“Education is every child’s right, but what happens when the classroom itself is a luxury?”
While significant efforts have been made across the country to improve access to quality education, many schools still face a silent but critical barrier: inadequate infrastructure. During recent field visits, a deeper issue emerged; children strive to learn in spaces that lack basic elements needed for a good learning environment. The purpose of these visits was to assess the needs related to foundational literacy and numeracy (FLN) and early childhood care and education (ECCE). The goal was to understand current teaching practices, learning environments, training needs for school leaders and teachers, and the availability of key resources and materials. But beyond the numbers and teaching methods, one fact stood out clearly; where and how children are learning today requires urgent attention.
One Room, Many Roles: In several schools, a single room served multiple purposes. It functioned as a classroom for children from different grades, a kitchen for mid-day meals, a workspace for teachers or headmasters, and a storage area for educational materials. Children were seen sitting on floor mats, closely packed, sometimes alongside kitchen utensils and sacks of food grains. With no boundary walls or designated play areas, the physical environment did not support even the most basic needs for joyful learning. Yet, what remained remarkable was the resilience and enthusiasm of the children; they were present, eager, and hopeful.
Schools Operating In Rented Homes: In some cases, schools were operating out of rented residential houses. These spaces lacked formal classrooms, adequate lighting, ventilation, and learning aids. Rooms meant for living had been turned into teaching spaces, often forcing educators to teach multiple grades at once without access to appropriate materials.
Why Infrastructure Matters: Education is not just about textbooks, exams, or even teaching methods. The physical environment where children learn plays a key role in their academic growth, well-being, and motivation. Poor infrastructure can demotivate both teachers and students. Inadequate sanitation affects attendance, especially among adolescent girls. Lack of seating, reading corners, or display areas limit engagement and creativity.
“We need public-private partnerships, more CSR involvement, and local education task forces focused on infrastructure. We should demand better classrooms like we demand better roads. Schools must be a community priority because resilient children deserve more than broken walls; they deserve a strong future. Let’s match their hope with our commitment to provide every child not just access to school but an environment where they can thrive.”
A Collective Responsibility: While infrastructure is often seen as the responsibility of governing authorities, it is also a community concern. In many areas, the lack of space was a challenge not only due to administrative delays but also because communities were not willing to offer land or buildings for school use. This highlights the need for greater collaboration and a sense of shared ownership between local communities and the education system. Strong school-community partnerships can transform not just physical spaces but also create environments that value and prioritize learning.
The Way Forward: Infrastructure gaps are learning gaps. Addressing them is not merely a construction task; it is about dignity, equity, and enabling real learning. If we wish to strengthen our education system, we must start by ensuring that our classrooms are safe, welcoming, and designed for learning.
The NEP 2020 and the FLN Mission emphasize equitable and inclusive education. But without adequate classrooms, sanitation, and learning spaces, these goals will remain aspirational. What we need is not just more construction, but a mindset shift. Schools should be treated as vital public infrastructure—as important as roads, hospitals, and water supply. We need public-private partnerships, increased CSR involvement, and district-level education task forces focused solely on infrastructure. It’s time we demand better classrooms the way we demand better roads. Let’s make schools a community priority. Because resilient children deserve more than broken walls. They deserve a future built on strong foundations. Let us match their hope with our commitment and give every child not just access to school but an environment where they can truly thrive.
(The author is currently working as a District Project Coordinator with EduWeave Foundation. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
Fazila Amin
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