Return of the Mandatory Attendance Debate
On October 8, 2025, IIT (ISM) Dhanbad made headlines by abolishing the 75 percent attendance rule for its students, marking a significant shift in the landscape of Indian higher education. This decision has reignited a long-standing debate about the necessity and efficacy of mandatory attendance in educational institutions. As learning increasingly transcends the traditional classroom environment, the question arises: do attendance rules still hold relevance in preparing students for responsible adulthood?
The Bold Move by IIT Dhanbad
IIT Dhanbad’s decision to eliminate compulsory attendance is a bold step that reflects a growing trend among universities worldwide. Institutions are increasingly prioritizing flexibility and personalized learning experiences, allowing students to engage in internships, research, and cultural activities. The removal of punitive attendance policies aims to foster a more trusting and autonomous learning environment.
Balancing Engagement and Autonomy
While recording attendance can provide valuable data on student engagement, the anxiety associated with meeting arbitrary attendance thresholds can hinder authentic learning experiences. By shifting the focus from mere physical presence to meaningful engagement, this policy has the potential to enhance critical thinking, creativity, and intrinsic motivation among students.
Research Insights
Research supports the notion that while attendance correlates with academic performance, the relationship is not uniform. Studies indicate that structured attendance benefits students who struggle with self-directed learning. Conversely, self-motivated learners often thrive when given the autonomy to manage their own educational paths. A study from Carnegie Mellon University suggests that when designed thoughtfully, increased autonomy can lead to improved attendance and academic performance.
The Indian Context
However, the implementation of such reforms in India presents unique challenges. The traditional education system has largely relied on teacher-centered instruction and rote learning, creating a culture where compliance often overshadows curiosity. For many students, particularly first-generation learners and those from disadvantaged backgrounds, the classroom provides essential structure, peer support, and accountability. Abolishing compulsory attendance without adequate support could leave these students vulnerable.
Concerns from the Education Community
The Delhi High Court and various education experts have expressed caution regarding blanket reforms. Certain courses, especially those requiring hands-on training, necessitate in-person attendance. Additionally, attendance policies often underpin scholarships, stipends, and hostel regulations. IIT Dhanbad has wisely retained attendance requirements for these specific cases to maintain order and discipline.
Mental Health Considerations
Another critical aspect of the attendance debate is mental health. Strict attendance policies have been linked to increased anxiety and distress among students, and relaxing these rules could alleviate some of that pressure. However, it is essential to recognize that freedom can be daunting for students who struggle with time management or face external pressures such as work and family responsibilities. To ensure that autonomy translates into responsibility, institutions must provide support systems, including mentoring, recorded lectures, and small assessments to keep students engaged.
Cultural Challenges
The cultural context in India adds another layer of complexity to this discussion. Attendance has long been viewed as a measure of seriousness and commitment in education. Parents and educators often equate physical presence with learning, creating resistance to changes in attendance policies. However, this discomfort may also highlight the need for reform. As graduates prepare to navigate an unpredictable world, higher education must shift from a compliance-based model to one that emphasizes responsibility and trust.
A Path Forward
The way forward does not lie in idealizing autonomy or clinging to compulsion. A phased, evidence-based approach is necessary. Educational institutions should initiate reforms, assess their impact on learning outcomes, retention, and mental health, and then adapt accordingly. It is crucial to differentiate between various types of courses and the needs of different student populations, including undergraduates transitioning from high school and postgraduates who have already developed a sense of academic responsibility.
Conclusion
IIT Dhanbad’s decision and the Delhi High Court’s intervention represent not just policy changes but opportunities for Indian higher education to confront a fundamental truth: genuine learning cannot be coerced. Freedom without preparation risks devolving into neglect. If universities are willing to invest the effort to scaffold autonomy, cultivate responsibility, and design pedagogies that prioritize outcomes over rituals, this reform could become a milestone in the evolution of education in India. Conversely, if not executed thoughtfully, it may be remembered as a well-intentioned yet poorly implemented gamble.
Note: The perspectives shared in this article are personal views of the author, John J Kennedy, a former professor and dean at Christ (Deemed) University, Bengaluru.
