The Revolution of Artificial Intelligence in Nursing Education and Practice

Abstract

As a grade 11 student studying in Modern School, Barakhambha Road, New Delhi, I have been fortunate enough to witness the effects of government policies aimed at integrating children from economically weaker sections (EWS) into mainstream education. While the inclusion of EWS children in schools like ours has been a significant stride towards social equity, there are still several challenges to overcome. Our batch (2011) was the first batch where the EWS quota was implemented by the government. All throughout junior school, I kept hearing from my family that it was the noblest idea to integrate children who come from slightly disadvantaged backgrounds into the mainstream, and how it was only through education and equal opportunities that the children of this country would grow to become fine human beings who could lead the world of the future. I was always taught to treat them with kindness and compassion, but also, at the same time, in an effort to be inclusive, was taught to be careful about not hurting them by making them feel different or pointing out the differences between our upbringings. The presence of EWS children in our school is a testament to the success of policies such as the Right to Education (RTE) Act, which mandates private schools to reserve a percentage of their seats for underprivileged children. This initiative has provided EWS children with access to quality education, creating opportunities for their future. However, the social aspect of integration is an area that still requires attention. One of the most glaring challenges is the lack of interaction between children belonging to higher socio-economic strata and those belonging to the EWS. I have myself been a witness to unequal treatment, even though it was largely inadvertent. This is because schools ask children to engage in activities that may not necessarily be within the means of an EWS household. Activities such as domestic field trips and international exchange programmes challenge even affluent households at times. It is not uncommon to see students from different socio-economic backgrounds form separate social circles. This social divide can have a profound impact on the EWS children, making them feel isolated and unwelcome. Such feelings can further affect their academic performance and emotional well-being. As a student, I believe it is crucial to explore ways to foster better relationships between students from diverse backgrounds.