Part 4 of 17 in The Engaged Indian Teen
At 7:10 p.m., in a modest two-bedroom flat in Thane, Rohan, a bright-eyed Class 9 student, sits surrounded by a sea of notebooks at the dining table. His mother, Meena, is bustling about, heating the dal, while his father is still engrossed in a client call. Rohan’s school bag remains zipped, untouched. His coaching module for “Foundation IIT” is marked in a kaleidoscope of colors, yet the fundamental question remains — has he truly learned anything? His eyes flicker towards the phone lying face-down beside his geometry box, where a cricket clip waits patiently for his attention.
Meena asks the perennial question that echoes in countless Indian households, “Padhai ho gayi?” Rohan nods, “Haan.” Technically, he hasn’t lied. He attended school, participated in the 6 p.m. coaching class, and diligently copied questions into his notebook. Yet, beneath this facade of academic diligence lies a troubling reality — Rohan hasn’t genuinely engaged with the material. He’s put in the hours but not the mind.
I’ve been witnessing a similar pattern unfold among many young students. It’s a silent crisis, one that began subtly and has now become endemic. The system is turning them into passive participants rather than active learners. Rohan’s scenario is a microcosm of a larger issue plaguing our educational system. We’ve become adept at producing students who can replicate information but struggle to engage with it meaningfully.
This situation reminds me of Anderson and Winthrop’s research that highlights the gap between attendance and actual learning. They articulate a phenomenon I see unfolding in my clinic and investments in educational tech startups — the disengaged student. By primary school, children are eager learners, but by middle and senior years, many have become disenchanted. Their engagement has dwindled to the point where learning is no longer an active pursuit but a passive obligation.
India, in particular, faces a formidable version of this crisis. Our education system is excessively exam-oriented, and nearly one in three school students now takes private coaching. In senior secondary classes, this ratio is even higher. The phenomenon of dummy schooling, where students are technically enrolled in a regular school but spend their days in coaching centers, is an open secret. Families are spending beyond their means, buying into the myth that this is the only path to a successful life. Yet, the foundation of actual learning remains perilously low. According to the ASER 2024 report, even after a post-pandemic recovery, a majority of Class 5 children in rural India still cannot comfortably read a Class 2 text, and most struggle with basic division problems.
This is where Anderson and Winthrop’s definition of engagement becomes crucial. Engagement is not “the child looks busy.” It is a skill encompassing four dimensions: behavioral, emotional, cognitive, and agentic. A child can score a 94 and still be disengaged on three of these four dimensions. Conversely, a child can fail a unit test and still be deeply engaged. If we only watch marks, we will keep rewarding the wrong thing and missing the right one.
In my experience, the solution lies in recognizing that engagement is indeed a skill that can be cultivated. Parents and educators must focus on nurturing these four dimensions. Behavioral engagement involves ensuring that the child shows up, attempts the work, and persists even when it’s dull. Emotional engagement is about how the child feels about the work, the classroom, and themselves as a learner. Cognitive engagement involves thinking, connecting ideas, and monitoring their own understanding. Finally, agentic engagement is about the child initiating, asking questions, making choices, and improving their own learning conditions.
Consider the four modes children typically move through: Passenger, Achiever, Resister, and Explorer. These aren’t fixed identities but modes that can change depending on the subject or environment. My goal as a parent, investor, and educator is to cultivate more Explorers — children driven by genuine curiosity and a desire to learn, not just to score.
In our current educational landscape, we are transitioning from an age of achievement to an age of agency. The job market is evolving, and rote memorization is no longer sufficient. The adults who will thrive are those capable of learning a new tool on Tuesday, unlearning a bad habit on Wednesday, and teaching themselves a field that didn’t exist when they were in Class 10. This is the work of an Explorer, and it’s something traditional coaching classes are ill-equipped to nurture. Instead, parents must step in and cultivate this mindset at home.
For instance, when investing in educational startups, I prioritize those that emphasize engagement over mere content delivery. I look for platforms that encourage students to explore topics independently, ask questions, and connect ideas across subjects. Similarly, in my clinic, I find that patients who engage deeply with their treatment process — asking questions, understanding the rationale behind each step — often fare better.
To truly address this issue, we need to redefine success in education. Success should not just be about high scores but about cultivating a lifelong love for learning. This requires a significant mindset shift for both parents and educators. We must value curiosity and exploration over rote memorization and test scores. It’s a challenging journey, but one that’s essential for the well-being of our children and the future of our society.
Ultimately, the present yet absent child phenomenon is a call to action. It’s an opportunity for us to reflect on our educational priorities and make the necessary changes. It’s about recognizing that the future belongs to the Explorers — those who are not just present in class but actively engaged, curious, and eager to learn. Let’s create an environment where Rohan and children like him can thrive, not just survive.