India’s education system has long been hailed as one of the largest in the world, catering to over a million schools and millions of students across diverse geographic and socio-economic contexts. Yet, beneath this scale lies a growing structural concern: a rising number of government schools with minimal or no student enrolment, coupled with an increasing number of teachers posted in these schools. Recent data shared with the Parliament on Monday highlights the extent of this challenge, indicating both the complexity of the issue and the implications it holds for resource allocation, educational planning, and the overall quality of schooling in the country.

According to the data from the Unified District Information System for Education (UDISE) plus, the number of government schools in India with fewer than ten students, or in some cases, zero enrolment, has increased significantly over the past two years. In the 2022–23 academic year, there were 52,309 such low-enrolment schools across the country. By 2024–25, this figure had risen sharply to 65,054, representing a 24 percent increase within a span of just two years. The implications of this increase are multifaceted. On the one hand, low enrolment in schools points to challenges in access, demographic shifts, and perhaps even migration patterns that have left some schools with minimal student populations. On the other hand, this rise has not been accompanied by a corresponding rationalisation of teaching staff.

In fact, the number of teachers posted in these low-enrolment schools has also grown. From 1.26 lakh teachers in 2022–23, the number has increased to 1.44 lakh in 2024–25, marking a 14.3 percent rise. This presents a paradox: while student numbers in certain schools are declining, the teacher workforce in those schools continues to expand. This trend raises questions about resource efficiency, deployment strategies, and the ability of the system to adapt dynamically to changing enrollment patterns.

A closer look at state-wise data reveals that certain regions are particularly affected. The states with the highest number of low-enrolment schools in 2024–25 are West Bengal, Uttar Pradesh, and Maharashtra. West Bengal leads with 6,703 schools facing this challenge, followed closely by Uttar Pradesh with 6,561 schools and Maharashtra with 6,552. These same states also have the largest number of teachers posted in such schools, with West Bengal deploying 27,348 teachers, Uttar Pradesh 22,166, and Maharashtra 11,056. The concentration of low-enrolment schools and high teacher numbers in these populous states suggests that systemic factors, such as uneven population distribution, rural-urban migration, or socio-economic disparities, may be contributing to the issue.

Union Education Minister Dharmendra Pradhan, responding to queries from Congress MPs Amrinder Singh Raja Warring and Karti P. Chidambaram on the matter of zero student enrolment in government schools, emphasised that most schools in India are managed by the respective state governments and Union Territories (UTs), as education falls under the concurrent list of the Constitution. This means that the recruitment, deployment, and remuneration of teachers are largely the responsibility of state and UT administrations. The central government, through the Centrally Sponsored Scheme (CSS) of Samagra Shiksha, provides financial assistance to states and UTs to maintain appropriate pupil-teacher ratios (PTR) at various levels of schooling. The PTR norms, as prescribed under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, specify that the ratio should be 30:1 at the primary level and 35:1 at the upper primary level. These norms are intended to ensure that children receive adequate attention from teachers and that the quality of education is not compromised.

While the central government provides financial support and guidance, the data indicates a growing disjunction between teacher deployment and actual student presence. The rise in the number of low-enrolment schools alongside increasing teacher numbers suggests a lack of systematic rationalisation or redeployment. Such a mismatch not only strains public finances but also affects the efficiency of the education system, potentially diverting resources away from areas with higher demand or more critical educational needs.

In addition to the issue of low enrolment, the data also reveals a modest but notable decline in the overall number of government schools in India. Between 2022–23 and 2024–25, the total number of government schools fell by 4,688, from over 1.016 million to 1.013 million. While this may appear as a minor reduction in the context of over a million schools nationwide, it reflects underlying demographic and administrative trends that merit closer examination. Certain states have seen sharper declines in the number of schools, which may be indicative of school closures, mergers, or restructuring efforts.

Himachal Pradesh recorded the most significant reduction in schools during this period, with the total number falling from 15,447 in 2022–23 to 14,725 in 2024–25, a decline of 722 schools. Karnataka followed closely with a reduction from 49,520 to 48,844 schools, representing a drop of 676 schools. Odisha reported the third-largest reduction, decreasing from 48,767 schools to 48,625, a decline of 142 schools. These declines suggest targeted consolidation efforts, possibly aimed at addressing issues of underutilisation or enhancing resource efficiency. However, without accompanying rationalisation of teacher deployment or strategic planning to optimise access, such measures may not achieve the intended outcomes.

Experts note that the phenomenon of low-enrolment schools is influenced by multiple factors. Rural depopulation and migration to urban centres reduce the number of children in certain villages, leaving local schools with very few students. Economic pressures may also push families to seek schooling options closer to employment hubs or private institutions perceived to offer better quality education. Additionally, social factors such as caste, gender norms, and community attitudes towards education can influence enrolment, particularly in remote or marginalised areas.

The government’s data underscores the need for a more nuanced approach to educational planning. While increasing access to education remains a priority, ensuring that resources are deployed efficiently and that teachers are optimally utilised is equally important. States and UTs may need to consider strategies such as rationalising low-enrolment schools, merging them where feasible, and redeploying teachers to areas with higher student populations or unmet educational needs. Such approaches should be guided by careful data analysis, stakeholder consultation, and sensitivity to local socio-economic conditions.

Moreover, low-enrolment schools can have implications for the quality of education. Small class sizes, while beneficial in some contexts, can lead to underutilisation of teacher expertise, limited peer interaction, and challenges in delivering a broad curriculum. If teachers are not provided with meaningful professional engagement or opportunities for collaboration, student learning outcomes may be affected. In this context, policy interventions may include multi-grade teaching strategies, deployment of technology-enabled learning solutions, and community-based approaches to increase student enrolment and engagement.

Union Education Minister Pradhan’s remarks reinforce the central government’s role in supporting states through funding and policy guidance while respecting the administrative autonomy of state governments. Samagra Shiksha remains a key instrument for maintaining pupil-teacher ratios, providing infrastructure support, and facilitating teacher training. However, the data points to the need for closer coordination between central policy frameworks and state-level implementation, particularly in addressing disparities between teacher deployment and student enrolment.

In conclusion, the rise in low-enrolment government schools in India—from 52,309 in 2022–23 to 65,054 in 2024–25—alongside a growing number of teachers and a modest decline in overall school numbers, highlights a pressing challenge in the country’s education system. While ensuring access to schooling remains critical, the data indicates a need for rationalisation of resources, strategic deployment of teachers, and targeted interventions to increase student enrolment. Addressing these issues will require coordinated efforts between central and state governments, informed by detailed data analysis, and guided by the twin objectives of equity and efficiency. Only through such measures can India ensure that its vast educational infrastructure continues to serve the learning needs of all children effectively, sustainably, and equitably.