The RTE Act and the idea of social inclusion

In its January 2026 judgment, the Supreme Court of India reaffirmed the purpose of Section 12(1)(c) of the Right to Education (RTE) Act, 2009, the landmark provision that reserves 25% of seats in private schools for students from economically weaker sections and socially disadvantaged groups. In words that are deeply symbolic, the Court observed that this provision makes it possible for “the child of a multi-millionaire or even of a Judge of the Supreme Court of India to sit in the same classroom and at the same bench as the child of an autorickshaw driver or a street vendor”. The judgment reasserted that this provision is a deliberate constitutional strategy to operationalise equality of status by creating shared learning spaces for all children.

This sentiment of social integration often comes alive in thousands of stories across the country. Take Karthik, a footwear vendor, and his wife, Sunita, for example. They always dreamed of providing their children with quality education despite their modest income. This became possible when their younger son joined a reputed private school through this provision. The boy thrived in the new environment, excelling in academics and his favourite sport, kabaddi. Teachers nurtured his growth, while classmates became close friends. For Karthik and Sunita, the RTE Act did not just change their son’s future; it altered their family’s life trajectory, with the potential to lift them out of poverty. Stories such as Prem’s are often told as narratives of access — of doors opened and opportunities unlocked. But at stake is not simply where a child studies, but whether the circumstances of their birth continue to determine the boundaries of their social world.