their well-being and development. By incorporating POCSO education into school curricula, we will equip them with the tools to recognise, report, and prevent abuse, ultimately creating a safer and more informed future generation,” said Swati Popat Vats, president of the Early Childhood Association and a long-time advocate for child safety.
“I would also like to reiterate that educating and empowering children does not absolve the adults of monitoring and safeguarding them from it,” Vats added.
The redesigned textbooks align with the National Education Policy (NEP) 2020 and the National Curriculum Framework. In addition to safety education, the new curriculum will integrate elements from India’s cultural and musical heritage. For the first time since independence, the Preamble and key objectives of the Indian Constitution will feature in all textbooks presented prominently so that students read them upon opening their books.
From Std I to Std V, language textbooks will be named after Indian musical instruments, while those for Std VI to Std VIII will take inspiration from traditional ragas. These changes aim to connect students more deeply with Indian traditions, arts, and values alongside academic learning.
To promote national integration, language books from Std I to Std VIII will also include lessons about India’s diverse states, food, clothing, customs, and languages, helping students appreciate the country’s pluralism and unity.
From the upcoming academic session, Std IV students will study five subjects, including two languages, chosen from Hindi, English, or Urdu. A revised approach will also see physical education or yoga and art and environmental studies integrated into the curriculum. While the initiative has received praise, experts also emphasised the need for sensitive implementation.
Arundhati Chavan, president of the Parents' Teachers' Association - United Forum, said, “It’s a good initiative, but introducing the POCSO Act in detail may be too complex for younger students. However, awareness from Std I is vital. Children need to understand good touch, bad touch, how to react, and whom to speak to. Explaining the helpline, how and when to use it, is just as important. These topics should be taught through child-friendly methods, like storytelling, role play, and activities.”
Chavan also stressed the importance of involving parents. “Building empathy and self-awareness in children must go hand in hand with sensitising parents. Often, children do try to share, but are dismissed or silenced at home. That must change,” Chavan said.
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