Often, the lengths of girl’s uniform, hair, or nails have been a way of demeaning them from a young age. “It will distract the boys!” is the supportive reason given for the same by the teachers. Thereby, girls have been asked to dress ‘properly’ or ‘decently’, especially at schools. While girls have been easy targets for sexist discrimination, boys have been a frequent target of intense physical punishments. This can be attributed to the educator’s perception of boys being stronger than girls. Along with this, for similar reasons, boys are also told, "Don't run like girls" or "Boys don't cry". This not only portrays the two sets of genders in a negative light but also positions them in strict gender roles. Similarly, some teachers make girls and boys sit in separate rows as they perceived it as going against the culture. Due to such ideas, students inevitably face long-term repercussions in their adulthood. Some men absorb the perception of being tough; thereby refrain themselves from expressing their emotions.

Ever since childhood, we are taught to honor our teachers. Thus, the popular saying, “Guru bhagwan kaa roop hote hai!” Certainly, there are students who prove otherwise to us. What is not acted upon is, respect is a two-way street. If the student is supposed to be respectful of the teachers, the same conduct must also be reciprocated by the teacher. Simply, to get respect, give respect! Some teachers often cross the line of mutual respect. In the name of discipline, numerous cases have been recorded of students being physically humiliated and mocked by an instructor; leaving the student traumatized. It is the teacher's responsibility to discipline the pupil. However, fulfilling this duty at the expense of a young child's mental health is a matter of concern. The abusive and disrespectful way of teaching, particularly in a class full of peers, will not teach them a lesson but will scare them for life.

If a student is wrong it is the duty of the teacher to correct them. But some instructors choose the forbidden route of physical assault and violence. Against such teachers, the required action is not taken. Some students do not report such instances to the Principal or even to their parents. Students are afraid that the teacher will punish them again or release their frustration on the grades. Owing to the concern that the student may be expelled from school, parents are powerless and unable to do anything about it. As a result, the teacher continues to teach the student; leaving the student with no route but to adapt to survive the bully. This early on experience makes the student helpless and fearful of authority figures for most of their adult life. It is important to create a more humane way of correcting students. This will not only enable students to not fear making mistakes but also be more accepting to correct their mistakes.

Agree to it or not, for once, we all have enjoyed the perks of being a teacher’s pet. But this undue advantage boosts some students to play the blame-game. When a preferred student points out another classmate’s mistake, especially of a notorious student; due to the bias, the teacher may not investigate the matter further and believe the words of the favorite student. Around the same time, the teacher sometimes overlooks the faults of the favorite student or gives them an easier punishment than others. Certainly, no person is free from bias! However, it can translate into a problem when good opportunities are offered to teachers' favorite students because they connect well than others.

Many of us must have heard the casual, fleeting comments made by our teachers in front of the class about our body size. This mocking often encourages the classmates to tease and bully the student as well, with such fat-shaming or thin-shaming remarks. Children learn from their elders, after all! Thus, students often hesitant to share their thoughts in fear of other students’ reactions. Telling a young mind, whether they are too fat or too thin, particularly as means of an insult, causes students to have issues with their body image and self-esteem. Studies have shown that such early encounters, particularly with girls, contribute to diagnoses of eating disorders in adolescence or adulthood.

Teachers seem to rush towards completing the academic curriculum because of lecture time constraints. Thereby, there is not much exposure to classroom debates, Q&A, current issues, and real-case discussions. Since students are not imparted the skill of questioning, they are compelled to adhere to a static structure and follow the bandwagon. Their thinking and problem-solving abilities are compromised. They lack the ability to critically analyze, form an opinion of their own, or take a stance about a matter at hand. Some schools do organize Debate Competitions. However, such competitions are usually not held in a healthy or organic way. It thus creates a pessimistic attitude to discussions instead of developing students’ communication skills. Due to a lack of encouragement in students’ capacity to think and have an opinion during schooling days; in adulthood, some may not possess assertiveness skills. Along with it, there might be a loss of critical, creative, or out-of-box thinking among the students.