The scrapping of the ‘no-detention policy’ by the Modi government risks exacerbating inequalities in India’s education system by holding back students without addressing critical structural issues such as teacher quality, curriculum design, and infrastructure. While intended to improve learning outcomes, the policy emphasizes exams and standardized assessments, disproportionately affecting marginalized groups, including Dalits, Adivasis, and economically disadvantaged students, who may lack the resources to succeed. This approach reinforces caste-based inequalities, alienates students by ignoring their lived realities, and undermines holistic and experiential learning, as advocated by John Dewey. Furthermore, it exacerbates dropout rates, increases teacher workload, and fails to provide adequate remedial support, ultimately prioritizing punitive measures over meaningful reforms that promote inclusivity, equity, and systemic transformation.