There is often debate about whether mixed-gender or single-gender schools are more effective. In my view, an all-girls environment works wonders, said Vibha Kapoor, Principal, Welham Girls’ School, Dehradun. In an interaction with BW Education, she noted that students grow up taking responsibility for all aspects of school life, free from societal prejudices. As a result, alumni emerge as trailblazers across diverse fields, with no barriers in their minds limiting what they can achieve.
Edited excerpts:
Welham Girls’ School has come a long way since 1957. As Principal, what significant changes in leadership and educational approach have you observed over the decades?
Welham Girls’ School began in 1957, founded by a British lady on the model of British boarding schools. The school started modestly, with just Rs 10,000 and ten students, and gradually became known for its emphasis on holistic education. From the outset, the institution has prioritised the all-round development of its students, combining strong academics with extensive extracurricular and co-curricular programmes.
Over the decades, each principal has brought a distinct leadership style and introduced initiatives suited to the needs of their time. Our founder, Miss Linnell, established the foundation at a time when quality girls’ education was scarce in India and welcomed students from progressive families. Subsequent leaders have expanded the curriculum to include digital integration, STEM subjects, robotics, AI, entrepreneurship, and financial literacy, ensuring it evolves with contemporary demands.
While embracing innovation and change, the school remains rooted in core values such as community service, which is embedded in the weekly routine of every student. This dynamic yet value-driven approach has ensured that alumni remain socially responsible, contributing meaningfully to society.
Welham Girls’ School is affiliated with both the Council for the Indian School Certificate Examinations (CISCE) and Cambridge Assessment International Education (CAIE). As Principal, could you explain the rationale behind this dual affiliation and the benefits it provides to the students?
Currently, Welham Girls’ School follows the Indian Certificate of Secondary Education (ICSE) curriculum, achieving consistently excellent results, with class averages ranging from 90 to 93 per cent over the years.
However, recognising the importance of skill integration in areas such as critical thinking, problem-solving, and experiential learning, particularly in STEM subjects, the school decided to incorporate elements of the Cambridge curriculum into the middle school programme two to three years ago. This has created a hybrid curriculum in Classes 6 to 8, embedding project-based learning, experimentation, and higher-order thinking skills into the existing syllabus.
The adoption of the Cambridge curriculum is selective, drawing on its resources and teacher training, rather than replacing the Indian curriculum entirely. The school is evaluating its suitability for Classes 9 and 10, with checkpoint assessments in Class 8 guiding the decision. At the same time, CISCE itself is evolving to include more application-based and analytical assessments.
The integration of Cambridge elements is therefore aimed purely at enhancing student skills while maintaining the strong academic foundation provided by the ICSE and ISC curriculum.
How does the school incorporate digital learning while maintaining the human touch? Additionally, are there any limitations on the use of artificial intelligence on campus?
At Welham Girls’ School, digital learning and artificial intelligence (AI) are integrated thoughtfully to enhance education while maintaining the human touch. Students are taught to use AI as an assistant, supporting mundane tasks and freeing time for creative and critical thinking, rather than relying on it entirely. They are also made aware of the limitations and potential risks of excessive technology use.
The school has introduced robotics and AI into the curriculum, providing access to state-of-the-art laboratories where students work on drones, robots, and real-world problem-solving projects. Structured access to technology ensures balance: screen use is limited during academic classes, and dormitories and dining areas remain technology-free to promote interpersonal interaction with peers and teachers.
AI is also employed by teachers for creating assessment rubrics and interdisciplinary project planning. To safeguard learning integrity, Welham implements strategies such as open-book exams, oral vivas, and unique assignment formats to prevent plagiarism and ensure deeper understanding. This approach enables students to harness the benefits of AI while preserving human interaction and critical learning skills.
Given that girls’ education historically received limited emphasis, but literacy rates among girls have now improved significantly, how important do you consider girls’ education in shaping India? Additionally, what is your vision for the next five to ten years in this regard?
Girls’ education is pivotal, as women constitute around 50 per cent of the workforce. Over my 28 years in the field of girls’ education, I have observed that girls naturally bring essential skills such as empathy, compassion, and service-oriented leadership, which are increasingly recognised as critical in professional and social contexts. An empathetic and compassionate leader can make a significant difference in any corporate or community setting.
All-girls boarding schools, such as Welham, play a unique role in fostering these qualities. The school’s community service programmes are deeply embedded in its ethos, ensuring that students develop leadership skills while remaining socially conscious. In an all-girls environment, students are encouraged to take on a wide range of responsibilities, from entrepreneurship projects to governance within the school, without the limitations of societal expectations or gender stereotypes.
As a result, Welham graduates emerge confident, capable, and ready to assume roles traditionally dominated by men, equipped not only with academic excellence but also with the emotional intelligence and resilience required to lead effectively and compassionately. |
