Delhi woke up to another grey, smog-choked morning on Monday, with the city’s air quality index (AQI) averaging a dangerous 359. Thick haze, toxic to health, dominated the skyline, forcing authorities to implement the Graded Response Action Plan (GRAP-III) measures, which include hybrid schooling for classes up to Grade 5. While the decision was meant to safeguard children’s health, it has instead highlighted a deeper struggle faced by students, teachers, and parents: balancing online and offline education with limited digital access, poor connectivity, and logistical challenges.

For many families, the shift to hybrid classes has reopened familiar problems from the Covid-19 pandemic. Pinki Soni, a resident of Mayur Vihar, described her dilemma: with only one smartphone at home, she planned to send her Class 5 daughter to school while keeping her Class 2 son connected online. However, the online class link never arrived. “A day passed after the notification, and the link for online classes wasn’t shared on the group. When I asked the teacher, he said classes will start once they get instructions from higher-ups and shared a few simple assignments for students,” she said. Frustrated, the next morning she sent both children to school despite the smog, a decision she said many parents faced.

The struggle isn’t limited to households with limited devices. Teachers themselves are struggling to manage dual-mode classrooms. Jyoti Arora, principal of Mount Abu Public School in Rohini, said, “The teachers have to focus on the majority of students in the class as well as pay attention to those studying from home. They are overburdened and are confused whether to focus on the class or the camera.” She estimated that nearly 90% of students continue to attend in person, highlighting the challenges of implementing hybrid learning without adequate digital infrastructure. Arora also noted that installing air purifiers has become unavoidable in classrooms to protect students from the persistent haze.

Government schools, too, report that while physical attendance remains high, children with respiratory issues stay home, and online sessions are limited by digital capacity. Many educators point out that lack of Wi-Fi is a significant barrier. An MCD school teacher from Mandoli shared, “We don’t have a WiFi-enabled campus, and the dongle we have is sometimes recharged and sometimes not, so teachers rely on their mobile data.”

Families across the city face similar hardships. Manisha, a parent in Anand Vihar, only learned about hybrid classes through news reports and had not received any communication from her daughter’s school. Despite the hazardous AQI of 383, she sent her Class 2 child to school on November 13 and 14 as usual. Private school parents face their own set of problems. Seema Shukla, whose daughter studies in Class 5 at Bal Bharti School in Dwarka, sent her child to school wearing an N95 mask, trying to balance health precautions with educational needs.

The logistical challenges go beyond device scarcity. Many parents have multiple children but only one device, making it impossible to attend multiple online sessions simultaneously. The lack of structured online timetables and unclear communication from schools adds to the confusion. In many government schools, teachers report that they lack laptops or tablets, which are essential for managing hybrid lessons effectively.

The Delhi government, aware of these challenges, says it is attempting to provide support. Education Minister Ashish Sood stated that schools have been instructed to prepare proper timetables for online classes and to maximize the use of available digital infrastructure. “Internet access and essential digital support is being facilitated at the school level,” he said. The hybrid mode, mandated under GRAP-III, requires that primary classes operate both in physical classrooms and online wherever possible.

However, the real-world implementation has been uneven. In many areas, families and schools alike are struggling with intermittent connectivity, lack of devices, and low digital literacy. For teachers, balancing in-person students with those online is mentally and physically taxing. This dual-mode system is demanding, especially when the majority of children still attend school physically, leaving only a small fraction online.

The health risks remain significant. AQI readings across Delhi on Monday highlighted the hazardous conditions. Bawana recorded the worst air quality at 427, followed by Chandni Chowk at 383, ITO at 394, RK Puram at 366, Punjabi Bagh at 384, Patparganj at 369, Pusa at 365, Dwarka Sector-8 at 356, and Anand Vihar at 383. Even traditionally lower-AQI areas such as NSIT Dwarka registered 225, still in the “poor” range. Temperatures hovered around 9°C, the coldest November morning in Delhi since 2022, adding to the discomfort for children and teachers commuting to schools.

In Mayur Vihar, families like Pinki Soni’s face difficult choices daily: expose children to pollution, keep them at home with limited digital tools, or navigate the uncertainties of hybrid learning. Many households must share one smartphone among multiple children, while some teachers rely on mobile data instead of proper Wi-Fi. The lack of digital readiness has become a significant barrier to effective learning, reflecting the inequalities in education infrastructure in India’s capital.

Despite these challenges, the government is trying to ensure that hybrid classes continue without compromising students’ health. The dual-mode system is seen as a temporary solution until the air quality improves. However, for parents, teachers, and students, the practical challenges are immediate and tangible: managing multiple children with limited devices, ensuring attention for students at home, maintaining classroom engagement, and protecting health in heavily polluted environments.

The hybrid schooling model, while necessary from a public health perspective, has reopened questions about India’s preparedness for digital education in emergencies. While the Covid-19 pandemic highlighted gaps in technology access and teacher readiness, the current smog-induced shift is exposing similar challenges. Teachers report overburden, students experience inconsistent learning, and parents face anxiety over whether their children are receiving adequate education.

In conclusion, Delhi’s current hybrid schooling arrangement, mandated due to hazardous AQI levels, highlights the city’s persistent digital divide and logistical challenges. While authorities attempt to balance health safety and continuity of education, families and schools are navigating uncertainty, inadequate infrastructure, and overburdened staff. Until systemic solutions such as better digital infrastructure, Wi-Fi-enabled campuses, and clear communication are implemented, hybrid learning in high-AQI conditions will remain a struggle for all stakeholders.