In response to the Central Board of Secondary Education’s (CBSE) recent decision to introduce two board examinations per year starting from 2026 for Class 10, educators across the country are sharing their reflections. Ms. Ritika Anand, Principal of St. Mark’s Sr. Sec. Public School, Meera Bagh, New Delhi, shares her views on how this significant reform could impact students, teachers, and school administration.
Q. How do you think CBSE’s recent decision to introduce two board examinations per year will benefit students academically and emotionally?
This policy aims to make assessments more student-centric, flexible, and less stressful, fundamentally transforming the experience of board exams for millions of students across India. Under the new system, all students will be required to appear for the first board exam, typically held in mid-February, while the second exam, scheduled for May, will be optional and primarily serve as an opportunity for students to improve their scores in up to three subjects.
Academically, this dual-exam structure offers several benefits. Most notably, it gives students multiple opportunities to demonstrate their abilities, reducing the high stakes traditionally associated with a single board exam. If a student is unwell, anxious, or otherwise unable to perform to their potential in the first attempt, the second phase provides a valuable safety net.
Emotionally and psychologically, the new policy is poised to alleviate much of the stress and anxiety that have long accompanied board exams in India. The knowledge that there is a second opportunity within the same academic year diminishes the fear of irreversible failure and encourages a healthier, more balanced approach to studies.
Despite these substantial benefits, the transition to a biannual board exam system is not without challenges. Schools and examination boards will need to manage increased administrative workloads, including scheduling, resource allocation, and the logistics of conducting two large-scale exams in a single academic year. Teachers may face more frequent evaluation cycles and reduced downtime between sessions, which could affect their workload and well-being. There is also the risk that some students might take the first attempt less seriously, assuming they can always improve in the second; thus, effective counselling and guidance will be essential to ensure students approach both attempts with the necessary seriousness.
In the long term, however, the shift to a twice-yearly board exam system is expected to have a positive impact on Indian education.
Q. What administrative challenges might schools face in implementing this system?
The CBSE’s decision to conduct two board examinations per year, starting with Class 10 in 2026, introduces a range of significant administrative challenges for schools across India. While the policy is rooted in the National Education Policy (NEP) 2020 and aims to make assessments more student-centric and less stressful, the practicalities of implementing such a transformative change are complex and multifaceted.
One of the foremost concerns is the disruption of the academic calendar. Traditionally, the period from February to June is crucial for both the completion of syllabi and the transition to the next academic session. With the introduction of a mandatory board exam in February and an optional improvement exam in May, this entire stretch will now be dominated by exam preparation, conduct, and evaluation. As a result, regular teaching and learning activities are likely to be significantly curtailed, impacting not only board classes but also lower grades, since teachers often have responsibilities across multiple classes.
Teacher workload is another pressing issue. The biannual exam system effectively doubles the responsibilities of teachers, who must now prepare students for two rounds of high-stakes assessments, invigilate during exams, and participate in the evaluation process twice within a few months.
Schools that serve as examination centres must accommodate students from multiple institutions, often necessitating the use of several classrooms or halls simultaneously. This can disrupt normal school activities, as large portions of the school’s infrastructure may be unavailable for regular classes during exam periods.
The evaluation process itself becomes more complex and demanding with biannual exams. Teachers and examiners will need to assess and grade a larger volume of answer sheets within tight deadlines, increasing the risk of errors or inconsistencies in marking.
The introduction of a biannual exam structure requires clear and consistent communication with students, parents, and teachers. The initial period of adjustment may see confusion regarding exam schedules, registration processes, and result declaration.
Finally, the sheer scale and complexity of conducting two rounds of board exams is a formidable challenge. The CBSE has indicated that the current process of conducting board exams involves more than 150 procedural steps and takes approximately 310 days to complete. Replicating this massive exercise for a second round within the same academic year will require extraordinary planning, coordination, and resource allocation at every level of the education system. The risk of administrative errors, logistical bottlenecks, and systemic inefficiencies is heightened, especially in a country as large and diverse as India, where CBSE-affiliated schools operate in a wide range of geographic and socio-economic contexts.
Q. What has been the initial reaction from parents in your school community?
The initial reaction from parents in our school community regarding the CBSE’s recent decision to conduct two board examinations per year for Class 10 students has been decidedly mixed, reflecting a broad spectrum of hopes, concerns, and uncertainties.
Many parents appreciate the flexibility and second-chance opportunities that the new system promises. They see it as a progressive step that could alleviate the intense pressure and anxiety traditionally associated with a single high-stakes board exam.
A common worry is that the introduction of a second exam within a few months will extend the exam season, thereby prolonging the period of academic pressure rather than alleviating it.
The emotional and psychological impact on students has been a major talking point among parents. While many acknowledge the potential benefits of a second chance, some feel that the continuous exam cycle might increase anxiety rather than reduce it. Parents worry that students will experience prolonged periods of stress, with little opportunity to decompress between exams.
Ms. Ritika Anand’s thoughtful responses reveal both the promise and complexity of implementing the CBSE’s biannual board exam structure. While it aims to support student well-being and academic growth, its success will depend on careful planning, effective communication, and ongoing support for educators, students, and families.
