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ArticlePeer ReviewedOpen AccessPlagiarism Passed
Paper ID:IJSREM67218

No Detention Policy in Indian Schools: Successes, Challenges, and Its Repeal (2019)

Stream/Area:

-

Subject:

-

Paper ID:

IJSREM67218

Volume:

10 |

9 |

Sep 2026

Pages:

1-4

Publication Frequency:

Monthly (12 issues per year)

DOI
Digital Object Identifier
Not assigned

License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.

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Authors

MK

Manish Kumar

Education

Teacher's Training College, Bhagalpur

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Abstract

Many arguments are being forwarded in favour of and against the No Detention Policy (NDP) in elementary education. Before going to debate these arguments, we should consider two other important provisions of the Right to Education Act (RTE) which are directly related to the NDP: Age-Appropriate Class, Continuous & Comprehensive Evaluation (CCE). All these three provisions need to be considered together when we argue for/or against the NDP. Indeed, the removal of NDP due to low learning achievements of the students is the result of a lack of teachers and infrastructure in the school, which seems to be shifted onto the students. The punishment for the weakness of the system, as well as the poor economic and social backwardness of parents, should not be transferred upon the student by adopting the removal of no detention policy.

KEYWORDS

No Detention Policy (NDP) Age-Appropriate Class

Cite This Article

Manish Kumar, "No Detention Policy in Indian Schools: Successes, Challenges, and Its Repeal (2019)," International Journal of Scientific Research in Engineering and Management, vol. 10, no. 9, pp. 1-4, Sep 2026.

Full Article/Conclusion

While initially a significant step toward ensuring education for all, the No Detention Policy or the NDP has been a subject of debate due to concerns about its impact on academic standards. The withdrawal of this policy, especially in light of the NEP 2020, is likely to lead to a more structured educational framework, but it must be carefully managed to avoid alienating disadvantaged students. For the policy to contribute positively to the goals of universal education and quality learning outcomes, it is essential that remedial interventions, teacher training, and continuous evaluation mechanisms are put in place to support all students in their academic journey. 

References

  1.           Right of Children to Free and Compulsory Education Act, 2009 – Ministry of Education, Government of India [https://www.education.gov.in/rte] 2.           National Education Policy 2020 – Ministry of Education, Government of India [https://www.education.gov.in/nep-2020] 3.           Annual Status of Education Report (ASER) 2019 – ASER Centre [https://www.asercentre.org] 4.           RTE Amendment Act, 2019 – Ministry of Law and Justice, Government of India [https://legislative.gov.in] National Achievement Survey 2017 –NCERT [https://www.ncert.nic.in

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Publication Date

9/15/2026

Peer Review Type

Double-Blind Peer Review

Review Rounds: 2

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