Абитуриент раскритиковал Army Public School за разрыв между обещаниями администрации и реальным качеством образования

May 19, 2026 11:08 AM 649 Views I studied at Army Public School for Classes 11 and 12, and my overall experience was deeply disappointing. This review is based entirely on my personal experience, so others may feel differently, but I want to honestly describe what these two years felt like for me. The biggest contradiction in this school is the gap between what the administration claims and what students actually experience. The principal frequently promoted the school as having the best teachers and providing excellent academic support. Yet at the same time, even students closely connected to the administration relied heavily on expensive outside coaching. That alone made me question how much confidence the school itself truly had in its own teaching system. One of the biggest issues I noticed was favoritism. Students from influential families, stronger academic backgrounds, or certain social circles often received noticeably more attention and support. Meanwhile, weaker students were mostly left behind. Teachers constantly said they care about weak students, but in practice, many of us felt ignored unless we were already performing well. Instead of guidance, struggling students were often made to feel inadequate. Some teachers seemed more interested in maintaining the image of discipline and academic excellence than actually helping students improve. Personally, I found the academic support extremely weak, especially for board preparation. The notes provided in some subjects were not enough, and I eventually had to relearn large portions through self-study. Even then, because of time pressure and lack of proper guidance, it became very difficult to recover academically. The so-called extra classes rarely helped. They often felt more like a way for the school to show that they were putting in effort rather than actually teaching effectively. After spending the whole day exhausted in school, those additional sessions became mentally draining rather than useful. Another frustrating aspect was how much time was wasted on forced activities, events, and promotional seminars from outside universities. Students preparing for crucial board exams were expected to attend programs that added little academic value. At the same time, we were constantly lectured about not wasting time, which felt extremely hypocritical. The environment also felt socially divisive. There was a visible difference in how students were treated depending on academic performance, background, and social standing. For students who were already struggling mentally or academically, this only made things worse. These two years genuinely felt isolating for me. I did not find the mentorship, fairness, or academic guidance I expected from a school that constantly advertised itself as student-focused. Maybe some students thrive in this environment. I did not. For me, these two years felt less like education and more like surviving inside a system obsessed with appearances, rankings, and reputation rather than genuine learning or student well-being.