A child who skips breakfast, snacks on chips through the day, drinks fizzy colas, and falls asleep only after hours of mobile games is not unusual today. This pattern has become so common that we often stop noticing it. Yet behind these everyday routines sits a serious and growing health problem. India now ranks second in the world for the number of children living with overweight and obesity, according to the World Obesity Atlas 2026. Looking closely at one child’s day, through a case study, helps us understand how small habits add up, and what can be done to reverse them.

Table of Contents

The case of Amita: reading the warning signs

Consider Amita, a nine-year-old girl whose parents both work long hours. Her mornings begin in a rush, so she usually leaves home without breakfast. At school she buys packaged snacks and a sweetened drink. By evening she is tired and irritable, refuses home-cooked meals, and prefers instant noodles or fried street food. She spends three to four hours on a tablet or television and sleeps well past midnight. Over the last year she has gained noticeable weight, complains of low energy, and snaps at small things.

Amita is not a single real person, but her routine reflects what surveys repeatedly find. The pattern combines several risk factors at once: skipped meals, heavy junk-food intake, sugary beverages, long screen hours, little physical play, and poor sleep. Each of these alone is harmful. Together they create exactly the environment that drives weight gain and behavioural problems in children.

The unhealthy habits hiding in plain sight

When we break down Amita’s day, four habits stand out as the usual culprits in most cases like hers.

Ultra-processed food and sugary drinks. Packaged chips, biscuits, instant noodles, and cola are high in calories but low in nutrients. UNICEF India points to the growing consumption of ultra-processed foods and sugar-sweetened beverages as a major force behind rising childhood obesity, alongside low physical activity and increased screen time.

Skipping meals. Missing breakfast leaves the body without fuel, often leading to overeating and reaching for quick, unhealthy snacks later in the day.

Excessive screen time. Hours in front of a screen replace active play and expose children to constant advertising for energy-dense foods, shaping what they crave.

Late and inadequate sleep. Sleeping late disrupts the body’s natural rhythm. Doctors note that children who sleep late often eat unhealthy snacks at night and burn very few calories because they are inactive both at night and during the day.

Why nutrition and routine matter so much

Childhood is a period of rapid physical and mental growth, which makes what a child eats and how they spend their day far more important than many parents realise. The food and habits formed now tend to last. Once obesity sets in during childhood, it is difficult to reverse and often continues into adulthood, raising the long-term risk of diabetes, heart disease, and high blood pressure.

Amita’s irritability is not separate from her diet, it is partly caused by it. Highly processed foods loaded with sugar make blood glucose rise quickly and then crash. This spike-and-crash cycle can trigger stress hormones and lead to irritability, anxiety, and short temper in children. Nutrient-dense foods with fibre, protein, and healthy fats release energy slowly, keeping both energy and mood steady. It is worth noting that scientists debate whether sugar directly causes hyperactivity, and controlled studies have not firmly confirmed that link. What is clearer is that erratic eating and blood-sugar swings affect how a child feels and behaves through the day.

The role of movement and sleep

An active body grows stronger and manages weight better. The ICMR dietary guidelines recommend at least 60 minutes of physical activity a day for children to help prevent overweight and obesity. Sleep works alongside activity. Without enough rest, hunger hormones and energy levels go out of balance, which fuels more snacking and less movement, exactly the loop Amita is caught in.

Building a balanced plan for Amita

Fixing this does not require expensive supplements or extreme diets. It requires structure, variety, and consistency. The Dietary Guidelines for Indians, 2024, published by the ICMR-National Institute of Nutrition, stress dietary diversity, moderation, and balance using everyday Indian foods. A workable plan for Amita could look like this.

A sample daily diet

Breakfast. A filling, non-negotiable start such as vegetable poha, idli with sambar, or a paratha with curd. Eating before school steadies energy and reduces mid-morning junk cravings.

Mid-morning snack. A seasonal fruit like banana, guava, or orange, or a small handful of nuts instead of packaged biscuits.

Lunch. The classic balanced Indian plate of dal, roti or rice, a vegetable sabzi, and curd. This combination supplies complex carbohydrates, protein, fibre, and calcium together.

Evening snack. Roasted chana, sprouts chaat, a boiled egg, or homemade poha rather than fried or packaged food after school.

Dinner. A light, early meal such as khichdi with vegetables or roti with sabzi, finished well before bedtime.

Drinks. Water, milk, buttermilk, or coconut water in place of cola and packaged juices. Whole fruit is always better than fruit juice.

The ICMR guidelines favour exactly this kind of plate, built on cereals and millets, pulses, plenty of vegetables and fruits, milk products, and a handful of nuts and seeds, while limiting salt, sugar, and processed fat.

A healthier daily routine

The plate is only half the answer. Amita’s day needs reshaping too. A fixed wake-up and bedtime gives the body a stable rhythm. At least an hour of outdoor play, cycling, skipping, or any sport she enjoys, replaces part of her screen time. Screen use is capped and kept away from meals and bedtime. Meals are eaten at roughly the same times each day, with the family at the table where possible. Over a few weeks, this structure does more to settle her weight and mood than any single food swap could.

Practical guidelines for parents

Children rarely change habits alone. The home environment decides what is easy and what is hard. A few clear, realistic steps make the biggest difference.

Keep junk out of the house. What is not in the kitchen cannot be eaten. Stock fruit, nuts, curd, and roasted snacks where children can reach them, and keep chips and cola as rare exceptions rather than daily staples.

Make breakfast a fixed habit. Even a quick home-cooked option is better than an empty stomach followed by packaged snacks at school.

Set screen limits and offer active alternatives. The World Health Organization advises that children sit less and play more for healthy growth. Replacing screen hours with active play protects both weight and sleep.

Protect sleep. A consistent, early bedtime without screens nearby helps the whole routine fall into place.

Involve children in food. The ICMR suggests planning meals, cooking at home, and getting children involved in meal preparation, which helps them feel ownership over healthier choices.

Model the behaviour. Children copy what they see. When parents eat balanced meals, drink water over soft drinks, and stay active, healthy habits feel normal rather than imposed.

It also helps to frame this positively. The goal is not to police every bite or make a child anxious about food and weight. It is to build a steady, enjoyable routine of good meals, active play, and proper rest that supports growth and keeps moods stable. Small, consistent changes, sustained over months, are what actually work.

From one child’s day to a wider lesson

Amita’s story is useful precisely because it is ordinary. Her habits are shared by millions of children, and so are the solutions. The factors driving childhood obesity, processed food, sugary drinks, screen time, and inactivity, are well documented, and so are the remedies built around balanced meals, daily movement, and good sleep. The challenge is rarely knowledge. It is turning that knowledge into a daily routine that the whole family follows together.

What do you think? Looking at your own daily routine, which one habit, food, screen time, or sleep, would be the hardest to change, and why? And if you were guiding a child like Amita, where would you begin first?

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References
  1. https://www.business-standard.com/health/childhood-obesity-eating-habits-in-india-healthcare-126030400347_1.html
  2. https://www.unicef.org/india/press-releases/india-overweight-and-obesity-rising-across-all-ages-youngest-children-adults
  3. https://childrens.dartmouth-health.org/kids-health/how-foods-impact-behaviors
  4. https://newsonair.gov.in/icmr-releases-upgraded-dietary-guidelines-for-indians
  5. https://nin.res.in/dietaryguidelines/pdfjs/locale/DGI_2024.pdf
  6. https://www.who.int/news/item/24-04-2019-to-grow-up-healthy-children-need-to-sit-less-and-play-more

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Application & Support Skills

1 Need and Concept of Inclusion-Caste, Class, Gender and Disability

  1. Concept and Meaning of Inclusion
  2. Concept of Inclusion: Caste, Class, Gender, and Disability Perspective
  3. Need of Inclusion in Education
  4. Contextualization of Curriculum: Inclusion of Caste and Class Perspectives
  5. Inclusion: Gender Perspective in Education
  6. Inclusion: Disability Perspective in Education
  7. Role of Teachers in Inclusion

2 Attitudinal Readiness

  1. Meaning and Definition of Attitude
  2. Importance of Attitudinal Readiness for Inclusion
  3. Attitudinal Readiness Among Administrators
  4. Attitudinal Readiness Among Teachers
  5. Attitudinal Readiness Among Parents
  6. Attitudinal Readiness Among Peers
  7. Attitudinal Readiness in Community
  8. Benefits of Inclusion for Children with Special Needs
  9. Benefits of Inclusion for Children without Special Needs

3 Counselling- Parents and Peers

  1. Definition and Meaning of Counselling
  2. Role of Counselling for Working towards Inclusiveness
  3. Parental Counselling
  4. Peer Counselling
  5. Goals of Peer Counselling
  6. Advantages for Pupils who are Supported
  7. Pitfalls of Peer Counselling
  8. Benefits of Peer Counselling
  9. Peer Support Programme

4 Empathy

  1. Empathy: Meaning and Definition
  2. Empathy and Sympathy: Similarities and Differences
  3. Empathy as a Value
  4. Teaching and Learning of Empathy
  5. Use of Role Play in Teaching of Empathy
  6. Advantages of Analytical Role-Play
  7. Activities for Developing Empathy in an Inclusive Set-up
  8. Development of Empathy among Adults for Inclusion

5 Life Skills and Their Importance

  1. What are Life Skills?
  2. Importance of Life Skills
  3. Integration of Life Skills with Education
  4. Life Skills to be Gender Inclusive
  5. Core Areas of Life Skills
  6. Other Life Skills (NCERT)

6 Development of Life Skills Through Curricular and Co-Curricular Activities

  1. Transaction of Life Skills
  2. Forms of Life Skills
  3. Curricular and Co-Curricular Activities
  4. Assessment of Life Skills
  5. Activity – Knowing Myself
  6. Activity – Healthy Community
  7. Activity – Love for Animals and Birds
  8. Activity – Nutritional Snack Competition
  9. Activity – How to Protect Myself?
  10. Activity – Managing Stress
  11. Activity – Social Sensitivity
  12. Activity – Water is Precious

7 Nature and Nurture- A Symbiotic Relationship

  1. Meaning of Nature
  2. Meaning of Nurture
  3. Symbiotic Relationship Between Nature and Nurture
  4. Role of Teachers: Developing Symbiotic Outlook in Children
  5. Roles: Teachers, Parents, and the Community

8 Activities From Overview And Perspectives Of Values

  1. To determine through interviews the major social malaises affecting Indian society and the ways to minimize them
  2. Study of the evolution of democracy and the role of mass media in promoting democratic values in citizens
  3. Values for sustainable development
  4. Studying childrenโ€™s perceptions regarding environmental problems
  5. Identifying values from festivals celebrated

9 Activities From Socio-Psychological Basis

  1. Study on milestones of physical development of children
  2. Observation of emotions of infants
  3. Steps to solve conflicting situation
  4. Study on importance of peer groups
  5. Study on the effectiveness of TV programme on children

10 Activities From Pedagogy Of Values

  1. Case study analysis
  2. Review of T.V programmes on value education
  3. Analysis of Panchatantra tales from value inculcation perspective
  4. Study the influence of ICT in learning various subjects
  5. Survey on the use and abuse of ICT

11 Activities From Application And Support Skills

  1. Understanding the concept of gender
  2. Activity of how to develop social sensitivity towards persons with disability (PWD Act 1996)
  3. Critical analysis of news items related to different social groups
  4. Analysis of case study on violence against girls
  5. Inclusiveness