The Central Board of Secondary Education (CBSE) is set to bring a major shift in how Class 10 board examinations are conducted, beginning with the 2026 academic cycle. This reform, aligned with the National Education Policy (NEP) 2020, introduces a biannual exam structure aimed at reducing academic pressure on students and providing them with more than one opportunity to perform their best. While this move marks one of the most significant changes in India’s school assessment system in recent years, it also comes with a clear emphasis on seriousness, academic integrity, and logistical feasibility.

CBSE chairperson Rahul Singh recently shared key details regarding this new two-board exam structure during an official webinar. One of the major revelations was the board’s expectation that not more than 40 percent of the total Class 10 students will opt to appear for the second round of board examinations in May. With an estimated 2.6 million students scheduled to sit for the exams in February 2026, this projection suggests that the second attempt will likely be a limited-scale exercise designed primarily for those who seek improvement in a few selected subjects.

Beginning in mid-February 2026, the first cycle of exams will serve as the primary and mandatory board examination for all Class 10 students. The second cycle, to be conducted in May, is optional and specifically meant for performance enhancement. However, the board has laid down certain eligibility rules to ensure that the second exam does not become a casual fallback option for students. According to Singh, CBSE will not permit students to divide their subject attempts between the two cycles. In essence, all subjects must be taken in the first exam cycle itself, and only those who genuinely wish to improve their scores in up to three subjects will be allowed to appear again.

The subjects available for improvement include core areas such as science, mathematics, social science, and languages. This provision underscores the board’s focus on supporting academic enhancement without encouraging exam-based procrastination. At the same time, the board is conscious that loosening the structure too much could dilute the importance and gravitas that board evaluations traditionally hold in India.

Another crucial condition established by CBSE is related to attendance in the first examination cycle. Singh clarified that any student who remains absent in three or more subjects during the February–March exam will lose the eligibility to appear in the optional second exam. This is aimed at preventing misuse of the two-cycle system, particularly any strategic decision to skip the first set of tests merely to rely on the second attempt. By enforcing such participation rules, CBSE seeks to maintain the seriousness associated with board exams, despite offering students a second chance.

Singh also offered insights into the scale of evaluation that CBSE expects with this new model. Historically, Class 10 answer booklet evaluation has been an enormous undertaking, involving the checking of over 15 million answer scripts in a single cycle. The chairperson highlighted that the optional nature of the second exam will drastically bring down the correction load — an estimate of 2 to 3 million answer scripts compared to the usual figures. This reduction should enable faster evaluation, timely result declaration, and allow schools to smoothly transition into the admission and promotion processes for the next academic session.

Currently, the proposed timeline indicates that the second exam results are expected to be fully processed and released by June 30. This deadline is crucial, as schools must complete their academic cycle and begin preparations for the next year without delay. CBSE had earlier suggested that the optional second exam might take place between May 15 and June 1, with a possible result announcement by July 15. However, with the finalized schedule for the primary board exams — February 17 to March 10 for Class 10, and February 17 to April 9 for Class 12 — the board has reportedly adjusted its internal deadlines to ensure greater efficiency and compatibility with the standard academic calendar.

The shift to biannual board exams is in strict continuity with what the National Education Policy 2020 called for — reducing the high-stakes format of evaluation that often induces stress and mental pressure among young learners. The policy envisions assessment as a tool for learning and improvement, instead of a one-time high-pressure hurdle.

By giving students an option to attempt their exams twice within a single academic cycle, CBSE aims to offer flexibility and psychological relief. It also opens the possibility for students to approach the exams without the fear of finality that typically surrounds board results. If students feel they underperformed in the mandatory exam or believe they can achieve better marks with additional preparation, the second cycle becomes an accessible opportunity for improvement.

However, CBSE’s strategic restrictions ensure that the move remains constructive rather than exploited. The no-splitting rule means students must take the first exam seriously rather than treat it as a practice run. Minimum attendance requirements in the first cycle serve as a necessary safeguard to preserve discipline and commitment. Furthermore, limiting the number of subjects eligible for a second attempt reinforces that this is meant to be a targeted improvement opportunity, rather than a full reset.

The board’s logistical planning also reflects operational maturity. With millions of answer scripts requiring evaluation every year, any additional exam cycle could easily overburden the system if not meticulously designed. By anticipating significantly fewer participants and adjusting evaluation calendars accordingly, CBSE has demonstrated a cautious yet progressive approach to rolling out the biannual exam system.

Overall, the new Class 10 biannual board exam system represents a balanced approach to reform. It acknowledges the mental health needs of students and aligns with modern educational philosophies, while simultaneously retaining the accountability and seriousness that board exams have long embodied in India’s academic structure. The coming years will reveal how students, parents, and schools adapt to this shift, and whether the flexibility offered leads to tangible improvement in learning outcomes.

As the education landscape continues to evolve under the vision of NEP 2020, CBSE’s operational frameworks will play a critical role in shaping the future of assessments in the country. With the 2026 cycle set as the starting point, the new two-cycle board examination system stands as a landmark transformation, creating a more learner-centric environment while still upholding the integrity and discipline that define national education standards.