Holistic Wellness in Education: Contribution of Physical Education Teachers to NEP 2020 Goals in Rural and Urban Government Schools of Uttarakhand

Abstract

The role of physical education teachers in government schools is critical to the holistic development of students, aligning with the objectives of India’s National Education Policy (NEP) 2020. This paper explores how physical education (PE) teachers contribute to academic, physical, and psychological wellness among students, with a specific focus on government schools in Uttarakhand’s rural Himalayan regions and urban plains. Government schools in rural Uttarakhand often face infrastructural limitations, geographical isolation, and reduced exposure to sports facilities, which can affect student participation in physical activity and overall well-being (Bisht & Dimri, 2022; Negi & Rawat, 2020). In contrast, urban schools provide better access to resources but encounter challenges such as overcrowding, limited play spaces, and academic stress (Verma & Joshi, 2021). The study highlights how PE teachers serve as role models, fostering discipline, teamwork, resilience, and health awareness through structured sports periods and extracurricular activities. Their involvement not only improves physical fitness but also supports emotional regulation and stress management among adolescents (Kaur & Singh, 2021). The findings suggest that strengthening PE infrastructure and training, particularly in rural and semi-urban schools, is vital for achieving NEP 2020 goals of holistic education and for bridging disparities between rural and urban contexts.