CBSE's 3-language mandate adds a new layer of stress in classes 9 & 10

CHANDIGARH: The Central Board of Secondary Education's (CBSE) decision to make a third language compulsory for students of Classes 9 and 10 from the 2026-27 academic session has triggered concern among sections of parents in Chandigarh, who say the move could increase academic pressure and restrict students' freedom to pursue foreign languages already being studied in schools.

The revised policy, aligned with the National Education Policy (NEP) 2020, requires students to study three languages at the secondary level, with at least two being Indian languages. While the move has been pitched as an effort to promote multilingualism and strengthen Indian languages, the announcement has sparked debate among parents and educators over its timing and implementation.

In Chandigarh, many CBSE schools currently offer combinations of English and Hindi along with optional foreign languages such as French, German or Spanish in middle classes. Parents fear the new framework could disrupt existing learning paths for students entering Class 9.

The concern comes at a time when students in Classes 9 and 10 already face growing academic demands, with separate subject structures and pressure linked to board examinations and future stream selection.

Nitin Goyal, president of Chandigarh Parents Association, termed the move "academically insensitive" and urged CBSE to reconsider the timing of implementation.

"The abrupt implementation of the three-language mandate for Class 9 students appears to be yet another policy experiment being conducted on children without any realistic assessment of the academic pressure already faced by students in Classes 9 and 10," Goyal said.

He argued that Class 9 was no longer merely a transition year, with students simultaneously adjusting to subjects such as Physics, Chemistry, Biology, History, Geography, Civics and Economics.

"At such a critical stage, forcing lakhs of students to additionally pick up a new language is academically insensitive and psychologically unfair," he said.

Clarifying that the opposition was not to Indian languages, Goyal said educational reforms should be practical and phased. "India's linguistic diversity is our strength. But a child who has never studied a regional language till Class 8 cannot suddenly be expected to cope with grammar, literature and examinations in that language in Class 9," he said.

The issue has also revived discussion in Chandigarh around language choices in schools, especially as Punjabi remains culturally significant in the region while many urban students increasingly opt for foreign languages. Several parents said larger concern was not only about academic load but also about preserving flexibility in learning choices.

Gurmeet Sandhu, a parent, said the family was worried about the future of foreign languages such as French. "My child has been studying French and enjoys learning it. We wanted continuity because global exposure matters today. Parents should have some flexibility to decide what aligns with their child's interests and aspirations," the parent said.

Pardeep Goyal, another parent, said the decision appeared rushed. "The intention of promoting Indian languages may be good, but implementation matters. Students already face coaching, projects and internal assessments in Classes 9 and 10. Adding an other subject may increase stress," the parent said.

Some parents, however, felt multilingual learning could benefit students if introduced gradually. Rajesh Sharma, a parent, said learning more than one Indian language could deepen cultural understanding but should not come at the cost of student well-being. Educationists say greater clarity from CBSE will be crucial in the coming weeks, particularly on language combinations, treatment of foreign languages, availability of exemptions and how schools lacking faculty for additional languages will adapt.