The mother of a 16-year-old scheduled caste girl who committed suicide in Madurai on August 25 has approached the district collector, demanding the arrest of the school headmistress after she allegedly made casteist remarks and humiliated the girl.

 

P Thavamani, a 40-year-old farmer from Ambedkar Nagar in Thottapanayakanur, Usilampatti, complained to the district collector on Monday about Vimaladevi, the teaching head of Government Model Higher Secondary School in Usilampatti, who allegedly harassed his daughter, P Nisanthi, before her suicide.

 

Mr. Thavamani told the collector that he and his daughter visited the school on August 24 on the recommendation of a teacher from her previous school to seek admission. He stated that they waited for over 30 minutes before meeting the headmistress, who was not convinced that Nisanthi should join the institution.

 

“She was rude to us and refused to accept my daughter’s request, even though a teacher from her previous school recommended her,” Mr. Thavamani said. He added that they were pushed away by Vimaladevi when he begged her hands in folded palms to convince her to accept his daughter, and that they were asked to leave the school because admission would not be given to Nisanthi, who belonged to the scheduled caste.

 

Mr. Thavamani said that Nisanthi was deeply hurt and upset by these remarks but consoled her saying they would find another school so that she could realize her dream of becoming a nurse. However, the teenager committed suicide the following day.

 

“The headmistress’ demeaning remarks and attitude resulted in the death of my daughter,” Mr. Thavamani said in his complaint to the collector. He has demanded justice for his daughter and asked for the headmistress to be arrested, with a chargesheet being filed against her within the next two months, along with compensation for the loss and damages suffered by his family.

 

A case was filed against Vimaladevi on August 25 under Section 194 of Bharatiya Nagarik Suraksha Sanhita (BNSS) in relation to the unnatural death. Further, Section 108 of Bharatiya Nyaya Sanhita (BNS) for abetting suicide and Section 3(2)(v) of the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act have also been added to the FIR.

 

Now the collector has turned the spotlight on the authorities for such harassment of the students of marginalized sections and their parents.

 

However, the next step will depend on the probe into these allegations, and any further action will be taken based on the results of the investigation.



 

 

Authorities are planning counselling sessions for students and teachers following the death of an 11-year-old Class 6 student in Mushtakurichi, Tamil Nadu, amid allegations of bullying and disciplinary action at school.

Authorities are planning to provide counselling and psychological support to students and teachers at a government school in Tamil Nadu's Mushtakurichi following the death of an 11-year-old Class 6 student.

The student, identified as P Karthikeyan, died at his home on Thursday, according to preliminary information available to investigators.

The incident has prompted authorities to examine allegations of bullying and the circumstances surrounding disciplinary action taken against the student at school.

Student Did Not Attend School on the Day of the Incident

According to sources, Karthikeyan had reportedly prepared to attend school on Thursday morning after his parents, who work as daily-wage labourers, had left for work.

However, he did not attend classes that day and was later found dead at home. Police recovered a note and have launched an investigation into the circumstances surrounding the child's death.

Preliminary inquiries have indicated that the student may have faced repeated bullying from classmates.

Police are examining the allegations and other factors that may have contributed to the incident.

Teacher Booked Following Complaint

Investigators also found that the student's class teacher, Sudha Rani, had reportedly reprimanded him for not completing his homework.

Based on a complaint received in connection with the case, police have registered a case against the teacher under provisions related to abetment of suicide.

The investigation is continuing, and authorities are expected to examine the available evidence and statements before determining further action.

Counselling Support Planned for School Community

In the aftermath of the incident, officials are taking steps to organise counselling sessions for students and teachers at the government school.

The proposed counselling is expected to address the emotional impact of the student's death and provide support to members of the school community.

The Child Protection Unit is also expected to conduct an inquiry into the matter and recommend further action based on its findings.

The incident has once again drawn attention to the importance of student mental well-being, anti-bullying mechanisms and sensitive approaches to discipline in schools.

Authorities have not yet released further details about the ongoing investigation.

 

 

A young man from Hyderabad has reportedly died by suicide in the United States after struggling to secure employment following the completion of his master's degree.

The deceased has been identified as Sai Pradeep, a resident of Srinivasa Nagar Colony in Dammaiguda, Hyderabad. He had moved to the US in 2024 to pursue higher education and recently completed his master's degree in San Antonio, Texas.

Hyderabad Student Reportedly Struggled to Find Job

According to reports, Sai Pradeep had been searching for a suitable job for nearly four months after completing his master's degree but was unable to secure employment.

Family sources said the prolonged job search reportedly placed him under considerable stress and that he had been experiencing depression.

Sai Pradeep reportedly died by suicide in his room on August 21.

The news has left his family and relatives in Hyderabad shocked and distressed.

Growing Concerns Over International Student Pressure

The incident has once again drawn attention to the challenges faced by Indian and other international students in the US after graduation.

For students who travel abroad for higher education, securing employment after completing a degree can become a significant source of pressure, particularly when they face financial obligations, uncertainty over their career and immigration-related timelines.

The transition from university to employment can also involve intense competition, repeated job applications and uncertainty about the future.

For families in India, the financial and emotional investment involved in sending children abroad can add another layer of pressure when graduates struggle to find suitable employment.

The circumstances surrounding Sai Pradeep's death are based on reports and statements attributed to family sources. Further details regarding the incident and any official investigation were not immediately available.

The tragedy serves as a reminder of the importance of mental health support for international students, particularly during periods of academic and career transition. Universities, student communities and families can play an important role in ensuring that students facing prolonged job searches or other difficulties are able to access appropriate support.

If you or someone you know is struggling or having thoughts of suicide, please seek immediate help from a trusted person, mental health professional or local emergency service.

 

A disturbing incident at a government school in Madhya Pradesh's Guna district has triggered outrage after a Class 5 boy allegedly forced two female classmates to drink urine mixed in a water bottle.

The incident, reported from a primary school in the Aron development block, has prompted an official investigation, with authorities also examining whether other students were involved.

The case came to wider attention after the girls reportedly approached the school principal. According to officials, the principal allegedly responded by telling the students to eat a ₹10 chocolate if they felt discomfort or had a bad taste in their mouths.

The reported response has added to the anger among the students' families and local residents.

Class 5 student allegedly forced girls to drink urine

According to officials, the incident took place on Monday when a Class 5 student allegedly mixed urine in a water bottle and made two female classmates drink from it.

The two girls subsequently complained about the incident at the school.

Guna District Magistrate Kishore Kumar Kanyal said the allegations were being investigated and confirmed that the student accused of the act belonged to the same class.

Authorities are also examining whether other boys may have been involved.

Principal served notice after alleged chocolate remark

The handling of the complaint by the school principal has also come under scrutiny.

According to the district administration, the girls alleged that when they reported the incident, the principal allegedly told them to eat a ₹10 chocolate because their mouths tasted bad.

The reported remark triggered further anger among the families and local residents, who questioned the school's response to the serious complaint.

The principal has since been served a notice, while officials have been directed to investigate the circumstances surrounding the incident.

Education officials begin investigation

Following the allegations, the Tehsildar and Block Education Officer (BEO) were sent to the school to investigate.

The BEO has been asked to submit a report within two days. Authorities said further action would be taken based on the findings of the investigation.

The accused student's parents have also been summoned along with the child.

Officials are collecting statements from the students involved, their families and other people connected with the incident.

Families and locals protest outside school

The incident sparked protests outside the school on Tuesday, with relatives of the two girls and local residents demanding strict action against those responsible.

According to officials, the situation escalated as protesters gathered at the school and raised slogans demanding action against the principal and students allegedly involved in the incident. The school campus was also reportedly closed during the disturbance.

A police presence was deployed as administrative officials arrived at the location and began recording statements.

Investigation to determine whether more students were involved

The district administration is not limiting its investigation to the Class 5 student initially accused of the act.

Officials are also looking into whether other students participated in or were aware of the incident.

The authorities have indicated that action will be taken after the investigation and the BEO's report are submitted.

The incident has once again raised questions about student safety, school supervision and how schools respond to complaints involving children. For parents, the case also underlines the importance of ensuring that serious complaints by students are heard promptly and handled with sensitivity and appropriate safeguarding measures.

 

A bookshelf filled with hundreds of books may immediately suggest a love of reading. But a small library at home does not necessarily indicate limited knowledge or interest in books.

For some people, a compact collection reflects deliberate choices rather than a lack of interest. They may keep only books they have read, are currently using or expect to return to. Others may rely heavily on e-books, audiobooks and libraries, reducing the need to own physical copies.

The number of books on a shelf, therefore, cannot by itself tell us how much a person reads or knows.

A small library can reflect intentional curation

People organise their homes differently, and books are part of that process.

Someone with a small collection may select books based on personal relevance, professional use, hobbies or emotional value. Instead of keeping every book they encounter, they may donate, exchange or discard titles they no longer need.

This makes the bookshelf less of a display and more of a working collection.

For example, a person may keep a few favourite novels, professional reference books and titles related to a particular subject while reading everything else digitally or borrowing it from a library.

That does not mean someone with a large library is disorganised or that someone with a small one is more intelligent. Library size is not a measure of intelligence, reading ability or curiosity.

Why might someone keep fewer books?

Several practical and psychological factors can influence the size of a physical book collection.

1. Limited space

People living in smaller homes may simply have less room for bookshelves and storage.

2. Digital reading

E-readers, tablets and smartphones allow readers to store hundreds of books without taking up physical space.

3. Audiobooks

People who consume books through audio may have extensive reading or listening habits despite owning very few physical books.

4. Selective ownership

Some readers prefer to physically own only books they consider particularly useful or meaningful.

5. Fewer choices

A smaller collection can make it easier to decide what to read next. A shelf containing dozens of unread books can sometimes create more choices than a reader wants to manage.

6. Home organisation

Some people simply prefer open, uncluttered spaces and limit the number of objects they keep around them.

What does environmental psychology say?

Environmental psychology examines how physical surroundings can influence people's behaviour, attention and emotional experiences.

The environment around us contains visual information that our brains continuously process. A room filled with objects can therefore provide more visual stimuli than a relatively minimal space.

This does not mean that a large library is inherently stressful. Many people find large bookshelves comforting, inspiring or enjoyable.

However, someone who prefers a visually simple environment may deliberately keep fewer physical possessions, including books.

The connection with cognitive load

Another useful concept is cognitive load — the amount of information the mind has to process while performing a task.

When there are numerous visible objects or choices, they can potentially compete for attention. A carefully organised environment may reduce some of this background information.

The same principle can apply to books.

A shelf containing 20 carefully selected titles may make it easier for its owner to remember what they have, why they kept each book and which one they want to read next.

A shelf containing hundreds of books may create far more possibilities.

But individual responses vary. Some people thrive surrounded by books and experience a large collection as motivating rather than overwhelming.

Small collection, not necessarily small reading habit

One of the biggest misconceptions is that physical ownership equals reading.

It does not.

A person can read hundreds of books while owning only a handful. They may use a library, borrow books from friends, subscribe to digital reading services or listen to audiobooks.

The opposite can also happen: someone can own hundreds of books but read only a fraction of them.

A bookshelf is therefore a snapshot of physical possessions, not a complete record of someone's intellectual life.

Quality can matter more than quantity

A smaller library can represent a form of intentional ownership.

Instead of asking, “How many books do I want to own?”, a person may ask:

  • Have I read this book?
  • Will I read it again?
  • Do I need it for work or study?
  • Does it have personal significance?
  • Can I access the same information digitally?
  • Is it worth giving physical space to?

This approach can extend beyond books to clothes, furniture, gadgets and other possessions.

What can we learn from a small library?

A compact bookshelf may reflect several practical habits:

Intentionality: The owner may carefully decide what deserves physical space.

Prioritisation: Fewer possessions can make it easier to identify what is genuinely valuable.

Flexibility: Reading does not require physical ownership.

Organisation: A smaller collection can be easier to maintain and navigate.

Purpose: Books may be treated primarily as tools for learning, entertainment or reference rather than objects for display.

None of these characteristics, however, can be assumed simply by looking at someone's bookshelf.

The bigger lesson

There is no psychologically “correct” size for a home library.

For one person, a wall filled with books may represent comfort, identity and years of learning. For another, five carefully chosen books may be enough.

The important distinction is between owning books and engaging with them.

A small library may contain books representing years of education, favourite stories, professional expertise and personal experiences. It may also reflect limited space or a preference for digital reading.

So instead of asking how many books someone owns, a more revealing question may be: Why did they choose to keep those particular books?

That choice can tell us considerably more about how they use, value and organise their possessions than the size of the bookshelf itself.

 

Aspirants who appeared for the UGC NET June 2026 examination have expressed growing frustration over the delay in the release of the provisional answer key, with many claiming that nearly 30 days have passed since the examination concluded without any official update from the National Testing Agency (NTA).

Candidates have taken to social media platform X to urge the NTA to publish the answer key and response sheets, arguing that the prolonged wait is causing anxiety and uncertainty for lakhs of students awaiting their results.

Students question delay in UGC NET answer key

Several candidates tagged NTA, Education Ministry, UGC, and NTA Director General Abhishek Singh, demanding an immediate release of the provisional answer key.

One user wrote, "UGC NET 2026... Today is 30 July. This is too much. Why are you mentally torturing 10 lakh students? Show humanity if you have. Release the answer key as soon as possible."

Another candidate, who appeared for the Political Science paper on 24 June (Shift I), said that weeks had passed without any official communication regarding either the provisional answer key or the response sheet.

Others questioned why there had been no update despite almost a month having elapsed since the examinations ended.

A user posted, "At this point, the UGC NET answer key feels like a myth—everyone talks about it, but nobody has actually seen it."

Another candidate wrote that the delay in releasing the response sheets and answer keys for both UGC NET and CSIR UGC NET examinations was creating unnecessary stress among aspirants.

NTA yet to announce answer key release date

As of now, the National Testing Agency has not announced any official date or time for the release of the UGC NET June 2026 provisional answer key.

Once released, candidates will be able to access the answer key through the official UGC NET portal by logging in with their application number, date of birth or password, and the displayed security captcha.

The provisional answer key will also allow candidates to raise objections against any answer within the prescribed challenge window before the final answer key and results are declared.

Why the answer key matters

The UGC NET answer key plays a crucial role in helping candidates estimate their scores before the declaration of results.

Performance in Part I and Part II of the examination determines eligibility for:

  • Junior Research Fellowship (JRF)
  • Assistant Professorship
  • Admission to Ph.D. programmes

Candidates qualifying for the Assistant Professor and Ph.D. admission category are eligible for teaching appointments and doctoral admissions but not for the JRF award. Those qualifying only under the Ph.D. admission category are eligible solely for doctoral admissions.

How to check the UGC NET provisional answer key

After the answer key is released, candidates can follow these steps:

  1. Visit the official UGC NET website.
  2. Click on the UGC NET June 2026 Provisional Answer Key link.
  3. Enter the application number, date of birth or password, and captcha code.
  4. View and download the answer key and response sheet.
  5. Save a copy for future reference and, if required, submit objections within the stipulated period.

The UGC NET June 2026 examination was conducted by the NTA on 22, 23, 24, 25, 29 and 30 June 2026 at examination centres across the country. Candidates are now awaiting the release of the provisional answer key, which is expected to be the next major step in the examination process.

 

Everyday parenting practices that may appear harmless—such as constant criticism, comparing children with others, over-scheduling activities, or excessive smartphone use—can have lasting effects on a child's emotional well-being, confidence, and mental health, according to Indian education and parenting experts.

As conversations around positive parenting and children's mental health gain momentum, experts are urging families to move away from performance-driven parenting and instead focus on emotional security, trust, and healthy communication.

Everyday Habits That Can Become Toxic

According to educator Vijendra Singh Chauhan, toxic parenting often hides in seemingly ordinary behaviours. He points to habits such as:

  • Constant criticism
  • Comparing children with siblings or peers
  • Emotional blackmail
  • Excessive control over decisions
  • Withholding affection based on performance

Chauhan believes that unconditional love and emotional safety should form the foundation of every parent-child relationship. He also emphasises that children need opportunities to make their own choices, learn from mistakes, and express themselves freely.

Over-Scheduling May Increase Stress

Parents often enrol children in multiple tuition classes, sports, music lessons, and extracurricular activities in an effort to keep pace with peers. However, Dr. Ritesh Malik warns that treating children like "performance projects" can do more harm than good.

Instead of encouraging creativity, excessive scheduling can lead to:

  • Chronic stress
  • Anxiety
  • Burnout
  • Reduced creativity
  • Lack of independent thinking

Experts recommend allowing children unstructured playtime and encouraging curiosity rather than competition.

Academic Pressure Remains a Concern

Mental health professionals have repeatedly highlighted the impact of academic pressure on students. Experts say that constantly measuring children's success against others may weaken self-esteem, reduce confidence, and make them overly dependent on external validation.

Allowing children to pursue their own interests and respecting their individuality can help develop stronger decision-making skills and emotional resilience.

Smartphone Distractions Can Affect Parent-Child Bonding

Digital distractions are another growing concern for modern families.

Recent international research suggests that when caregivers are frequently distracted by smartphones during conversations or family time, teenagers are more likely to develop insecure attachment, affecting trust, communication, and future relationships.

Experts advise parents to practice mindful parenting by putting away digital devices during meals, conversations, and family activities to strengthen emotional connections.

Simple Household Tasks Can Build Life Skills

Research from Australia and the United States indicates that involving children in age-appropriate household chores can contribute to healthier cognitive development.

Simple responsibilities such as tidying rooms, helping in the kitchen, or organising belongings have been associated with improvements in:

  • Working memory
  • Executive functioning
  • Responsibility
  • Problem-solving skills
  • Long-term independence

Experts suggest that practical life experiences can often be more beneficial than excessive screen time.

Parenting Is Shifting Towards Emotional Well-Being

Parenting conversations in India are increasingly moving beyond discipline and academic performance to include mental health, emotional intelligence, and child autonomy.

Experts recommend that parents:

  • Listen without interrupting.
  • Avoid comparing children with others.
  • Respect teenagers' privacy.
  • Encourage open conversations.
  • Allow time for rest, play, and creativity.
  • Focus on effort rather than only results.

As awareness around children's emotional well-being grows, educators and mental health professionals agree that balanced parenting—one that combines guidance with empathy and respect—can help children develop confidence, resilience, and healthier relationships throughout life.

 


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