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Transforming School Environments for Holistic Child Development: A Review of the Child Friendly Schools Model

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  • Ayushi Sharma

    (UGC-Senior Research Fellow, Assistant Professor, Home Science Department, Dayalbagh Educational Institute Deemed to be University, Agra)

  • Mohsin Ahmed Jasim

    (UGC-Senior Research Fellow, Assistant Professor, Home Science Department, Dayalbagh Educational Institute Deemed to be University, Agra)

Abstract

This review paper explores the significance and implementation of the Child Friendly School (CFS) Model as a transformative approach in the Indian education system. The model, rooted in the principles of equity, inclusivity, and child-centered pedagogy, aims to create learning environments that promote holistic development—including physical, cognitive, emotional, and social well-being. Drawing upon national and international frameworks, the paper examines the present status of CFS in India, highlights challenges in implementation, and evaluates its impact on academic performance, student engagement, and overall school climate. The review also identifies policy gaps and provides recommendations to strengthen the CFS approach for long-term sustainability. Ultimately, the study emphasizes the need for collaborative efforts from educators, policymakers, and communities to make Indian schools more responsive to the diverse needs of every child.

Suggested Citation

  • Ayushi Sharma & Mohsin Ahmed Jasim, 2025. "Transforming School Environments for Holistic Child Development: A Review of the Child Friendly Schools Model," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(5), pages 583-588, May.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:5:p:583-588
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    References listed on IDEAS

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    1. Bremner, Nicholas & Sakata, Nozomi & Cameron, Leanne, 2022. "The outcomes of learner-centred pedagogy: A systematic review," International Journal of Educational Development, Elsevier, vol. 94(C).
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