Nearly 8 000 Schools Across India Report Zero Enrolments in 2024-25

Official data from the Ministry of Education (MoE) has revealed that 7 993 schools across the country recorded zero student enrolments in the 2024-25 academic session.

Major findings: state-wise zero-enrolment and teacher deployment

• The states with the highest number of zero-enrolment schools are:
  • West Bengal: 3 812 schools, employing 17 965 teachers.
  • Telangana: 2 245 schools, with 1 016 teachers.
  • Madhya Pradesh: 463 schools, employing 223 teachers.
• Combined, 20 817 teachers were posted in schools that had no students.
• Compared to the prior year, zero-enrolment schools have decreased from 12 954 to 7 993 – a drop of around 38 %.
• Several states reported no schools with zero enrolment. These include: Haryana, Maharashtra, Goa, Assam, Himachal Pradesh, Chhattisgarh, Nagaland, Sikkim, and Tripura.

What the data reveals about single-teacher schools?

The report also highlighted the prevalence of single-teacher schools: more than 1 10 971 schools (in one estimate) operate with just one teacher, serving over 33 lakh students. In particular:

• Andhra Pradesh has the highest number of such single-teacher schools.
• In terms of enrolment in single-teacher schools, Uttar Pradesh leads, followed by Jharkhand, West Bengal and Madhya Pradesh.

Possible causes and policy implications

Education analysts say that the existence of schools with zero students alongside posted teachers indicates structural inefficiencies. The MoE noted that since school education is a state subject, the onus lies with state governments to rationalise unused schools and optimise deployment of staff and infrastructure. Some states have taken steps such as:

• Merging very small or under-utilised schools.
• Revoking recognition of schools that record zero enrolment for three consecutive years (for example, UP is preparing such action).

Why this matters?

• Schools without students mean infrastructure and human resources remain under-utilised, potentially diverting funds from active schools.
• Single-teacher schools raise concerns over the quality of instruction, since one teacher may handle multiple grades/subjects across rural settings.
• States with large numbers of zero-enrolment schools or single-teacher schools may need targeted interventions to ensure resource efficacy and access.

What next?

• The MoE is expected to engage with state education departments for data-driven action plans, including rationalisation and consolidation of schools.
• Better monitoring under the UDISE+ system may help identify and address non-viable schools.
• Stakeholders such as school communities, panchayats and local governments may need awareness drives to improve enrolments and prevent school closures.