Holistic, life-skill-rich education
NEP 2020 speaks of “core capacities and life skills”. The seven domains give schools a shared language for them.
How Santulan supports itSeven domains · growth planSantulan for institutions
Move from student-support activity to student-development infrastructure.
One developmental system for assessment, planning, counselling and leadership visibility.
Cohort patterns · whole school
Aggregated view of where support attention is most needed — never individual students.
Summary
5Cohorts in view
7Domains
TermlyReview rhythm
9 of 14Actions in progress
Development focus by cohort
Share of cohort| Cohort | C1 | C2 | C3 | C4 | C5 | C6 | C7 |
|---|---|---|---|---|---|---|---|
| Grade 6 | lower | moderate | lower | moderate | elevated | lower | elevated |
| Grade 7 | lower | moderate | moderate | moderate | elevated | moderate | elevated |
| Grade 8 | moderate | elevated | moderate | elevated | moderate | moderate | highest |
| Grade 9 | moderate | moderate | elevated | elevated | moderate | elevated | elevated |
| Grade 10 | elevated | moderate | moderate | moderate | highest | elevated | elevated |
LowerHigher
Implementation visibility
This term- Teacher enablement sessions4 of 6
- Parent workshops2 of 4
- Counsellor follow-up cadence7 of 8
- Term 1Baseline reviewed
- 2Term 2In progress
- 3Term 3Upcoming
Whole-school pattern
- C1 Body & Self-Regulation
- C2 Emotional Capability
- C3 Relational & Social Capability
- C4 Identity & Self-Concept
- C5 Values, Purpose & Future Agency
- C6 Adaptability & Resilience
- C7 Self-Directed Learning & Executive Capability
Seven domains, all cohorts combined. A pattern for planning — not a ranking.
Where attention is needed
- Grade 10C5 · Values, Purpose & Future Agency
- Grade 8C7 · Self-Directed Learning & Executive Capability
- Grade 9C4 · Identity & Self-Concept
Individual student information is not shown in this view.
The principal’s problem
You may already be doing a lot. But can you see the whole picture?
Counsellor
Who needs support — and who may be quietly struggling?
Teacher
What should I notice? How should I respond?
Parent
What can I do differently at home?
Leadership
What is being implemented — and what needs attention?
From fragmented efforts to one system
Good initiatives can still add up to a fragmented student experience.
Today
- Counselling happens separately
- Teacher observations may remain informal
- Parent involvement can be episodic
- Wellbeing activities can remain disconnected
- Leadership sees activity more easily than continuity
- Each year can start again
With Santulan
- Counsellor has a structured workflow
- Teachers receive structured guidance
- Parents follow the same journey
- Activities connect into a framework
- Leadership gets aggregated visibility
- The student journey continues longitudinally
Institutional value
What changes when development becomes visible?
Earlier visibility
Shared priorities
Continuity
Cohort intelligence
Resource focus
Development accountability
Different contexts · same developmental logic
Designed for schools and colleges — not added to them.
Schools
Colleges
Universities
Aligned with national priorities
Built around what Indian education is already asking for.
Counselling, wellness and life skills
CBSE’s counsellor manual groups life skills, and its 2025 circular asks schools to train counsellors to refer. Santulan gives counsellors one follow-up view.
How Santulan supports itCounsellor follow-up · parent and teacher notesTransition, mentoring and employability
Supports the induction, mentoring and soft-skill goals AICTE and UGC-regulated colleges already work towards.
How Santulan supports itTransition · mentoring · readiness“Aligned” means Santulan supports the intent of these frameworks. It is not approved, endorsed or certified by NCERT, CBSE, AICTE, UGC or any regulator, and it does not by itself make an institution compliant. See the sources.
The cost of waiting
The cost of inaction shows up in everyday school life.
| Visible school symptom | Underlying question worth asking | What a school could track |
|---|---|---|
| Repeated referrals | Was the original concern followed up? | Follow-up completed on time |
| Unfinished work | Is planning support practical and accessible? | Task-start and completion trends |
| Peer conflict | Is the environment inclusive and safe? | Incidents and resolution quality |
| Parent complaints | Did home and school agree on next steps? | Communication and response time |
| Counsellor overload | Are non-clinical needs handled appropriately? | Triage quality and staff time |
None of these indicators shows that an individual child lacks a capability. They suggest a school may need a more coordinated process, and a responsible system never turns private reflections into a leaderboard.
How Santulan runs in your school
One journey for students, parents and teachers, with people supporting every step.
- 1
Orientation
Students, parents and school leadership are oriented on the purpose and the process before anything begins.
- 2
Assessment
Students go through the Santulan assessment across the seven capability domains.
- 3
Report and growth plan
Each student receives a report with a personalised growth plan.
- 4
Santulan Student Capability Development Lab
Students practise with multiple tools and practices, with progress indicators.
- 5
Parent summary and lab
Parents receive a summary of the assessment with a note on how to support their child, plus access to the Santulan Parent Capability Development Lab.
- 6
Teacher summary and lab
Teachers receive a class-wise summary with a note on how to respond, plus access to the Santulan Teacher Capability Development Lab.
- 7
Training as needed
Teachers and counsellors are trained according to the school’s need.
- 8
School-level observation
Observation at school level, as needed, to see how the programme is progressing.
What it asks. What it gives.
Every person gives a little time. Every person gets something useful back.
Students
The centre of the journey
~60minutes for the assessment
- 1Assessment
- 2Personal report
- 3Individual growth plan
- 4Santulan Student Capability Development Lab
Parents
Twice a yearone orientation, then engagement
- A summary of their child’s assessment
- A note on how to support at home
- Access to the Santulan Parent Capability Development Lab
Class teachers
Existing periodinside periods already in the timetable
- A class-wise summary
- A strategy note for their class
- Access to the Santulan Teacher Capability Development Lab
Leadership
~2 hrsacross the year
- A whole-school view of where support is needed
- Patterns by cohort, never individual details
Counsellor
Existing weekinside the working week
- Santulan Counselling Management System
- Caseload, follow-up and notes in one place
FAQ
Questions institutions ask first
Is Santulan a diagnostic or clinical tool?
No. Santulan is developmental, not diagnostic. It shows current capability patterns and development priorities, and never replaces the judgement of teachers or counsellors.
Who sees what?
Each role sees only what it needs. Students see their own profile, teachers and parents get practical guidance, counsellors see authorised context, and leadership sees aggregated cohort patterns, never individual students.
How much time does it ask of students and staff?
Indicatively about 60 minutes per student assessment and a short structured activity inside an existing period for class teachers. Exact time is confirmed in your institution plan before any contract.
Can students or parents sign up on this website?
No. Santulan is delivered through institutions, so students and parents are invited by their school or college.
Does Santulan replace teachers or counsellors?
Never. The platform provides structure and visibility; people provide context, judgement and care.