'The issue is not the generation gap itself'

The issue, therefore, is not the generation gap itself, but the lack of formal orientation and preparedness across all stakeholders. Neither the young nor the older generation of teachers are equipped to deal with the rapid and multifaceted changes affecting students today.

R Kalpana in conversation with Amit Sengupta

You have been teaching undergraduate and postgraduate students. How have things changed in the contemporary era with the advent of social media and its obsessions, especially when it comes to teenagers and youngsters?

The values of empathy, inclusivity, and equity were not lessons I acquired in the corporate world, but, rather, they were deeply ingrained in me through my academic journey—from college to postgraduate studies, and, further, during my higher education at some of the finest institutions in the country.

Today, the role of an educator is more demanding and complex than ever. We are engaging with a generation of students deeply immersed in social media—a space that can be both empowering and potentially harmful. My role is to guide students through these digital entanglements, helping them make sense of their everyday experiences and interactions in a socially dynamic and digitally saturated landscape.

We must acknowledge that the unprecedented changes brought about by the digital world have significantly expanded the horizons of today’s children. We now live in an era of disruptive technologies—a fact well acknowledged by information technology experts themselves. Children are constantly engaging with digital content in one form or another, and we cannot restrict this entirely, as digital access is also a gateway to global knowledge and exposure.

However, the influence of this digital world is a double-edged sword—it can be enriching, but also deeply harmful. As a responsible educator, I find my role increasingly challenging and demanding.

Many children are not adequately prepared, nor do they possess the cognitive maturity to fully comprehend what they see, read, or hear online. They consume this content without orientation or critical context—gaps that schools and colleges have not yet addressed meaningfully as yet.

I can speak particularly for the college space, where I have encountered countless real-life stories of students mimicking or modeling their behavior based on what they see in reels, memes, and YouTube influencers—often absorbing simplified, bite-sized messages on a wide range of complex topics. This trend can be dangerous for young minds, especially when parents do not engage in conversations around it, and institutions leave it unchecked.

In such a scenario, how is a young adult expected to respond to the overwhelming barrage of digital stimuli?

As adults, even we often struggle to navigate this digital whirlpool—how then can we expect children, who are far more fragile and impressionable, to process this information storm?

As an educator, I strongly believe that awareness must begin early—right from primary school. Age-appropriate content should be developed to help children understand what they might encounter online. Short, simple sessions can be introduced at every stage of development, gradually involving experts who can speak to them about the implications of engaging with unfiltered, unregulated content.

We need to foster a sense of responsibility and accountability in young minds. They must be taught to stay alert, to be vigilant, and to think critically and reflectively about what they watch and hear on social media. Teenagers today are often consumed by this digital world—we need to equip them with the tools to make sense of it, rather than be swept away by it.

What, according to you, is the positive and negative impact of the social media on young, eclectic and vulnerable minds? As a teacher looking after student affairs, how do you tackle it, including deviations?

We have a mentor–mentee system in place where each faculty member is assigned 10 to 12 students. Monthly meetings are held to discuss both academic and non-academic aspects of a student’s life—what is going well for them and what isn’t.

However, there are challenges in implementing this system effectively. Faculty members often juggle multiple commitments, which sometimes affect the consistency and quality of these mentoring interactions. While some students benefit greatly from these sessions, others miss out—often due to a lack of sustained commitment from both faculty and students. Unfortunately, not all faculty members are equally invested in the process, and, as a result, there is a lack of synergy across the board.

One of the recurring issues we have observed is the peer pressure students face—to conform, to behave, and to think in certain socially accepted ways. This has been identified as a major reason students are influenced by social media. They come to believe that mirroring a certain kind of behavior or appearance will help them gain acceptance within their peer groups. This is true for both boys and girls.

We have also encountered significant challenges around gender identity, and a disturbing pattern of insensitive or inappropriate gender-related behavior. There is a growing confusion and lack of clarity about gender roles and identities, largely due to insufficient understanding within the wider society. Alarmingly, both boys and girls often exhibit misogynistic behavior, and this is further amplified by media portrayals and the absence of gender sensitization at home.

Today, the secondary agent of socialization for young people is no longer just the school—it is the media. And it is shaping mindsets in powerful ways. We are increasingly seeing cases of gender-based abuse, and it is clear that gender sensitization is urgently needed—not just for students, but also for parents and educators.

We believe that such awareness should begin early—ideally from the age of 10. Introducing students to a more inclusive, respectful, and responsible understanding of gender roles at a young age can go a long way in countering deep-rooted stereotypes and biases. This foundational understanding is essential to nurturing individuals who are empathetic, equitable, and aware of the diverse realities that shape human experience.

What is the impact on girls?

Many young women do not openly discuss their challenges due to the stigma and shame associated with such conversations. When they enter college and experience a newfound sense of freedom, they may begin to explore physical relationships—often influenced by media portrayals that frame dating, kissing, and being in a relationship as ‘cool’ and aspirational.

While it's difficult to directly blame social media alone, it is undeniable that peer pressure plays a major role. There is a growing pressure among students to have boyfriends, attend parties, smoke, drink, and, in some cases, even experiment with drugs. What they often see are only the glamorous aspects showcased on dating apps and social media platforms. Beneath this surface, however, is a significant amount of gender-based misogyny and confusion.

These young girls are not fully aware of the implications of their choices—they are often unaware, unprepared, and, quite frankly, clueless about the consequences.

As a result, many end up engaging in inappropriate behaviors, sometimes drawing the attention of college authorities. Incidents like public displays of affection, captured on CCTV, become disciplinary issues. Behind these actions is a deeper struggle—many of these girls experience mental health challenges such as anxiety, panic attacks, depression, and, in severe cases, self-harming behaviour. They simply don’t know how to cope.

Our college offers robust support systems for these students. We have nine trained counselors on campus, and we also partner with YourDOST, a platform where students can seek confidential help during crises or when struggling to manage their emotions and mental well-being. However, the reality is that these situations often stem from a lack of preparedness during their formative school years.

Colleges, particularly in the first few years, have a crucial role to play in offering structured support and guidance. While we do our best to provide that, it’s equally important to recognize that boundaries must be maintained—for their safety and well-being. There are real dangers when students step into uncharted territory without the tools to navigate it.

Is there a generation gap between, say, teenagers, the young, and their parents and teachers?

There is a noticeable intergenerational disparity between educators and the Gen Z student population in colleges today. While this gap is often attributed to age, it is worth noting that even younger teachers—those belonging to Gen Z themselves—face similar challenges. Despite being closer in age to the students, many of them struggle with their own identity issues and lack adequate pedagogical or behavioral training.

Unfortunately, there is no structured orientation or professional development being provided to these young educators. As a result, boundaries within the teacher-student dynamic are often blurred, leading to friction, miscommunication, and, in some cases, apathy. Teachers—both young and experienced—sometimes become frustrated when they are unable to establish meaningful connections with students.

Older-generation educators often fall into the trap of constantly comparing today’s students with those from 20 years ago. They tend to reference outdated methods of study and discipline, which may no longer resonate with the current generation. This leads to classroom situations that are sometimes emotionally charged, strained, or ineffective.

On the other side, students today expect complete freedom. Many show resistance to traditional academic structures such as mandatory attendance, examinations, or rigid classroom norms. This disconnection is not merely a generational issue—it is the result of deeper systemic gaps in our education system.

Much of this stems from the indifference and lack of preparation at the school level. Crucial topics such as college life expectations, academic responsibility, career guidance, and personal growth—socially, emotionally, and intellectually—are rarely discussed either at school or at home. Students often enter college as misdirected individuals, overwhelmed and underprepared for the demands of higher education and adulthood.

The issue, therefore, is not the generation gap itself, but the lack of formal orientation and preparedness across all stakeholders. Neither the young nor the older generation of teachers are equipped to deal with the rapid and multifaceted changes affecting students today. Colleges, unfortunately, are not investing enough in professional development programmes or support systems that could address these very real challenges—both for students and for faculty.

Have your students watched Adolescence on Netflix. What is their response?

Many of our students have watched the film, Adolescence, and their responses varied. Several students admitted that they didn’t fully understand it, while others shared that they found some parts disturbing. This opened up an important space for discussion.

We explored the growing prevalence of dangerous narratives and content circulating on digital/social media. I facilitated conversations around the importance of being conscious and responsible when engaging with such content. The goal was to help students critically reflect on their media consumption habits and develop awareness about how digital inputs can shape their thoughts, emotions, and behaviors—often in troubling ways.

These discussions are crucial in helping students build the ability to discern, question, and engage mindfully with the digital world they are so deeply immersed in.

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A former student of JNU, Delhi, R Kalpana is a passionate educator and behavioral trainer currently working with a private university in Bengaluru. She has over 25 years of combined experience in both corporate and academic settings. Her academic foundation lies in the disciplines of humanities and social sciences, which have significantly shaped her worldview and approach to education.