Inclusive Experiential Well-being Curriculum for Holistic Growth of Early Adolescents: Need for a Transformative Educational System | P 138-146

Roseline Florence Gomes 

Jyoti Nivas College, Bangalore

Pages: 138 – 146

The National Education Policy of India highlighted the need for integration of wellness in education by working on student-centric approaches. It visioned a new India that empower children and adolescents emotional and social capacities by exploration of potentials. There is a need to imbibe well-being curriculum into the school syllabus in making every child and adolescent aware of their own mental health so that they emerge as contributors of their own community. This article critically view the policy that came into existence after 34 years and analyses the principles of scholastic education with inclusive education. It reflects the urgency to propose collaborative learning by vocational outcome-based courses and strengthen institutional ties for all kinds of learners and further developing dynamic skill sets. Karnataka has been the first state to implement the National Education Policy. This article sketches the inclusive-based experiential interventions that are established based on the needs of early adolescents. Apart from development of knowledge base there needs to be a progression in personal and social capacities of overall development. Students need to understand the well-being dimensions to learn the curriculum. Educators need to be trained in both delivery and empowerment. This article further suggests the need to explore existent well-being interventions in order to understand its outcomes on early adolescents. 

Keywords: Experiential Well-being Curriculum, Holistic Growth, Early Adolescents

Leave a Comment

Your email address will not be published. Required fields are marked *