Beyond Grades: The Role of Holistic Knowledge Systems in Promoting Wellbeing in Indian Schools – A Systematic Review (2020–2026)

Abstract

DOI:https://doi.org/10.82471/8pnce-k9q77

The National Education Policy (NEP) 2020 marked a paradigm shift from examination-centric schooling toward holistic development by integrating Indian Knowledge Systems (IKS), yoga, mindfulness, value education, and experiential pedagogies. This systematic review synthesizes empirical and policy literature published between 2020 and 2026 to examine the contribution of these holistic knowledge systems to student well-being in Indian schools. A structured search was conducted across Scopus, Web of Science, PubMed, Google Scholar, and official Ministry of Education and AYUSH repositories using combinations of terms related to IKS, yoga, mindfulness, NEP 2020, well-being, and Indian schools. Inclusion criteria focused on empirical studies, intervention trials, and policy analyses at the school level. Approximately 60 sources were screened, with 28 core documents forming the primary evidence base. Data extraction emphasized intervention characteristics, well-being indicators (stress, anxiety, emotional regulation, resilience), and implementation challenges. Findings reveal consistent evidence that school-based yoga and mindfulness programmes significantly reduce stress, anxiety, and emotional dysregulation while enhancing self-regulation, resilience, classroom engagement, and subjective well-being. Broader IKS-aligned practices further foster cultural rootedness, socio-emotional learning, and a sense of purpose. Outcomes remain robust across short- to medium-term interventions, with neutral or positive associations with academic engagement.

The review underscores the cultural congruence and low-cost potential of holistic knowledge systems in addressing India’s adolescent mental-health crisis. However, scalability is constrained by limited teacher preparation, persistent high-stakes assessment cultures, and uneven implementation. These findings highlight the urgent need for systematic teacher capacity-building, curriculum integration, and multi-dimensional assessment reforms to realize NEP 2020’s vision of education that nurtures the whole child beyond grades.

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