Discontent is brewing in several frontline schools in Gurgaon over the Central Board of Secondary Education’s (CBSE) implementation of the three-language formula for Class 9. Furious parents are refusing to submit acceptance via mandatory Google Forms shared by schools, citing sudden academic overload on students preparing for board examinations.
Parents and Educators Call Move Ill-Timed
Parents and educators have termed the move “ill-timed, impractical and burdensome,” warning that it may add pressure on students already dealing with an intense academic load. CBSE has directed schools to upload implementation details by May 30 on its OASIS portal. Under the revised R1-R2-R3 framework, students must study three languages — two of which must be Indian. Schools are required to declare which languages they will offer, confirm that their combinations comply with the two-Indian-languages rule, and outline how they plan to operationalise teaching for each.
Stopgap Measures Raise Concerns
To address inevitable staffing gaps, the board has permitted stopgap arrangements — hiring retired language teachers, utilising postgraduates, or borrowing faculty through inter-school Sahodaya clusters. For many parents and educators, those measures say everything about how underprepared the system actually is for a policy it is already enforcing.
Schools are caught in the middle. One principal from a prominent city school noted that out of an entire Class 9 cohort of about 40 students, barely one or two parents had submitted the required acceptance. “There is widespread resistance,” she said. “The concern is not just about workload, but also about the lack of infrastructure, trained faculty and clarity in execution. If such decisions continue without stakeholder consultation, it risks eroding trust in the CBSE system.”
Shift to Alternative Boards
She also flagged that parents with the financial means are already shifting their children to IB and Cambridge boards, perceived to offer greater consistency and stability. If this trend continues in urban centres like Gurgaon, CBSE may face a serious credibility problem.
Pedagogical Concerns Raised
The objections are not merely logistical. Several educators have raised concerns about whether introducing a new language at Class 9 is pedagogically sound at all. “In principle, introducing multiple languages at an early stage, say from Class 6, can be beneficial because students are more receptive and adaptive at that age,” said Anchal Sharma, a city-based parent and teacher. “However, expecting students in Class 9 to suddenly pick up a language like Sanskrit, often with little or no prior exposure, is not sound practice. It creates unnecessary pressure at a stage when academic demands are already intensifying.”
Foreign Language Students Affected
The problem is especially acute for students who studied English, Hindi and a foreign language such as French or German from Classes 6 to 8. Under the revised framework, continuing with French or German effectively makes it a fourth language, since the policy still mandates two Indian languages alongside English. A student who has spent three years learning French may now be compelled to add yet another Indian language in Class 9 — precisely when board examination preparation is beginning to intensify.
Another parent, Pradeep Rawat, said that it appears to be a forced decision without adequate thought or planning. “In Delhi-NCR, students typically prioritise Hindi and English, with some opting for foreign languages that carry global relevance. Imposing an additional language — especially without assessing student interest or utility — lacks logic. Many schools are already grappling with shortages of qualified language teachers and delays in accessing standard NCERT textbooks. Introducing multiple new languages under such constraints seems unrealistic.”
Haryana Progressive Schools Conference Pushback
Haryana Progressive Schools Conference (HPSC) has mounted a strong pushback against the policy. In a formal letter to the CBSE chairperson, the body argued that requiring students to study two Indian languages alongside a foreign language — on top of an already demanding curriculum — would impose an excessive burden. “This could potentially lead to heightened stress, anxiety and mental health issues among adolescents,” the letter stated.
HPSC president Suresh Chander stressed that language acquisition is inherently gradual and cannot be rushed by administrative decree. “Students who have not studied Sanskrit up to Class 8 cannot suddenly acquire proficiency at the secondary level. Suggestions such as relying on retired teachers or using Class 6-level textbooks for Class 9 students are regressive and disconnected from modern educational standards.”
Questioning Relevance of Sanskrit
HPSC also questioned the long-term academic and professional relevance of compulsory Sanskrit learning. “How does it help in securing admissions to premier Indian and international institutions, and what is its applicability in today’s job market? Why should students already struggling with academic pressure be compelled into an additional language framework without adequate preparation or demonstrated benefits?”
