The Case for a National Gifted Education Strategy in India

By lodha

As India sets its sights on becoming a global innovation leader, it must confront an uncomfortable truth: some of its brightest young minds are being left behind. Despite an abundance of intellectual potential, there is no comprehensive national strategy to identify and support gifted children. Without structured intervention, these learners risk remaining invisible—an oversight with far-reaching consequences.

While several countries have already formalised gifted education through government policy, India continues to lack a unified framework. The result is a fragmented and inconsistent approach, where the development of high-ability learners is left largely to chance.

THow the World Supports Gifted Learners

In countries like the United States, Israel, Singapore, and South Korea, gifted education is seen not as an elite offering, but as a national priority. These systems provide early screening, scholarships for students, differentiated instruction, specialist teacher training, and dedicated funding. Talent is viewed as a resource—one that must be identified and cultivated early to ensure long-term national progress.

India, in contrast, has yet to implement a nationwide structure for gifted learners. Initiatives that do exist are isolated, and access is often limited to urban, English-speaking, or economically advantaged students. The absence of a policy leaves schools without guidance, and educators without tools to support high-potential children.

TWhat We Risk Losing

Gifted children are not simply ahead of their peers—they process information differently. They question assumptions, make abstract connections, and often demonstrate deep insight from an early age. Without adequate support, however, their potential can go unrealised.

Unstimulated, many gifted learners become disinterested in school. Misunderstood, they may be labelled defiant or unfocused. Lacking encouragement, they may never discover the full extent of their capabilities. For children from underserved communities, the risk is even greater: their ability may never be recognised at all.

This is not just an individual loss. It represents a collective failure to nurture the future scientists, designers, leaders, and thinkers who could shape India’s trajectory.

TTowards a More Equitable Model

A national strategy would ensure that gifted children are recognised early, no matter where they live or what language they speak. It would help level the playing field—ensuring that talent is not a privilege, but a right.

Equity in education isn’t only about supporting struggling learners; it’s also about ensuring that high-potential students have access to appropriate challenges and a mentorship program. Without targeted policies, gifted education remains a luxury afforded only by those who know where to look and how to access it.

India needs a structured framework—one that includes early identification, curriculum adaptation, teacher preparedness, and ongoing emotional support.

The Lodha Genius Programme: A Scalable Model

In the absence of a centralised policy, the Lodha Genius Programme (LGP) stands as a forward-looking initiative demonstrating what gifted education in India can become.

LGP is built on a foundation of global research and Indian relevance. The identification process includes aptitude and IQ testing, expert evaluations, and educator insights—ensuring that children with diverse learning styles and abilities are not overlooked.

Once selected, students follow individualised learning pathways, tailored to their strengths and interests. These pathways are shaped by international benchmarks, including PROMYS, MIT PRIMES, and the Oxford STEM Outreach Programme. Emphasis is placed not only on academic acceleration, but on critical thinking, creativity, and real-world problem-solving.

LGP also prioritises the emotional and social well-being of gifted learners. Through mentoring, counselling, and peer interaction, it creates a safe and stimulating environment for students to explore their identities and ideas.

Crucially, the programme is designed for scale. Its approach can be replicated in schools across socio-economic settings through public-private collaboration. It is a working example of how excellence and inclusivity can coexist.

TWhat Policy Must Now Enable

If India is to truly harness its human capital, gifted education must be formalised at the policy level. A robust national strategy should include:

• Standardised identification mechanisms from the primary level onwards
• Specialised training for educators to recognise and support giftedness
• Curriculum flexibility to allow for depth, not just breadth
• Mental health support tailored to the social-emotional needs of high-ability learners
• Partnerships with private organisations to expand reach and capacity

The Lodha Genius Programme offers a practical, tested model. The next step is to integrate such efforts into the national education framework—ensuring that innovation, brilliance, and creativity are not the exception, but the norm.

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TIndia’s Moment of Decision

India’s demographic advantage will only translate into meaningful impact if it recognises and invests in its most exceptional minds. A national gifted education strategy is not a luxury—it is a necessity for long-term, inclusive growth.

The time has come to ensure that gifted children are no longer left to find their way alone. With thoughtful policy and visionary partnerships, we can transform how India discovers and develops its next generation of leaders.