Government schools in Bengaluru are facing a combination of teacher shortages, deteriorating infrastructure and inadequate sanitation, raising concerns over the quality and safety of learning environments for students. The issues were highlighted during a recent inspection of four government schools by the Cockroach Janta Party (CJP).
The inspection also flagged the impact of teachers being assigned to Special Intensive Revision (SIR) duties, with the organisation claiming that non-academic responsibilities are keeping educators away from regular classroom teaching.
Teacher Shortage Linked to SIR Duties
One of the key concerns raised during the inspection was the shortage of teachers available for classroom instruction. According to the CJP, several government-school teachers have been assigned to SIR-related work, affecting their availability for regular academic responsibilities.
The development highlights the broader challenge of assigning government-school teachers administrative and election-related duties while they are also expected to maintain regular teaching schedules.
The issue is significant because teacher availability directly affects classroom management, individual attention and the ability of schools to complete their academic curriculum on schedule.
70% Classrooms Reportedly Closed at Varthur School
The inspection team also raised concerns over the physical condition of government-school buildings. At the Government Urdu School in Varthur, Bengaluru, around 70% of classrooms were reportedly closed because of dangerous and deteriorating roofs.
The condition of the classrooms has raised concerns about student safety and the availability of adequate learning spaces. When classrooms are closed because of structural risks, schools may have to accommodate students in fewer rooms, potentially increasing pressure on the remaining infrastructure.
Poor Infrastructure Adds to Education Challenges
The inspection also highlighted problems related to cleanliness and the general condition of school infrastructure. These concerns come as government schools continue to rely on public investment for basic facilities, maintenance and classroom improvements.
Under centrally sponsored education schemes, states receive support for strengthening government-school infrastructure, including additional classrooms, toilets, drinking water, electricity, libraries and digital facilities.
However, the situation highlighted in Bengaluru indicates that infrastructure maintenance remains an important challenge alongside teacher availability.
Teachers Already Handling Multiple Non-Academic Duties
The concerns over SIR work come amid reports of government-school teachers being assigned a range of responsibilities beyond classroom teaching. These include administrative reporting, online data entry, attendance records, surveys and election-related assignments.
While such duties may be necessary for government administration, their impact on teaching time becomes a concern when schools are already facing staff shortages.
The Karnataka government’s 2026-27 Budget has recognised the issue of vacant education posts, announcing plans to fill 15,000 vacant teacher and college posts during the financial year.
Teacher Availability Crucial for Student Learning
The Bengaluru situation highlights how teacher deployment and school infrastructure are closely connected to student learning outcomes. Even where students remain enrolled, inadequate teacher availability can make it difficult for schools to provide consistent instruction.
At the same time, unsafe classrooms can restrict the physical space available for teaching and create additional challenges for school administrations.
Addressing the problem therefore requires both adequate staffing and timely repairs to school buildings rather than focusing on either issue in isolation.
Government Schools Need Stronger Infrastructure Support
The concerns raised in Bengaluru underline the need for regular structural inspections, timely maintenance and sufficient teaching staff in government schools.
The inspection also brings attention to the importance of ensuring that teachers are able to prioritise their core academic responsibilities. As Karnataka works towards filling vacant education posts, reducing the impact of non-academic duties on classroom teaching could remain an important part of improving government-school education.
For students in Bengaluru’s government schools, ensuring safe classrooms and adequate teacher availability is essential to creating an environment where regular learning can take place without disruption.