“As an educator, career coach, and meditation guide, I believe true education empowers the mind, aligns the heart, and awakens purpose. In our school, we don’t just prepare students for exams—we prepare them for life, helping each one discover their path with clarity, confidence, and calm.”

As the demands of modern life grow more complex and interconnected, the purpose of education is undergoing a profound transformation. Mr. Aparajita Singh, Director of Daffodils Public School, sees this shift as both necessary and urgent. For him, education must go beyond textbooks, examinations, and traditional academic milestones. It must equip students to perform well in school and navigate life with confidence, compassion, and clarity.

This vision has led Mr. Singh to emphasize the transformative power of Social-Emotional Learning (SEL) and meditation as foundational pillars in his school’s educational philosophy. Through a thoughtful blend of academic instruction and emotional intelligence training, his approach is centered on nurturing the whole child—intellectually, emotionally, and ethically.

Why Social-Emotional Learning Matters

Social-emotional learning (SEL) in schools in India refers to the development of essential life skills that enable individuals to manage emotions, establish positive relationships, show empathy for others, and make responsible decisions. Mr. Aparajita Singh firmly believes that SEL is not a luxury or an optional “add-on”—it is a core element of modern education.

“Skills like self-awareness, empathy, and responsible decision-making are not innate—they are learned,” he notes. “When we incorporate SEL into our curriculum, we aren’t simply improving students’ emotional intelligence. We are setting the foundation for their overall well-being and future success.”

At Daffodils Public School, SEL is embedded into daily interactions, classroom discussions, and school routines. Through structured lessons and informal moments, students are encouraged to reflect on their feelings, resolve conflicts peacefully, and support one another. This intentional focus creates a stress-free learning environment and more inclusive classrooms where every student feels seen, heard, and valued.

The Role of Meditation: Stillness in a Noisy World

To support SEL for academic excellence and deepen students’ emotional awareness, Mr. Singh introduced a practice that is both ancient and deeply relevant to today’s world: meditation. Every morning, the school sets aside time for students to engage in short, guided meditation sessions.

“At first, many students were hesitant,” Mr. Singh recalls. “They fidgeted, giggled, or found it difficult to sit still. But with time and consistency, something remarkable began to happen.”

Students began to settle into the practice. The stillness gave them space to breathe, pause, and gently explore their own inner world. It wasn’t about perfection or spiritual enlightenment—it was about presence. Meditation created an opportunity for young minds to reset before the busyness of the day.

The benefits soon became evident. Students reported feeling calmer, more focused, and less reactive. Teachers observed improvements in students' classroom behavior, attentiveness, and emotional intelligence. As Mr. Singh explains, meditation became a bridge connecting self-awareness with self-regulation, allowing students to respond thoughtfully rather than impulsively.

Teaching Emotional Regulation and Empathy

One key outcome of integrating mindfulness in classrooms is its impact on emotional regulation—a skill that is foundational to healthy relationships and personal well-being. Students learned to name their emotions, understand their triggers, and choose constructive responses.

Through specialized practices such as loving-kindness meditation, students were also guided to extend compassion, not just toward their friends, but toward those with whom they may have had disagreements.

“It’s not about eliminating conflict,” Mr. Singh explains. “It’s about transforming how we handle it—with empathy, grace, and understanding.”

These lessons in empathy and compassion carry over into students’ daily interactions. Conflicts are resolved more peacefully, peer relationships strengthen, and a sense of community and mutual respect deepens across the school.

Supporting Educators and Families

Mr. Singh’s commitment to holistic education methods and 21st-century skills in schools doesn’t stop with students—it also extends to teachers and families. He understands that to cultivate emotionally intelligent students, educators must feel emotionally supported.

To this end, Daffodils Public School provides staff mindfulness resources and wellness workshops, helping teachers manage their stress, build emotional resilience, and engage with students from a place of patience and presence. When teachers feel balanced, their classrooms reflect that emotional clarity and calm.

Similarly, parents are engaged through awareness sessions, which encourage them to extend SEL practices into their homes. In doing so, the school ensures that each student's emotional development is reinforced consistently across all spheres of life.

Academic Excellence Through Emotional Balance

Contrary to the misconception that SEL and meditation detract from academic focus, Mr. Aparajita Singh insists they enhance it.

“When students feel emotionally safe and supported, they are more open to learning,” he explains. “They take intellectual risks, collaborate better, and recover quickly from setbacks.”

Research increasingly supports this view, showing that SEL for academic excellence improves emotional well-being and contributes to higher academic achievement. At Daffodils Public School, students who engage regularly in mindfulness in classrooms demonstrate improved concentration, better problem-solving skills, and greater persistence in the face of academic challenges.

Creating a Culture of Care and Connection

What emerges at Daffodils Public School under Mr. Aparajita Singh’s leadership is more than just a method—it’s a culture. A culture where emotional well-being is prioritized, where silence and reflection are valued alongside dialogue and discussion, and where students are encouraged to connect not just with facts, but with themselves and each other.

“Education is not just about shaping minds—it’s about shaping character,” Mr. Singh reflects. “Through SEL and meditation, we are helping students understand who they are, what they value, and how they want to move through the world.”

Looking Ahead: A Holistic Vision for Education

As the demands on young people grow more complex, Mr. Aparajita Singh remains steadfast in his belief that equipping students for life must be the central aim of education. This means cultivating intellect, emotional agility, inner calm, and a sense of purpose.

“Academic success is important,” he acknowledges, “but it must be rooted in self-understanding, compassion, and confidence. When we nurture these qualities, we’re not just educating students but empowering human beings.”