Contours of Change: Leadership, Legacy, and Learning

With a career spanning a quarter of a century across some of India’s most respected schools, Skand Bali exemplifies purposeful educational leadership. From shaping young minds at some of the most reputed institutions in the country, his journey reflects a steadfast belief in inclusion, integrity, and collaboration. Mentor Magazine’s special issue connected with him to trace his journey into education, as he still continues to inspire excellence while embedding core values into every aspect of school life.

Serendipitous Start

My father wanted me to be a lawyer; I aspired to join the civil services. Teaching came by chance—while preparing for my civils, I joined Army Public School, Begumpet, to stay engaged with my subject. I soon fell in love with school life, and there was no turning back. Guided by mentors and shaped by countless experiences, I look back on my journey with pride and gratitude.

My Philosophy of Education

I began believing that education’s highest purpose was to unlock each child’s potential—understanding their needs, celebrating progress and nurturing curiosity. Leadership broadened that vision to the entire school ecosystem: culture, teacher growth, parent partnerships and societal impact. Today, I see education as both deeply personal and strategically systemic—preparing young people not just for exams, but for life in a complex, interconnected world.

From Classrooms to Boardrooms

The classroom demands presence—listening deeply, adapting instantly and sparking each student’s curiosity. The boardroom demands vision—shaping systems, aligning stakeholders and making decisions whose impact unfolds over years. Both demand humility as a learner. Whether from a child’s fresh perspective or a colleague’s hard-earned insight, I keep asking the same question: How can we make learning more meaningful, equitable, and future-ready?

Preserve, Challenge & Reimagine – Institutions of Legacy

Walking into a legacy institution is both an honour and a responsibility. First, I preserve what defines its soul—the traditions, values, and community spirit that endure. Then, I question practices through the lens of today’s needs, using evidence and courage to address gaps. Finally, I reimagine—blending global innovations with timeless strengths so that legacy becomes a living foundation, not a limitation.

Love for Geography

Geography fascinates me because it reveals the connections between people and places, resources and needs, past and future. It’s taught me that leadership, like geography, begins with understanding the terrain—culture, history, pressure points, and opportunities—and recognising that small changes can ripple across the whole system.

As a metaphor, geography reminds me that every map is just one perspective. In education, this means staying open to diverse viewpoints, fostering critical thinking, and redrawing boundaries when the world changes.If I could redesign the curriculum, I’d make geography lived and relevant—using tools like GIS, satellite imagery and data analysis to solve real-world challenges, from climate resilience to urban planning. I’d leave behind static, fact-heavy learning, and instead equip students with a lens to understand why places matter and how they are changing.

Empathy as a Central to Leadership

Empathy in leadership isn’t avoiding hard decisions—it’s making them with humanity. It begins with listening deeply, understanding context and engaging those most affected. When tough calls arise, I focus on transparency and dignity, ensuring people know the ‘why’ and feel heard. I involve the right voices early, make decisions collaboratively and follow through with support and adjustments when needed. Empathy builds trust—and trust is what carries an institution through both its brightest and toughest moments.

What is Future-Ready?

For me, ‘future-ready’ means preparing students not just for unknown jobs but for a complex, interconnected and unpredictable world. It’s about strong foundations in literacy, numeracy and digital fluency—balanced with adaptability, creativity, collaboration, ethical judgment and empathy. It’s about shaping lifelong learners who can unlearn, relearn and see through diverse perspectives.

The NEP 2020 is a step forward and many schools are embracing holistic, project-based and life-skills-driven learning. Yet challenges persist: exam-heavy assessments, underinvested teacher training, and unequal access to innovation. We’re on the right path—now we must walk it faster and together.

A Reformist, A Curriculum Leader & A Cultural Architect

Titles are flattering, but they’re just lenses on the same work—creating environments where people thrive. If I had to choose, ‘cultural architect’ fits best. Curriculum shapes what we teach, reforms change how we teach but culture decides if change lasts. It’s the invisible architecture—beliefs, habits, relationships—that makes innovation stick. Build a culture of trust, curiosity and high expectations, and everything else follows. That’s the work that endures long after titles fade.

Moments not Milestones

Legacy isn’t a building or a policy—it’s the quiet, lasting impact on people’s lives. A school’s true legacy is generations of students who leave not just knowledgeable but confident, kind and curious.

I hope mine is measured in moments, not milestones—when a student felt seen, a teacher felt empowered or a community felt proud to belong. If years from now someone says, “Skand Bali believed in me before I believed in myself,” that will be the legacy worth leaving.