The creation of points where law, politics and education policies take intersection is a very complex and dynamic environment determined by philosophical shifts, economic problems, and social dynamics. This study dissects various complicated challenges facing the process of the framing of educational policies and their implementation which have become rampant due to the rapid political transformations. The researched evaluation is applied via both qualitative and quantitative methods, including juridical research, case and best practices studies and surveys, with the descriptive nature of the research as the main tool. The heart of the essay is three main themes - the contention between the rigidity of the academic standards and the holistic growth of students, its possible effects when students are too identified with a test-centric approach as their knowledge is sacrificed for their test scores, and the inclusion of rights and protections for underrepresented populations even when faced with a government’s resistance. Similarly, the research examines the perils of creating legislation too quickly, especially, because of unexpected side effects and interpretation conflicts. Findings show profound demographic differentials over districts which implies the designing and implementation of policies need to be modified accordingly. Unless a certain policy brings the best outcomes in the learning process, then nobody should choose it even if it means disrupting student well-being and decreasing their involvement. It is also emblematic of how cross-party cooperation and stakeholders’ understanding are important aspects of fairly dealing with complicated policy environments.

Abbass, K., Qasim, M. Z., Song, H., et al. (2022). A review of the global climate change impacts, adaptation, and sustainable mitigation measures. Environmental Science and Pollution Research, 29(28), 42539–42559. https://doi.org/10.1007/s11356-022-19718-6

Blackwell, F. (2004). India: A Global Studies Handbook. United States of America: ABC-CLIO, Inc.

Center for Public Justice. (2020). How Are the Local, State and Federal Governments Involved in Education? Is This Involvement Just? Available online: https://www.cpjustice.org/ (accessed on 3 May 2024).

Diem, S., Young, M. D., & Sampson, C. (2018). Where Critical Policy Meets the Politics of Education: An Introduction. Educational Policy, 33(1), 3–15. https://doi.org/10.1177/0895904818807317

Dodge, J., & Metze, T. (2024). Approaches to policy framing: deepening a conversation across perspectives. Policy Sciences, 57(2), 221–256. https://doi.org/10.1007/s11077-024-09534-9

Dutta, & Nikunjalata. (1989). Village Panchayats in India. Mittal Publications, New Delhi.

Dwivedi, Y. K., Kshetri, N., Hughes, L., et al. (2023). Opinion Paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Fischer, F. (2003). Interpreting Public Policy: Normative Frames and Methodological Issues. Reframing Public Policy, 139–160. https://doi.org/10.1093/019924264x.003.0007

Fowler, F. C. (2013). Policy Studies for Educational Leaders. Pearson.

Gill, B. P., Lerner, J. S., & Meosky, P. (2016). Reimagining Accountability in K-12 Education. Behavioral Science & Policy, 2(1), 57–70. https://doi.org/10.1177/237946151600200108

Government of Telangana. (2015). Reinventing Telangana—The First Steps. Planning Department, Government of Telangana, Hyderabad. p. 190.

Haragopal, G. (1980). Administrative Leadership and Rural Development in India. Light & life Publishers, New Delhi.

Hodges, J., & Lamb, K. (2019). Washington’s High-Ability Programs During the No Child Left Behind Era. Journal for the Education of the Gifted, 42(4), 283–302. https://doi.org/10.1177/0162353219874422

Hyman, H. H. (1969). Political Socialization. Collier Macmillan, London, p. 69.

Jain, C. M. (1971). Rural Development: Some Aspects of Institutional and Administrative Change. Jaipur. p. 237.

Jain, P. C. (2001). Globalization and Tribal Economy. Rawat Publications, Jaipur. p. 9.

Jain, S. P. (2003). Decentralisation in India: An Appraisal. In: Public Governance and Decentralization (Vol. II). New Delhi. Mittal. pp. 77–92.

Janardhan, R. B. (1987). Land alienation in Tribal Areas. Kakatiya School of Public Administration.

Jogindrakumār, D. (2009). Social Base of Grassroots Politics in Assam. Guwahati EBH.

Joshi, R. P., Narwani, G. S. (2002). Panchayati Raj in India, Emerging Trends across the States. Rawat Publications.

Kaushik, P.D. (2005). Panchayat Raj Movement in India: Retrospective and Present Status. In: Bibek, D., Kaushik, P. D. (editors). Energising Rural Development through Panchayats. Academic Foundation.

Khan, P. H. (2009). Political Participation of Scheduled Castes in India. Alfa Publications.

Mehta, A. C. (2013). Educational Information System in India and its Limitations: Suggestions for Improvement. Available online: https://educationforallinindia.com/educational-information-system-in-india-and-its-limitations-suggestions-for-improvement/ (accessed on 3 May 2024).

Mishra, S. N. (2016). Public Governance and Decentralisation (Part II). Mittal Publications, New Delhi.

Mosse, D. (2018). Caste and development: Contemporary perspectives on a structure of discrimination and advantage. World Development, 110, 422–436. https://doi.org/10.1016/j.worlddev.2018.06.003

Prabhu, J. (2006). Educational Institutions and Philosophies, Traditional and Modern. encyclopedia.com.

Publications Division, Ministry of Information and Broadcasting, Government of India (2009). India 2009: A Reference Annual, 53rd ed. New Delhi: Additional Director General (ADG).

Raman, S. A. (2006). Women’s Education. In: Wolpert, S. A. (editor). Encyclopedia of India (vol. 4). Charles Scribners & Sons. pp. 235-239.

Setty, E. D., & Ross, E. L. (1987). A Case Study in Applied Education in Rural India. Community Development Journal, 22(2), 120–129. https://doi.org/10.1093/cdj/22.2.120

Shuffelton, A. (2020). What parents know: risk and responsibility in United States education policy and parents’ responses. Comparative Education, 56(3), 365–378. https://doi.org/10.1080/03050068.2020.1724490

Sripati, V., & Thiruvengadam, A. K. (2004). India: Constitutional amendment making the right to education a Fundamental Right. International Journal of Constitutional Law, 2(1), 148–158. https://doi.org/10.1093/icon/2.1.148

Tejaswini, S., Abirami, V. (2023). An Analysis of Gig Workers and Challenges Surrounding Their Employment. International Journal for Multidisciplinary Research, 5(6). https://doi.org/10.36948/ijfmr.2023.v05i06.9766

Thurston, E. (1975). Caste and Tribes of Southern India (7 Volumes). Madras: Government Press.

von Furer-Haimendorf, C. (1976). The Gonds of Andhra Pradesh: Tradition and change in an Indian tribe. Vikas.

Warriner, D., & Anderson, K. T. (2017). Discourse Analysis in Educational Research. Springer eBooks. pp. 297–309. https://doi.org/10.1007/978-3-319-02249-9_22

Welton, A. D., Harris, T. O., Altamirano, K., Williams, T. (2017). The politics of student voice: Conceptualizing a model for critical analysis. In: Young, M. D., Diem, S. (editors). Critical approaches to education policy analysis: Moving beyond tradition. Springer. pp. 83–110.