Building Inclusive Peer Relationships in Indian Schools: Practical Strategies to Reduce Academic-Based Segregation

Abstract

Academic-based peer segregation in Indian schools, where high-achieving students form exclusive groups, often isolates lower-performing peers, leading to emotional distress and reduced school engagement. This practitioner paper presents evidence-based strategies to build inclusive peer relationships, drawing on a mixed-methods study with 200 students and 30 interviews with students, parents, and teachers across Assam, Delhi, and Haryana. We propose peer mentoring, mixed-ability group activities, and teacher-parent workshops to promote collaboration and reduce social divides. Detailed implementation guidance, including steps, resources, and potential challenges, is provided for school psychologists, counselors, and educators. These interventions aim to enhance adolescent well-being and create supportive school environments.

Keywords

academic segregation peer relationships inclusive education adolescent well-being school interventions

Introduction

Peer relationships are foundational to adolescent development, profoundly influencing social skills, emotional resilience, and academic motivation (Laursen & Veenstra, 2021). In the context of Indian schools, characterized by intense academic competition and high-stakes examinations, peer dynamics frequently manifest as academic-based segregation. High-achieving students tend to form exclusive groups, prioritizing interactions with similarly performing peers, which marginalizes lower-performing students and exacerbates feelings of alienation (Alam & Mohanty, 2023; UNICEF India, 2021). This social divide not only contributes to low self-esteem and anxiety among excluded adolescents but also undermines overall school engagement and mental health (Long et al., 2021; Yu et al., 2023).

Compounding these challenges, teachers and parents often inadvertently reinforce segregation through well-intentioned but selective guidance (Golsteyn et al., 2021; Țepordei et al., 2023). For instance, parents may advise their children to associate primarily with high achievers to enhance academic focus, while teachers might emphasize performance-based grouping in classroom activities (Dalgaard et al., 2022; Harrist & Criss, 2021) Such practices, though aimed toward success, perpetuate a cycle of exclusion that hinders the development of inclusive school climates (Liu et al., 2021; Martinot et al., 2022).

This practitioner paper addresses these issues by presenting practical, evidence-informed strategies for school psychologists, counselors, and educators to mitigate academic-based peer segregation. Drawing on findings from a mixed-methods study conducted in diverse Indian school settings, we outline three key interventions: peer mentoring programs, mixed-ability group activities, and teacher-parent workshops. Each strategy is elaborated with detailed implementation steps, potential barriers, and evaluation tips, ensuring applicability in resource-constrained environments typical of Indian schools. By prioritizing actionable guidance, this paper equips practitioners with tools to cultivate equitable peer relationships and bolster adolescent well-being.

Methods

This study, embedded within a larger investigation of school system effectiveness in India, employed a mixed-methods design to explore peer dynamics and academic segregation. Ethical approval was secured from the Department Research Council at the University of Delhi (Protocol No. FOA/248/PSY/2025), adhering to APA ethical standards. Informed consent was obtained from all adult participants, with assent from students and parental consent for those under 16 years. Measures ensured participant anonymity, voluntary participation, and the right to withdraw, with data stored securely to mitigate risks.

Participants

Participants included 200 adolescents (100 males and 100 females; M_age = 12, SD = 1.2) from grades 7 to 10 in government and private schools. Sampling spanned rural Assam (Sivasagar, n = 50; Jorhat, n = 25; Charaideo, n = 25) and urban/semi-urban areas (East/West Delhi, n = 50; Faridabad/Gurgaon, n = 50). Grade distribution was: 25% Grade 7, 28% Grade 8, 25% Grade 9, and 22% Grade 10. Complementing this, 30 semi-structured interviews were conducted with 10 students (5 males and 5 females; M_age = 12), 10 teachers (5 males and 5 females; M_age = 38), and 10 parents (5 males and 5 females; M_age = 45), balanced across rural and urban regions.

Procedure and Measures

Quantitative data collection utilized a demographic questionnaire capturing age, gender, grade, and location, alongside the Inventory of Parent and Peer Attachment-Revised (IPPA-R; Armsden & Greenberg, 1987). The IPPA-R comprises 25 items across three sub-scales: Trust (10 items, e.g. “My friends respect my feelings”), Communication (10 items, e.g. “I can talk to my friends about problems”), and Alienation (5 items, e.g. “I feel alone even with friends”). Responses employed a 3-point Likert scale (1 = Never, 3 = Always), with reverse scoring for Alienation items. Internal consistency in this sample was strong (Cronbach’s α: Trust = .80, Communication = .78, Alienation = .70).

Qualitative data were gathered via 45- to 60-min semi-structured interviews in private school spaces (for students) or neutral venues (for adults). Interview protocols probed peer formation, segregation experiences, and adult influences (e.g. “Describe how academic performance shapes your friendships”). Sessions were audio-recorded with consent, transcribed verbatim, and analyzed thematically by two independent coders using NVivo software. A deductive approach identified initial codes (e.g. “selective grouping”), consolidated into themes with 85% inter-coder reliability (Cohen’s κ).

Analysis

Quantitative analyses, conducted in SPSS 23, were descriptive, categorizing IPPA-R scores into relationship quality levels: Strong (Trust/Communication 8–10; n = 60, 30%), Average (5–7; n = 100, 50%), Weak (1–4; n = 40, 20%). Data met normality assumptions (Shapiro–Wilk W (200) = 0.94, p = .15). Qualitative thematic analysis yielded three primary themes: selective group formation, emotional consequences of exclusion, and adult reinforcement of divides, supported by illustrative quotes.

Key Findings Informing Practice

The study’s findings illuminate the pervasive nature of academic segregation and its emotional toll, providing a foundation for targeted interventions. Quantitatively, only 30% of students reported strong peer attachments, characterized by high trust (83.3%) and open communication (91.7%), predominantly among high achievers in exclusive groups. In contrast, 20% exhibited weak attachments, marked by low trust (75%), communication barriers (87.5%), and profound disconnection (75%), largely among lower performers facing exclusion.

Qualitative insights reinforced these patterns. Theme 1 (Selective Group Formation) highlighted self-segregation: A Class 9 Science teacher observed, “Students who do well often only hang out with others who get good grades, leaving out those who don’t.” Theme 2 (Emotional Consequences) revealed distress: A Class 10 student shared, “They make fun of [lower-performing students] . . . they always stay away from us,” linking exclusion to loneliness and diminished self-esteem. Similarly, a student reflected on the emotional toll of such exclusion: “There were two students in our class who are very shy and reserved, and many make fun of them . . . they don’t get good marks as well, and always stay away from us.” (Class 10 Student) Theme 3 (Adult Influence) exposed reinforcement: A parent noted, “I tell her to stay away from [students who aren’t doing well],” while a teacher added, “Parents advise kids not to associate with under-performers.” This concern was echoed by another parent who noted, “I tell her to stay away from students who are not doing well; many of them fight and create problems” (Rural government school parent)

These results, aligned with broader literature (e.g. Lan et al., 2023), points out the urgency for practitioners to intervene, transforming segregated dynamics into inclusive ones that support holistic adolescent development.

Practical Strategies for School Psychologists and Counselors

Guided by the findings and based on current research, we propose three practitioner-focused strategies, each with phased implementation, resource considerations, and evaluation metrics. These are tailored for Indian school contexts, emphasizing low-cost, and scalable approaches.

Peer Mentoring Programs: Building Bridges Across Abilities

Peer mentoring counters exclusion by pairing diverse students, building empathy, and mutual support. A Class 9 student advocated, “We should help each other in studies . . . so no one feels lonely,” echoing calls for collaborative aid. Another Class 10 student reflected, “If we interact, they can help us in many academic concepts; they will also have good friends whom they can talk to in school, enjoy, and play.”

Implementation Steps

Preparation Phase (weeks 1–2): Conduct initial assessments using tools like the IPPA-R or teacher observations to identify mentors (high achievers with strong interpersonal skills) and mentees (lower performers experiencing isolation). From 10 to 15 pairs per class, considering gender, cultural, and linguistic compatibility to enhance rapport.

Training Phase (weeks 3–4): Deliver two 2-hr sessions facilitated by school counselors, covering skills such as active listening, goal-setting, and cultural sensitivity. Incorporate interactive activities like role-playing scenarios drawn from study findings (e.g. addressing feelings of exclusion). Utilize free resources from organizations like UNICEF India or the National Council of Educational Research and Training (NCERT) for training materials.

Execution Phase (weeks 5–16): Schedule biweekly 30- to 45-min meetings in school premises, focusing on academic support (e.g. joint study plans) and social bonding (e.g. shared hobbies or discussions on school experiences). Counselors should provide ongoing supervision through drop-in sessions.

Evaluation and Sustainability Phase (Ongoing): Use pre- and post-program surveys (e.g. adapted IPPA-R items) to measure changes in attachment and well-being. Adjust based on feedback, and integrate into school curriculum for long-term adoption.

Potential Challenges and Solutions

High achievers may perceive mentoring as a burden on their study time; mitigate this by highlighting benefits like leadership skill development and offering recognition through school certificates or assemblies. In resource limited rural schools, partner with local NGOs for volunteer facilitators. Cultural barriers, such as gender norms in mixed pairs, can be addressed by offering same-gender options and sensitivity training.

Implications for Practice

Implementing peer mentoring can significantly reduce alienation, as evidenced by potential 25% to 30% improvements in attachment scores. Broader implications include enhanced emotional resilience among mentees, reduced behavioural issues in classrooms, and a more cohesive school community. For school psychologists, this strategy facilitates early identification of at-risk students, enabling targeted mental health support. Long-term, it promotes a culture of inclusivity, aligning with India’s National Education Policy 2020 emphasis on holistic development.

Mixed-Ability Group Activities: Promoting Equitable Collaboration

Mixed-ability grouping disrupts self-segregation in classroom tasks, encouraging diverse interactions. Teachers reported, “They pick each other for projects and leave out those who don’t do as well,” discussing the need for structured inclusion. Another teacher emphasized the challenge, stating, “In class, the students who are good at schoolwork often only engage with other students like them. They don’t really talk to everyone in the class. This exclusion makes it hard for the whole class to come together and be friends with each other.” (Class 10 Math Teacher)

Implementation Steps

Planning Phase (Pre-Term): Collaborate with teachers to design term-long activities (e.g. project-based learning on environmental issues or historical debates, spanning 4–6 weeks). Use randomization tools like online generators to form groups of four to six students with balanced academic abilities, ensuring diversity in backgrounds.

Facilitation Phase (During Activity): Assign interdependent roles (e.g. researcher, illustrator, presenter, and evaluator) to value varied contributions. Counselors can co-facilitate initial sessions, modeling conflict resolution and positive reinforcement. Integrate technology, such as free apps like Google Classroom, for collaborative work.

Reflection Phase (Post-Activity): Allocate 20 to 30 min for group debriefs (e.g. “What unique strengths did each member bring?”) and individual reflective journals. Share anonymized feedback with the class to reinforce inclusive behaviors.

Scaling and Evaluation Phase: Pilot in one grade, then expand school-wide. Track outcomes via observational checklists and student feedback forms, assessing changes in interaction patterns.

Potential Challenges and Solutions

Uneven participation due to dominant high achievers can be countered with role rotation and explicit group norms established at the outset. In large classes (common in Indian government schools), subdivide into smaller pods. Resistance from teachers accustomed to ability-based grouping requires professional development workshops to demonstrate benefits.

Implications for Practice

This strategy promote empathy and reduces competitive tensions, leading to improved social cohesion and academic motivation. Implications extend to decreased bullying incidents, better emotional well-being, and enhanced critical thinking through diverse perspectives. School counselors can leverage these activities for group therapy elements, addressing underlying issues like low self-esteem.

Systemically, it supports inclusive education mandates, potentially improving overall school performance metrics and reducing dropout rates among marginalized students.

Teacher and Parent Workshops: Shifting Adult Perspectives

Workshops empower adults to dismantle reinforcing divides. A teacher noted, “Parents tell kids not to hang out with students who aren’t doing well,’ discussing attitudinal change needs. A parent similarly shared.” “Now, especially during this crucial time before exams, it’s essential for my child to avoid spending time with peers who lack interest in studying. . . by associating with academically inclined peers, my child can benefit from their positive influence and stay focused.” (Urban Government School Parent)

Implementation Steps

Design Phase (month 1): Develop modular 90- to 120-min sessions (separate for teachers and parents) incorporating study findings, such as IPPA-R data on disconnection (75% in weak relationships). Include multimedia elements like short videos from NCERT on inclusive practices.

Delivery Phase (months 2–4): Conduct quarterly workshops in hybrid format (in-person for accessibility, online via platforms like Zoom for remote participants). Feature interactive components: case studies from interviews, group discussions on strategies, and practical exercises (e.g. scripting inclusive advice).

Follow-Up Phase (ongoing): Provide digital tool-kits (e.g. PDFs with conversation guides and resource links) and establish support networks via WhatsApp groups or school forums for sharing experiences.

Evaluation Phase: Administer pre- and post-workshop questionnaires on attitudes (e.g. Likert scales on endorsing mixed friendships) and follow-up surveys at 3 to 6 months to assess behavioural changes.

Potential Challenges and Solutions

Low engagement in busy schedules can be addressed with flexible timings and incentives like continuing professional development credits for teachers. Cultural resistance to challenging traditional academic priorities requires framing workshops around evidence of long-term benefits, such as improved child outcomes.

Implications for Practice

Workshops can shift adult behaviors, reducing inadvertent segregation and enhancing family-school partnerships. Implications include a more supportive home environment, decreased adolescent anxiety, and stronger community ties. For psychologists, this facilitates systemic-interventions, integrating mental health education into parental involvement. Ultimately, it contributes to policy-level changes, promoting equity in education and aligning with sustainable development goals for inclusive societies.

Evidence Base and Contextual Relevance

The information and recommendations presented in the sections “Potential Challenges and Solutions” and “Implications for Practice” were developed based on the findings of the present mixed-methods study and supported by existing research evidence. These were informed by empirical studies on inclusive education, adolescent well-being, and peer relationships (e.g. Alam & Mohanty, 2023; Burton et al., 2022; Dalgaard et al., 2022; Laursen & Veenstra, 2021; Mirani & Chunawala, 2016; Trotter et al., 2017). In addition, examples of similar approaches successfully implemented in India were drawn from national and international frameworks, including NCERT’s peer mentoring initiatives, UNICEF India’s Life Skills Education program, the inclusive education provisions highlighted in India’s National Education Policy (Government of India & Ministry of Education, 2020), and evidence-based international practices promoting student well-being (Australian Education Research Organization, 2025). Together, these sources provide both empirical and contextual grounding for the proposed strategies.

Conclusion

Academic-based peer segregation in Indian schools perpetuates emotional distress and inequity, as evidenced by our study’s revelations of exclusion’s toll on adolescent well-being. By deploying peer mentoring, mixed-ability activities, and adult workshops, school psychologists and counselors can promote inclusive environments where all students thrive. It is important to note that these three strategies are not prescribed as a fixed or collective set of interventions. Rather, they are intended as a flexible framework from which school psychologists, counselors, and educators may select one or more approaches based on contextual relevance, institutional capacity, and specific student needs. Each strategy is designed to function independently but can yield broader systemic benefits when implemented in combination. These strategies, rooted in empirical findings and adaptable to local contexts, offer a road-map for transformative practice. Future efforts should explore longitudinal impacts, ensuring schools evolve into havens of belonging and growth.

Researcher Reflection

Embarking on this research journey was not merely an academic endeavor but a deeply personal and transformative experience. As a researcher rooted in the context of different states of India, I was both an observer and a participant, often dealing with the dual identity of being an insider who understood the nuanced cultural and socio-political context, and an outsider critically examining systemic inefficiencies and emotional gaps within the educational landscape.

One of the most challenging aspects was hearing the pain and helplessness in the voices of adolescents who felt emotionally isolated, unsupported by both school and home. Their stories revealed that academic performance, often celebrated as a marker of success, was also a silent burden. I recall a student who said, “There’s no one I can talk to, not at school, not at home.”

Equally striking was the emotional vulnerability of parents. Many of them, particularly mothers in rural government schools, expressed a sense of guilt and helplessness, not because they didn’t care, but because they lacked the tools, guidance, and school support to help their children emotionally. PTMs, which should have been spaces for collaborative growth, often became arenas of blame and shame. One aspect that stood out during fieldwork was the intense institutional pressure faced by teachers. Many openly admitted that their focus often shifts toward high-performing students due to school rankings, board exam expectations, and job security concerns.

Footnotes

Acknowledgements

The authors would like to express their sincere gratitude to all the participants and school authorities for their invaluable cooperation throughout this research. This study would not have been possible without their support.

Author Note

All authors have given full assurance that the manuscript submitted is not under review elsewhere.

ORCID iD

Bahniman Boruah

Ethical Considerations

APA ethical guidelines were followed in conducting the study, including taking informed consent, ensuring participants have the right to withdraw at any point, maintaining anonymity, and ensuring data safety.

Consent to Participate

Participants signed the consent form before taking part in the research.

Consent for Publication

Participants gave their consent for the publication of their data, provided that their identity will not be revealed

Author Contributions

The first and corresponding author Bahniman Boruah contributed to the study’s conception and design. The systematic literature review, collection, and analysis of data were performed by Bahniman Boruah. The analyzed data and its description were reviewed by Poonam Phogat and Amisha Singh. All authors read and approved the final manuscript. All the participants gave their consent for the publication of their data, provided that their identity would not be revealed.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The data analyzed for this research paper can be obtained from the first and corresponding author* upon reasonable request that adheres to institutional guidelines.

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