Holistic Progress Card: Capturing Socio-Emotional Learning

• 2026-07-01 12:00:00

• Parakh NCERT

• By Indrani Bhaduri

For a long time, a report card answered one narrow question: how much did the child score? A few columns of the report card decided whether the child was doing well or not. The quieter parts of growing up often remained invisible :Confidence, Empathy, Self-control, Resilience. These were always important. But they were rarely recorded. This is now changing. The conversation around school assessment in India is moving towards a larger idea. Academic learning and socio-emotional development are not separate tracks. They grow together. A child does not enter the classroom only as a learner of Mathematics, Language, Science or Social Science. A child also brings emotions, relationships, fears, hopes, confidence, family background and personal experiences into the classroom. This is where Socio-Emotional Learning, or SEL, becomes important. 

Socio-Emotional Learning, or SEL, helps learners understand themselves. It helps them manage emotions, build positive relationships, show empathy, make responsible decisions and work with others. The Collaborative for Academic, Social, and Emotional Learning describes SEL as an integral part of education and human development. Through SEL, children and adults develop healthy identities. They learn to manage emotions, show empathy, build supportive relationships and make responsible decisions. The National Education Policy 2020 gives a strong foundation to this shift. It moves education away from marks-based reporting and rote memorisation. It supports competency-based, formative and multidimensional assessment. The policy envisions the Holistic Progress Card (Para 4.35, Pg 17) as a holistic and 360-degree report. 

The Holistic Progress Card, or HPC, gives schools a way to notice and record this growth across 5+3+3+4 structure. HPC reflects the uniqueness of each learner across Awareness, Sensitivity and Creative domains. This means assessment should not depend only on written tests. It should also include classroom participation, projects, group work, portfolios, self-assessment, peer assessment, parent feedback and teacher observation. This is especially important for SEL. Qualities such as empathy, cooperation, confidence, self-reflection and responsibility cannot be assessed through a one-time written examination. They are visible through behaviour, participation, interaction and response to different learning situations. NEP 2020 also highlights the need for socio-emotional and academic support through suitable counselling and mentoring programmes, especially for learners who require additional support. 

The National Curriculum Framework takes the vision of NEP 2020 into classroom practice. It connects curriculum, pedagogy and assessment with the holistic development of learners. The National Curriculum Framework for the Foundational Stage gives importance to socio-emotional and ethical development. It recognises emotional development as the ability to become aware of and regulate emotions. It also identifies emotional intelligence as the ability to understand and manage one’s own emotions while responding positively to social norms. The National Curriculum Framework for School Education 2023 moves assessment beyond marks. It helps teachers see the learner as a whole person. It records academic progress, but it also captures participation, reflection, creativity, values, physical development, collaboration and socio-emotional growth. In this sense, the HPC is not merely a new report card. It is a new way of looking at the child.

A child who feels safe is more likely to participate. A child who is confident is more likely to ask questions. A child who can manage frustration is more likely to continue with a difficult task. A child who can work with others is more likely to learn through projects and group activities. A child who receives encouragement is more likely to recover from failure. Similarly, a child who is listened to is more likely to express honestly. A child who is not afraid of mistakes is more likely to experiment. A child who feels respected is more likely to respect others. A child who feels included is more likely to build healthy relationships. A child who can ask for help is more likely to overcome difficulty. A child who feels seen is more likely to believe in their own growth.

PARAKH (Performance Assessment, Review, and Analysis of Knowledge for Holistic Development)  (Para 4.41. Pg 19 of NEP 2020) gives practical shape to this vision. The Holistic Progress Card is one of its important initiatives. PARAKH describes HPC as a 360-degree tool developed to support competency-based learning-teaching by making assessment more comprehensive and holistic. It has developed HPCs for all four stages of school education: Foundational, Preparatory, Middle and Secondary. The HPC brings together multiple voices. It includes teacher assessment, self-assessment, peer assessment and parent feedback. HPC is participatory, inclusive and learner-centred, and that it includes assessment through project-based learning, inquiry-based learning, quizzes, role plays, group work and portfolios. The HPC also recognises that the needs of children change with age. Therefore, it cannot look the same at every stage. The socio-emotional needs of a child in Grade 1 are different from those of a learner in Grade 10. The HPC responds to these differences stage by stage.

The HPC also helps teachers observe learners through broader dimensions such as awareness, sensitivity and creativity. The Holistic Progress Card does not place socio-emotional learning in one isolated column. It looks at SEL across different areas of the report card. Socio-emotional learning is visible in many parts of the HPC. It can be seen in self-assessment, where learners reflect on their own feelings, effort and growth. It is also seen in peer feedback, where classmates notice cooperation, respect, sharing and teamwork. Parent or caregiver inputs add another layer by showing how the child behaves and responds at home. Teacher observations capture classroom participation, emotional expression, confidence and responsibility. Classroom activities and projects show SEL in action through collaboration, decision-making and problem-solving. 

Attendance, interests and goals also give important clues about the learner’s engagement and motivation. Time management reflects self-regulation, while collaboration reflects relationship skills. Values show empathy, care, responsibility and respect. Reflective remarks help teachers understand how the learner feels, participates, relates and grows over time.This is important because socio-emotional learning is not one separate skill. It is present in the way a learner feels, participates, relates, decides, reflects and responds. Therefore, the HPC captures SEL through real situations rather than through a single written test. Across the four stages, the HPC looks at socio-emotional learning in a developmental way.

Foundational Stage

At the Foundational Stage, the HPC views the child through a holistic developmental lens. It does not focus only on early academic learning. It also captures the child’s physical growth, cognitive development, emotional expression, social participation, communication skills and overall well-being. In this way, the HPC recognises that young children learn through movement, play, relationships, language, art, emotions and everyday interactions. At this stage, socio-emotional learning is seen through the child’s sense of safety, trust and expression. The HPC looks at whether the child participates in play, responds to the teacher, shares material, communicates feelings, waits for their turn, follows routines and interacts with peers. These are not small behaviours. They are the first signs of belonging.

Basic, Proficient and Advanced show socio-emotional growth in a simple way. They show how a learner moves from early support to confidence, empathy and responsibility. The Foundational Stage HPC also uses the three abilities of Awareness, Sensitivity and Creativity. Sensitivity directly connects with socio-emotional learning. It includes managing and expressing emotions, being aware of the emotions and needs of others, and approaching conflict with empathy and open-mindedness. The HPC looks at SEL through teacher observation as well. Teachers record the child’s performance across activities and can include observations on general behaviour, attitudes and other remarks related to the child’s growth. Caregiver or parent feedback is also included, so the child is not understood only through school behaviour. The deeper reflection here is that at the Foundational Stage, SEL is not about making the child silent or obedient. A quiet child may still be anxious. An active child may still be deeply curious. A child who cries may be communicating discomfort. A child who refuses an activity may need reassurance, not judgement. The HPC helps the teacher notice these patterns. It allows the child’s emotional world to enter assessment.

Preparatory Stage

At the Preparatory Stage, the HPC looks at socio-emotional learning more directly. It does this through self-reflection, peer feedback and parent input. At this age, learners can answer simple questions about feelings, friendships and classroom participation. One important section asks the child, “How do I feel at school?” The child reflects on whether they can talk about their feelings. They also reflect on whether they can calm down during difficult situations. The section looks at whether the child understands how friends feel. It also asks whether the child respects everyone’s opinions, helps friends after a fight and comforts someone who is sad. These areas directly connect with self-awareness, self-management, social awareness, relationship skills and confidence.

The peer feedback section looks at similar socio-emotional areas. A peer responds to whether their friend can talk about feelings, calm down, understand friends and respect opinions. It also looks at whether the child helps others after a fight and comforts someone who is sad. This is important because peer feedback shows how the child’s behaviour is experienced by classmates. The parent section is titled “Your Child Matters.” It looks at whether the child finds the classroom and school safe and welcoming. It also asks whether the child participates in activities and receives support. Parents reflect on whether the child expresses feelings, calms down, understands friends and respects opinions. They also note whether the child helps others and comforts someone who is sad. This section also asks parents to identify areas where the child may need support. These may include oral communication, working with other children, self-confidence, reading, numeracy and working independently at home.

The deeper reflection is that the Preparatory Stage marks an important shift. The child begins to move from “I feel” to “I understand how others feel.” The HPC captures this transition meaningfully. It does not only ask whether the learner knows the lesson. It also asks whether the learner can participate, express, cooperate, help, comfort and respect others. This is where SEL becomes visible as classroom behaviour, not merely as a moral value.

Middle Stage

At the Middle Stage, socio-emotional learning becomes more complex. Learners begin to form their identity. Peer relationships become stronger. Self-doubt, comparison, confidence, hesitation and group belonging become important. The Middle Stage HPC is designed as a comprehensive and descriptive reporting system. It assesses learner progress through three abilities: Awareness, Sensitivity and Creativity. It also includes sections such as General Information, All About Me, My Ambition Card, Parent-Teacher Partnership Card, Student Progress Card and Summary for the Academic Year. These sections help map learner progress with curricular goals, competencies and developmental goals. This means that SEL is seen through many entry points. The All About Me section and My Ambition Card help learners reflect on identity, interests, aspirations and strengths. The Parent-Teacher Partnership Card connects home and school support. The Student Progress Card captures both academic and non-academic growth. The Summary helps teachers understand the learner’s development over time. The Middle Stage HPC also defines Sensitivity in a way that is closely connected with SEL. It includes managing and expressing emotions. It also includes being aware of the emotions and needs of others. It encourages learners to understand problems beyond logic alone. Peer feedback is also important at this stage. It looks at whether the learner was engaged and motivated. It asks whether the learner shared thoughts and ideas. It also looks at whether the learner expressed emotions well and understood the emotions of others.

The deeper reflection is that the Middle Stage learner is not only learning subjects. The learner is also learning how to be seen by others. They are learning how to participate in a group. They are learning how to handle feedback. They are learning how to express themselves. They are also learning how to manage peer relationships. The HPC looks at these areas through self-reflection, peer observation, teacher feedback and project-based activities. It helps the teacher move from saying, “This learner is quiet,” to asking, “What kind of support does this learner need to participate?” In this way, the HPC helps move assessment from labelling behaviour to understanding development.

Secondary Stage

At the Secondary Stage, socio-emotional learning becomes linked with resilience, future readiness, self-management and decision-making. The learner is now dealing with many pressures. These include academic pressure, subject choices, career aspirations, peer comparison and personal goals. The Secondary Stage HPC begins with general information, attendance and interests. Even attendance is treated in a supportive way. The note on low attendance says that it should trigger timely support for the child. It should not lead to punitive action. This reflects a strong socio-emotional approach. Absence may indicate stress, disengagement, family responsibility, health concerns, fear of failure or lack of support.

The self-assessment section also looks closely at the learner’s inner world. It asks learners to reflect on their previous performance. It asks them to think about how teachers viewed their effort. It also asks what new things they want to try. Learners identify the areas where they want to work harder. They reflect on career aspirations, goals, strengths and support received at home, in the community and at school. This connects directly with self-awareness, goal-setting, motivation and future planning. The Secondary Stage HPC also includes time management. It asks learners to reflect on whether they follow a schedule. It asks whether they get distracted or complete work at the last minute. It also asks them to think about estimating time for assignments and prioritising tasks. Learners reflect on time for study, play, relaxation, friends and family. They also reflect on emotional well-being and mental fitness. This shows self-management in a very practical form.

The project and classroom interaction sections also look deeply at SEL. In learner reflection, the student thinks about building a positive emotional atmosphere within the group. The learner reflects on the social relevance of the project. They also think about taking initiative, improving work based on feedback and recognising strengths and areas for improvement. Peer feedback looks at whether the learner values everyone’s opinions. It also looks at whether the learner understands social relevance and contributes positively to the project.

Another peer feedback section looks at how the learner receives feedback. It asks whether the learner accepts feedback openly and respectfully. It also looks at whether the learner modifies work based on suggestions. The learner’s language also matters. The HPC looks at whether the learner uses respectful wording towards the emotions and concerns of others. Classroom interaction also becomes an important space for SEL. Peer feedback includes whether the learner considers different perspectives. It asks whether the learner acknowledges the feelings and opinions of peers. It also looks at whether the learner gives constructive feedback in a considerate manner.

The Secondary Stage also includes Sensitivity as a performance area. This includes collaboration and teamwork. It also includes ethical and moral reasoning. It looks at human and constitutional values, gender sensitivity, citizenship skills and fundamental duties. The deeper reflection here is that Secondary Stage SEL is not only about emotions. It is about maturity. It is about how the learner handles pressure, feedback, disagreement and responsibility. It is also about how the learner responds to future choices and social issues. A student may score well but still struggle with anxiety. Another student may have strong ideas but may not accept feedback. Another may be creative but unsure about future direction. Another may remain silent because of fear, not because of lack of ability. The HPC looks at these areas by connecting goals, self-reflection, time management, peer feedback, teacher assessment and project work.

PARAKH gives practical shape to the vision of holistic and competency-based assessment. Through the Holistic Progress Card, it encourages schools to move beyond marks and recognise the learner as a whole person. It brings together academic progress, socio-emotional growth, creativity, values, participation, reflection and life skills. It also helps teachers identify where a learner may need encouragement, academic support, counselling or mentoring. In this way, PARAKH does not treat assessment as a final judgement. It transforms assessment into a continuous process of understanding, guiding and supporting every learner. Its larger purpose is to make assessment more humane, inclusive and meaningful. Ultimately, it helps every learner feel seen, supported and prepared not only for examinations, but also for life!

HPC Resources 

Foundational Stage:
https://parakh.ncert.gov.in/themes/parakh/hpc-files/how-to-fill-pdf/How-to-fill-the-HPC-(Foundational-Stage).pdf

Preparatory Stage:
https://parakh.ncert.gov.in/themes/parakh/hpc-files/how-to-fill-pdf/How-to-fill-the-HPC-(Preparatory-Stage).pdf

Middle Stage:
https://parakh.ncert.gov.in/themes/parakh/hpc-files/how-to-fill-pdf/How-to-fill-the-HPC-(Middle-Stage).pdf

Secondary Stage:
https://parakh.ncert.gov.in/themes/parakh/hpc-files/how-to-fill-pdf/How-to-fill-the-HPC-(Secondary-Stage).pdf