GRAP STAGE-IV ENFORCED IMPACT ON SCHOOL STUDENTS
Delhi and the surrounding NCR region began Tuesday under a thick blanket of toxic smog, with air quality slipping to alarming levels and triggering widespread concern among residents. Visibility dropped sharply in several parts of the city as hazardous air hung heavily over areas such as Anand Vihar, AIIMS, Ghazipur and India Gate, underscoring the growing severity of the pollution crisis. Data from the Central Pollution Control Board (CPCB) revealed dangerously high readings across multiple monitoring stations. Anand Vihar and Ghazipur recorded an AQI of 410, both falling in the ‘severe’ category, while AIIMS registered 397 and India Gate 380, marked as ‘very poor’. The situation was even more critical in some pockets, with Akshardham touching 493, Dwarka Sector-14 at 469 and Wazirpur, Rohini and Ashok Vihar hitting the maximum measurable AQI of 500, highlighting the scale of the emergency.
In response to the worsening conditions, the Commission for Air Quality Management (CAQM) enforced Stage-IV of the Graded Response Action Plan (GRAP) across Delhi-NCR. This is the most stringent phase of the action plan, implemented when air quality breaches emergency thresholds, to minimise public exposure and prevent further deterioration. The move followed a spell of cold weather, with Monday’s temperature ranging between 8°C and 23°C, conditions that often trap pollutants close to the ground.
Under Stage-IV restrictions, all construction and demolition activities have been halted, while stone crushers, mining operations and dust-generating industrial units have been ordered to shut down. Authorities have also intensified checks on vehicular emissions, tightening restrictions on polluting four-wheelers along major corridors in an effort to rein in rising particulate matter. As the capital continues to choke under hazardous air, the Delhi government has directed schools to switch to fully online classes for students up to Class V, citing health risks to young children. The decision comes a day after Stage-IV measures were announced and marks a shift from the earlier hybrid model that allowed a mix of physical and online classes.
Earlier, the Delhi Directorate of Education (DDE) had permitted schools to operate in hybrid mode for students up to Class IX and Class XI, leaving attendance to the discretion of parents. However, with pollution levels spiraling further, authorities have now tightened norms for younger students, mandating complete online learning for primary classes until further orders, prioritising children’s health amid the deepening air quality crisis.
With classrooms shut to shield children from hazardous air, schools across Delhi have swiftly moved lessons to the digital space. The transition is intended to keep academic schedules on track while minimising health risks. However, this sudden reliance on virtual teaching has reopened a larger debate on how effectively online education can replace the traditional classroom experience.
Physical classrooms provide a vibrant learning atmosphere where students interact naturally with teachers and classmates. Daily face-to-face engagement encourages discussion, teamwork and instant clarification of doubts, all of which play a vital role in a child’s cognitive and emotional growth. The classroom setting also allows learning to extend beyond textbooks through peer interaction and shared experiences. Virtual learning, despite technological advancements, struggles to recreate this environment. Students spend long hours in front of screens, often missing the informal conversations and social bonding that occur naturally in school corridors and playgrounds. Digital platforms may enable communication, but they lack the immediacy and warmth of real-life interaction. Distractions at home and the temptation to multitask further reduce attention and engagement during online sessions.
Another major concern is unequal access to technology. Online education depends heavily on devices and stable internet connectivity- resources that are not evenly available to all families. Students from economically weaker sections may face frequent disruptions or complete exclusion from classes due to lack of equipment or connectivity. In contrast, regular schooling ensures equal participation, regardless of a student’s access to technology. Virtual learning also poses added challenges for children with special needs, who often require personalised, hands-on support that is difficult to deliver remotely. Extended screen time has also raised alarms about students’ physical and mental well-being. Continuous exposure to digital devices can lead to eye strain, headaches and irregular sleep patterns. The absence of outdoor play, physical education and informal movement during the school day further impacts children’s health. Equally concerning is the emotional toll-reduced social interaction can leave students feeling isolated, affecting their confidence and sense of belonging. From a teaching perspective, in-person classes allow educators to observe students closely and respond immediately to learning difficulties. Body language, facial expressions and classroom participation often signal when a child needs help. Online platforms, however, limit these cues, making it harder for teachers to assess comprehension and engagement. Despite best efforts through virtual support sessions, learning gaps can emerge.
While some students adapt well to online education, many struggle with the self-discipline and independence it demands. Subjects that rely on practical application-such as science experiments, art, music and physical education-are particularly affected, as virtual lessons largely focus on theory. This limits experiential learning and the development of problem-solving and critical thinking skills.
Closing schools due to air pollution is an essential step to protect children from serious health risks. Yet, the shift to online learning is at best a temporary arrangement, not a complete alternative to classroom education. As air pollution remains a recurring challenge in Delhi, there is an urgent need to balance safety with the delivery of quality education. Long-term solutions must address environmental concerns while also strengthening digital infrastructure, ensuring that no child’s learning suffers-regardless of the medium.
In response to the worsening conditions, the Commission for Air Quality Management (CAQM) enforced Stage-IV of the Graded Response Action Plan (GRAP) across Delhi-NCR. This is the most stringent phase of the action plan, implemented when air quality breaches emergency thresholds, to minimise public exposure and prevent further deterioration. The move followed a spell of cold weather, with Monday’s temperature ranging between 8°C and 23°C, conditions that often trap pollutants close to the ground.
Under Stage-IV restrictions, all construction and demolition activities have been halted, while stone crushers, mining operations and dust-generating industrial units have been ordered to shut down. Authorities have also intensified checks on vehicular emissions, tightening restrictions on polluting four-wheelers along major corridors in an effort to rein in rising particulate matter. As the capital continues to choke under hazardous air, the Delhi government has directed schools to switch to fully online classes for students up to Class V, citing health risks to young children. The decision comes a day after Stage-IV measures were announced and marks a shift from the earlier hybrid model that allowed a mix of physical and online classes.
Earlier, the Delhi Directorate of Education (DDE) had permitted schools to operate in hybrid mode for students up to Class IX and Class XI, leaving attendance to the discretion of parents. However, with pollution levels spiraling further, authorities have now tightened norms for younger students, mandating complete online learning for primary classes until further orders, prioritising children’s health amid the deepening air quality crisis.
With classrooms shut to shield children from hazardous air, schools across Delhi have swiftly moved lessons to the digital space. The transition is intended to keep academic schedules on track while minimising health risks. However, this sudden reliance on virtual teaching has reopened a larger debate on how effectively online education can replace the traditional classroom experience.
Physical classrooms provide a vibrant learning atmosphere where students interact naturally with teachers and classmates. Daily face-to-face engagement encourages discussion, teamwork and instant clarification of doubts, all of which play a vital role in a child’s cognitive and emotional growth. The classroom setting also allows learning to extend beyond textbooks through peer interaction and shared experiences. Virtual learning, despite technological advancements, struggles to recreate this environment. Students spend long hours in front of screens, often missing the informal conversations and social bonding that occur naturally in school corridors and playgrounds. Digital platforms may enable communication, but they lack the immediacy and warmth of real-life interaction. Distractions at home and the temptation to multitask further reduce attention and engagement during online sessions.
Another major concern is unequal access to technology. Online education depends heavily on devices and stable internet connectivity- resources that are not evenly available to all families. Students from economically weaker sections may face frequent disruptions or complete exclusion from classes due to lack of equipment or connectivity. In contrast, regular schooling ensures equal participation, regardless of a student’s access to technology. Virtual learning also poses added challenges for children with special needs, who often require personalised, hands-on support that is difficult to deliver remotely. Extended screen time has also raised alarms about students’ physical and mental well-being. Continuous exposure to digital devices can lead to eye strain, headaches and irregular sleep patterns. The absence of outdoor play, physical education and informal movement during the school day further impacts children’s health. Equally concerning is the emotional toll-reduced social interaction can leave students feeling isolated, affecting their confidence and sense of belonging. From a teaching perspective, in-person classes allow educators to observe students closely and respond immediately to learning difficulties. Body language, facial expressions and classroom participation often signal when a child needs help. Online platforms, however, limit these cues, making it harder for teachers to assess comprehension and engagement. Despite best efforts through virtual support sessions, learning gaps can emerge.
While some students adapt well to online education, many struggle with the self-discipline and independence it demands. Subjects that rely on practical application-such as science experiments, art, music and physical education-are particularly affected, as virtual lessons largely focus on theory. This limits experiential learning and the development of problem-solving and critical thinking skills.
Closing schools due to air pollution is an essential step to protect children from serious health risks. Yet, the shift to online learning is at best a temporary arrangement, not a complete alternative to classroom education. As air pollution remains a recurring challenge in Delhi, there is an urgent need to balance safety with the delivery of quality education. Long-term solutions must address environmental concerns while also strengthening digital infrastructure, ensuring that no child’s learning suffers-regardless of the medium.
Dwarka City have compiled views of academicians on impact of online classes on students-
When Health Compels Closure, but Learning Needs Classrooms. The enforcement of GRAP-4 due to severe air pollution has once again led to the closure of physical classes in Delhi, with students up to Class V shifting to online mode. In Dwarka, like many other parts of the city, schools have had to act swiftly in the interest of children’s health. Protecting young learners from hazardous air is non-negotiable. Clean air is a basic right, not a privilege. As a school principal and being also a parent of two students, I must emphasise that online classes - especially for primary students - are not an effective substitute for classroom learning. Foundational education is built on interaction, emotional bonding, physical activity and experiential learning. These crucial elements cannot be replicated through screens. Parents face their own challenges, balancing work responsibilities while supervising young children at home. Limited access to devices, stable internet and suitable learning spaces further deepens the digital divide. Teachers, despite their dedication, struggle to provide individual attention and meaningful engagement in virtual classrooms, impacting learning outcomes. While online classes during GRAP-4 are a temporary and unavoidable measure, they should remain only a stopgap solution. Repeated school closures underline a much larger issue - the urgent need for sustainable action to address Delhi’s pollution crisis. Children should not have to compromise their education or childhood because of deteriorating air quality. Health must come first, but learning thrives best in classrooms. It is time to ensure that our children can both breathe safely and learn meaningfully – where they belong, in schools, not behind screens. Children deserve both clean air and real classrooms - one cannot come at the cost of the other.
Dr. Manoj Kumar
Principal, St. Gregorios School
The recent closure of physical classes up to Class V and the temporary transition to online learning has been a necessary step taken in the larger interest of our children’s health and safety. As educators, our foremost responsibility extends beyond academics - it is to safeguard the physical and emotional well-being of every learner entrusted to us. Young children are particularly vulnerable to environmental health concerns and limiting their exposure during this period is both prudent and compassionate. While online learning cannot fully replace the warmth of classroom interaction, our teachers have ensured continuity through engaging, age-appropriate and thoughtfully planned digital lessons that prioritise balance and wellbeing. This transition has called for understanding and adjustment from everyone involved. Our educators have shown patience and dedication in adapting their teaching methods to suit online platforms, ensuring that our learners continue to feel supported and connected. Parents have made thoughtful efforts to manage routines at home and provide reassurance to their children during this period of change, helping them feel secure and cared for. At Venkateshwar International School, Sector 10, we view challenges as opportunities to reaffirm our commitment to holistic education. By working together with empathy, flexibility and shared responsibility, we continue to place our students’ health, safety and learning at the heart of every decision we make.
Dr. Manisha Sharma, Principal,
Venkateshwar International School, Sector-10
Ms. Dipika Sharma, Principal, Maxfort School
School Online ‘Screen learning cannot replace the classroom energy, but health comes first when the air is dangerous.’ The implementation of GRAP-4 due to severe air pollution has forced schools in Delhi to suspend physical classes for students from Nursery to Class V, shifting lessons to online mode. Health concerns remain the main reason for school closures, as exposure to hazardous air can lead to respiratory issues and long-term health risks. This move, aimed at protecting children’s health however, has disrupted daily routines for students, parents and teachers. For young learners, online classes limit social interaction, physical activity and hands-on learning, making it harder to stay engaged. Many children struggle to focus on screens for longer periods, missing the energy and motivation that classrooms provide. Teachers are working creatively to maintain the interest of the students, yet replicating the classroom experience virtually remains a challenge. Parents face the dual responsibility of supervising classes while managing work from home. Balancing devices, internet connectivity and children’s attention has become a daily struggle. The concerns over excessive screen time and mental fatigue are rising. Families without sufficient digital access face added difficulties, highlighting educational inequalities. Teachers, too, have had to adapt quickly, redesigning lesson plans and handling technical issues, all while ensuring students continue learning. Despite these challenges, educators are committed to support children’s progress by providing engaging learning. Screens may teach, but only a healthy environment can let children play, learn and grow freely.
Ms. Sudha Sadangi, Principal, ShreeRam World School, Sector 10
The implementation of GRAP-IV (Severe Air Pollution) in Delhi has once again led to the suspension of physical classes and a shift to online learning for students up to Class V. While this measure is essential to protect children from serious health risks, its recurring nature has raised concerns among parents, teachers and school administrators. Over the past few years, severe air pollution during the winter months has become a regular annual occurrence, leading to repeated disruptions in the academic calendar. Although online classes help maintain continuity, they are not always effective for younger learners who benefit most from face-to-face interaction, structured routines and activity-based learning. To address this ongoing challenge, planned academic adjustments must be considered. One practical solution could be the advance suspension of physical classes during December, when pollution levels are consistently severe, with academic compensation through extra classes in the month of May. This would allow schools to recover lost instructional time without compromising student health. Such a structured approach would help schools plan their calendars more effectively, reduce uncertainty for parents and ensure that learning outcomes are not adversely affected. It would also minimize the repeated stress of sudden transitions between offline and online modes. In the long run, while strong environmental measures are crucial to tackle air pollution, adopting predictable and well-planned academic alternatives can ensure that children’s education continues smoothly, even during environmental emergencies.
Ms. Jaishree Nawani, Principal
N K Bagrodia Global School
With the Air Quality Index spiraling into the ‘Severe’ category, GRAP IV measures have been enforced. Subsequently, to protect the health of children - the most vulnerable victims of this toxic smog - physical classes have been suspended; resulting in a sudden shift to online/hybrid learning while staying indoors offers temporary respite from the hazardous air, shifting to virtual teaching cannot be taken as a permanent solution. Extended isolation and increased screen time pose risks to the social and mental development of students. Compared to offline schooling, online platforms lack the dynamic peer to peer interaction that fosters social intelligence. Furthermore, vital co-curricular exposure - from physical education to laboratory experiments is completely stifled. Students also lose the essence of discipline, teamork, collaboration and communication skills that enhance the holistic growth of the child. As the city chokes, the consensus is clear: we cannot take the future for granted. A more logical and adaptable solution must be prioritized to ensure education survives this recurring climate crisis.
Dr. Jaspreet Kaur
Principal, Bal Bhavan International School
The implementation of GRAP-4 due to severe air pollution called for swift yet sensitive action, especially where young learners were concerned. At JM International School, the situation was approached with clarity, empathy and preparedness. As the Principal, my foremost concern was the health and safety of our students, particularly those in the primary section, who are more vulnerable to environmental hazards.
The immediate transition to online classes up to Class V was carried out seamlessly, owing to our teachers’ digital readiness and structured contingency planning. Lesson plans were thoughtfully adapted to suit shorter attention spans; ensuring learning remained engaging without causing screen fatigue. Equally important was addressing the emotional well-being of students. Interactive sessions, light activities and open conversations helped children feel connected despite the physical distance. Going forward, such situations underline the need for long-term preparedness. Strengthening hybrid learning models, conducting regular health awareness sessions and advocating environmental responsibility among students are essential steps. At JM, we view this experience not as a disruption, but as an opportunity to reinforce resilience, adaptability and a health-first educational philosophy.
Dr. Amita Saxena, Principal, JM International School
The implementation of GRAP-4 and the consequent suspension of physical classes up to Class V has sparked deep concern across the school community. While the intent of the decision is rooted in safeguarding children’s health, its impact on young learners, parents and schools merits a more nuanced reflection. Schooling, especially in the early and foundational years, is far more than the completion of a textbook-driven curriculum. Schools are living communities where children learn social skills, emotional regulation, collaboration, empathy and resilience -competencies that cannot be replicated through screens. Morning assemblies, peer conversations, guided play, shared meals and supervised outdoor movement are integral to a child’s development and sense of belonging. A significant sentiment emerging from parents is that schools are perceived as safer, more regulated spaces for children than many home or neighbourhood environments. Schools follow structured health protocols, controlled exposure, supervised movement and immediate access to trained adults. For many working parents, the closure of schools raises concerns not only about learning loss but also about children’s safety, emotional well-being and excessive unsupervised screen time at home. The shift to online classes, though implemented with sincerity and professionalism by teachers, presents limitations - particularly for younger children. Learning becomes transactional, interactions are restricted and the rich social context of schooling is diluted. Parents have expressed their discomfort with prolonged online engagement, acknowledging that digital platforms are at best a temporary academic bridge, not a replacement for the school ecosystem. There is also visible discontent with the blanket nature of the decision, which does not sufficiently account for schools that are well-ventilated, compliant with safety norms and capable of making informed, context-specific arrangements. Parents and educators alike feel that schools should be trusted partners in decision-making rather than passive recipients of directives. While environmental concerns are real and pressing, responses to such crises must be balanced, child-centric and consultative. Protecting children’s health must go hand in hand with protecting their right to safe, meaningful and socially rich schooling. As schools, we remain committed to our responsibility - ensuring continuity of learning while advocating for decisions that truly serve the best interests of children and families.
Ms. Anubha Srivastava
Delhi International School Edge, Dwarka
The enforcement of GRAP Stage-4 due to severe air pollution in Delhi has compelled schools to suspend physical classes for students up to Class V and shift entirely to online mode. While this measure is essential to safeguard young children from hazardous AQI levels exceeding 400, which can cause respiratory issues, eye irritation and long-term health risks, it brings significant challenges. For students in foundational years, the lack of in-person interaction hampers social development, hands-on learning and physical activity. Many young learners struggle with screen fatigue and reduced attention spans during prolonged online sessions. Parents, especially working ones, face added stress in supervising classes and managing devices at home. Teachers find it difficult to engage tiny tots virtually and assess their progress effectively. Though online classes ensure continuity of education, the digital divide remains a concern, with some families lacking stable internet or devices. We need to take collective decisions as a society to address health concerns, improve lifestyle and balance health safety with quality education.
Ms. Heemal Handoo Bhat, Principal
Hansraj Model School, Punjabi Bagh
As GRAP-IV restrictions come into force due to severe air pollution, schools are once again compelled to move young learners indoors. The shift to online classes up to Class V, though essential for protecting children’s health, brings with it layered challenges for students, parents and teachers alike.
For young children, school is not confined to textbooks. It is a space for movement, conversation, play and emotional growth. Staying indoors for extended periods limits these experiences and affects both physical energy and social development. Parents shoulder added responsibilities-managing work, supervising screen time, and maintaining emotional balance at home.
Teachers adapt with remarkable agility, reshaping lessons to remain engaging and meaningful despite the absence of classroom presence. Learning continues, but with conscious effort and sensitivity. Health remains the primary concern. While reduced exposure to polluted air is necessary, increased screen time and reduced physical activity raise new questions. Online learning, in such times, serves as a protective pause - not a replacement - for in-person schooling.
As these disruptions recur, they remind us that education today is as much about well-being as it is about academics. Until children can safely return to classrooms, empathy, cooperation and balance must guide our collective response - because safeguarding childhood is as important as sustaining learning.
Ms. Mridhu Marwah
Head of School, Gurugram Global Heights
The enforcement of GRAP-4 in Delhi has once again brought classrooms into our homes. While closing physical classes for young children is essential to protect their health, it also changes the way they learn and grow. Online classes work as a temporary arrangement, but for the students of primary classes, learning through screens is not always easy. Many children miss the warmth of the classroom, peer interaction and hands-on activities. Parents step into multiple roles, managing work while guiding their children through lessons. Teachers, too, are constantly adapting - planning shorter sessions, interactive tasks, and ensuring children feel supported rather than pressured. This phase highlights an important truth: children need clean air as much as they need books and teachers. Until our environment improves, flexibility, understanding, and cooperation between schools and families remain the key to keeping learning alive and meaningful.
Ms. Deepali Sardana (PRT), ITL Public School
Air pollution is a serious problem affecting many major cities in our country. Despite it being winter, now it's a year-round issue. The most affected are children and the elderly, who need to be extra cautious. The government needs to not only impose restrictions but also raise awareness and encourage responsible behavior. Interestingly, cities with lower populations have less of this problem, indicating a direct link between population and pollution. We need to work towards making our cities cleaner and greener. We can all contribute by: *Using public transport *Saving energy *Not littering - Planting trees Let's work together to overcome this problem and create a clean, healthy environment.
Our City, Our Future: *Let's do our part to reduce air pollution *Let's commit to making our city clean and green Together, let's create a clean, healthy environment!
Om Anujay Kumar
St. Michael's Sr. Sec. Public School
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