CBSE’s Mandatory Three-Language Rule for Class 9 Faces Supreme Court Challenge
The decision by the Central Board of Secondary Education (CBSE) to make three languages compulsory for Class 9 students—including at least two Indian languages—has now reached the Supreme Court. A former minister from Maharashtra has filed a petition challenging the move, calling it hasty and burdensome for students across the country.
Dr. Fauzia Khan, a former Maharashtra minister and educationist affiliated with the NCP-SCP party, approached the apex court seeking intervention in the matter. She has requested an immediate stay on the implementation of the policy and its eventual quashing. The CBSE circular, issued on May 15, mandates that from July 1, 2026, all Class 9 students must study three languages, with at least two of them being of Indian origin.
In her plea, Dr. Khan argued that the board’s own circular acknowledges the shortage of teachers, yet still makes compliance compulsory. She pointed out that this creates a situation where the policy effectively forces Hindi on students in southern states and Sanskrit on those in northern states, without any clear educational justification. According to her, this amounts to imposing languages on non-Hindi-speaking regions, which goes against the spirit of the National Education Policy (NEP) 2020.
Allegations of Language Imposition on Non-Hindi States
The petition further alleges that compelling students in non-Hindi-speaking states to take up Hindi or Sanskrit as a mandatory subject violates the principles laid out in NEP 2020. Dr. Khan emphasized that such a move disregards the linguistic diversity of the country and places an unfair academic load on students who are already coping with a dense curriculum.
Earlier, on May 27, the Supreme Court had already issued notices to the central government and CBSE, seeking their responses on the matter. The court’s involvement signals the seriousness of the issue, which has drawn criticism not only from political figures but also from education experts and several state governments.
CBSE’s Justification for the New Policy
Defending its decision, CBSE has stated that the move is aligned with the objectives of NEP 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023. The board maintains that the three-language formula is designed to enhance the overall quality of education and promote multilingual proficiency among students at the secondary level.
According to the circular, schools will supplement the prescribed textbooks with locally or state-relevant literary content, including short stories, poems, and non-fiction works. This, the board says, will help students achieve the competencies expected at the secondary stage while also connecting them with regional literary traditions.
Guidelines Expected by Mid-June
CBSE has announced that detailed guidelines for implementing the new language policy will be released by June 15. These guidelines will clarify how additional study materials will be selected and integrated into the classroom experience. The board has also addressed the transition period, stating that students can use the 2026-27 edition of Class 6 textbooks for any newly introduced language until updated versions for higher classes become available.
Conditions for Studying a Foreign Language
The circular also lays down specific conditions for students interested in learning a foreign language. Under the new rules, a student must first study two Indian languages before opting for a foreign language as their third or fourth subject. This ensures that the core requirement of studying at least two Indian languages remains intact, even for those pursuing additional linguistic skills.
The board has made it clear that from July 1, 2026, the study of three languages—referred to as R1, R2, and R3—will be mandatory for all Class 9 students. At least two of these must be Indian languages, reinforcing the emphasis on native linguistic heritage.
Growing Opposition and Legal Scrutiny
The policy has sparked widespread debate since its announcement. Several states, particularly those where Hindi is not the primary language, have expressed concerns about the practicality and fairness of the rule. Educationists have also questioned the timing and the lack of adequate preparation, especially given the acknowledged shortage of qualified language teachers.
The Supreme Court’s involvement adds another layer of scrutiny to the policy. The coming weeks will be crucial as the court reviews the arguments presented by the petitioner, the central government, and CBSE. Until a final decision is reached, students, schools, and parents are left waiting to see whether the three-language mandate will proceed as planned or be revised to address the concerns raised.
For now, the legal challenge underscores a broader tension between national education reforms and regional autonomy in matters of language and curriculum. The outcome of this case could set a significant precedent for how educational policies are formulated and implemented in a diverse country like India.
