Honest and legit review and feedback. Review on Indus International School, Bangalore

I have been a student at this school for over ten years, and I would like to share some feedback. Many teachers, nearly half of the staff, have already left, and one of the main reasons seems to be that they are not compensated adequately for their work. This affects the overall quality of academics and student learning. The administration has also introduced rules that feel restrictive rather than supportive, which does not improve the situation. In addition, the introduction of the new STEAM/Life Entrepreneurship subject has not been well received by students. Many of us find it unengaging, repetitive, and not aligned with our interests. Although the school promotes it as interactive and innovative, in practice it feels dull and ineffective. The relationship between teachers and students has also been strained, with several teachers appearing disengaged or dissatisfied, and many leaving due to being underpaid. These issues together are affecting both the learning environment and student morale.

I would also like to highlight several additional concerns. The administration often enforces rules that feel unnecessary and bothersome to students. The planning and organization of school events are poorly managed, with frequent postponements despite the school insisting on punctuality and accuracy from students. This comes across as contradictory and even hypocritical.

Another issue is the underfunding of the Performing Arts department. Compared to the significant emphasis placed on sports, performing arts receives minimal support, which restricts its growth and potential.

Boarding is another area of concern. Although the school advertises itself as the largest boarding school in India, seats remain open until as late as December in order to maintain that title. Despite also claiming to be the "best school in India" for the past thirteen years, the boarding experience is among the weakest aspects of the school. In fact, when compared to institutions such as TISB and the Canadian International School, the overall quality here feels mediocre at best.

Additionally, the school does not adequately value student voices. When students attempt to share concerns or initiate changes, the administration often shuts these efforts down by threatening consequences such as grade reductions, suspensions, or even expulsions. This approach discourages honest dialogue and creates fear rather than cooperation.

There are also inconsistencies in school policies. For example, the display policy is regularly cited, yet it has not been uploaded to the school platform for over three years. Despite this, students are expected to follow it without ever being given access to its actual contents. Such practices demonstrate a lack of transparency and consideration for the student perspective.

Furthermore, the administration enforces overly strict rules about trivial matters while neglecting to support students who are genuinely struggling. Teachers are trying their best, but they receive little assistance from the school in addressing the challenges both they and the students face. The introduction of new subjects, such as Knowledge, also seems poorly managed, with insufficient time and resources allocated to ensure its usefulness.

Overall, these issues highlight that the school often fails to listen to its students, does not provide adequate support, and prioritizes policies and appearances over the genuine needs of its community.