CBSE Result 2025: Big update on CBSE 10th, 12th result students must know, result likely to be declared before....
CBSE Result 2025: The Central Board of Secondary Education (CBSE) has not yet announced the Class 10 and Class 12 board exam results. While there were speculations about a possible release on May 2, media reports suggest that a senior CBSE official has clarified that the board has not yet finalized a date for the result announcement, and no official confirmation has been issued regarding a May 2 declaration. According to a report by India TV News, official sources have stated that the CBSE Class 10 and 12 results for 2025 are expected to be announced before May 8. However, please note that till now, Dr. Sanyam Bhardwaj, Controller of Examinations of CBSE, has not announced the exact date and time for the declaration of the CBSE Class 10, 12 results on the official website. Additionally, CBSE has not released any official notification regarding the result date on its official website, cbse.gov.in. CBSE Result 2025: Big update on CBSE 10th, 12th result students must know, result likely to be declared before….
Based on past trends, CBSE typically announces the Class 10 and Class 12 results in May, often on the same day. In 2024, both results were announced on May 13, and a similar timeline is expected this year as well. To download your CBSE board result, a student must enter his/her Roll Number, School Number, Admit Card ID (as given on your admit card), Date Of Birth (DD/MM/YYYY), and Security Pin.
Over 44 lakh students have reportedly appeared for the exam. Out of them, 24.12 lakh have appeared for the Class 10 examination and 17.88 lakh for the Class 12 board exam. The CBSE Class 10 board exams were conducted from February 15 to March 1, while the Class 12 board exams took place from February 15 to April 4, 2025. CBSE Result 2025: How to check your CBSE 10th, 12th result Visit the Official CBSE Website: Open your web browser and visit the official website of the Central Board of Secondary Education (CBSE) at www.cbse.nic.in or www.cbseresults.nic.in.
Navigate to the Results Section: Once on the CBSE website's homepage, look for the 'Results' section. Click on 'Secondary School Examination(Class X) Results 2025 or Senior School Certificate Examination (Class XII) Results 2025.'
Enter Required Details: On the Class 10th result page, you will be prompted to enter certain details to access your results. Enter your CBSE Roll Number, School No, admit card ID, date of birth, and security pin.
Submit and View Results: After entering all the required details correctly, click on the 'Submit' or 'Get Results' button. Your CBSE results 2025 will then be displayed on the screen.
Print or Save Your Results: Once your results are displayed, you have the option to either print them out or save them for future reference. Click on the print icon or use the browser's print function to obtain a hard copy of your result.
It is requested that students should not believe in any unverified or fake news. Always rely on updates from the official CBSE website. Please note that till now
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
Time of India
11 hours ago
- Time of India
City CBSE schools to introduce positive affirmations in assemblies for students' mental, social wellbeing
Ranchi: Several CBSE affiliated schools in the city will soon include positive affirmations in their morning assemblies. The move, introduced by the CBSE, is aimed at mental wellness of the students and their socio-emotional developments, educationalists said. Tired of too many ads? go ad free now The CBSE has advised all its affiliated schools to introduce short affirmations each morning. The affirmations will be age-appropriate and recited in both English and Hindi to ensure clarity and inclusivity. Principal of Kairali School, Rajesh Pillai, said, "In today's fast-paced and digitally driven world, students face a lot of internal stress. Beginning the day with positive affirmations will help students feel centred, calm, and confident." The CBSE advisory states that such affirmations support clarity, focus, emotional regulation, and self-esteem. Principal of Firayalal Public School, Niraj Kumar Sinha, said, "The affirmations such as 'I am always happy,' 'I am calm and stable in every situation,' 'I respect everyone,' 'I respect nature,' 'I use gadgets only for studying,' will be used to make students feel positive and valued." Principal of Jawahar Vidya Mandir, Shyamali, Samarjit Jana, said, "We are already designing a list of meaningful affirmations aligned with our school's core values. We will involve students in the process to ensure they relate to what they are saying each morning." Academic coordinator at Oxford Public School, Ravi Shekhar, said, "This initiative is about more than just words and is about changing mindsets and building resilience from a young age. I believe it will transform the morning assembly into a more emotionally nurturing experience." Mental health professionals have also welcomed the initiative, highlighting its potential to address the rising levels of anxiety and low self-esteem observed among school-age children. Tired of too many ads? go ad free now Dr Bhoomika Sachacher, consultant clinical psychologist, said, "The affirmations reflect empathy, courage, discipline, and self-worth to nurture emotionally strong, reflective, and confident individuals who are ready not just for academic success, but also to navigate life with a healthy mindset. Students face many times of fear, like competition and examinations; these positive affirmations will help them. "
Hindustan Times
a day ago
- Hindustan Times
Flooded with applications, BMC to add extra division in 7 CBSE public schools
MUMBAI: Taking into consideration the increasing number of applications from parents, the BMC has announced the addition of one extra division in seven of its Central Board of Secondary Education (CBSE) schools across the city. This move will create 280 new seats and help address the growing demand for quality education in BMC-run institutions. According to officials, the civic body received 2,452 applications for its 1,200 available seats in 21 schools that follow the CBSE, ICSE, and IB curricula. Among these, the Mumbai Public School in Poonam Nagar, Jogeshwari East—the first BMC school to introduce the CBSE curriculum in 2020—received the highest number of applications. The school saw 236 applications for its 68 seats for the 2025-26 academic year. 'Considering the high demand from parents, we assessed the feasibility of expanding divisions, and identified seven schools where we could start an additional division,' said Prachi Jambhekar, deputy municipal commissioner (Education). The BMC will start the extra division with a capacity of 40 students from nursery onwards from the coming academic year. The seven schools are MPS Chikuwadi, Borivali which received 168 applications for 68 seats, MPS Rajawadi, Ghatkopar (155 applications), MPS Ajijbaug (187), MPS Hariyali Village (158), MPS Kane Nagar (85), MPS Malvani Township (52), MPS Bhavani Shankar (181). An education officer from the civic body noted that the popularity of the Poonam Nagar school was due to its status as the BMC's first CBSE school which has built strong credibility among parents. 'We have ensured excellent infrastructure, trained teachers, and the required academic support in all non-state board schools,' the officer added. Education officer Sujata Khare confirmed that the new divisions would benefit students currently on the waiting list. 'With the additional divisions, those students who couldn't get admission earlier will now have a chance,' she said.
The Hindu
2 days ago
- The Hindu
A balanced approach to teaching in the mother tongue
Language plays a crucial role in human learning. The most obvious choice is an individual's native language, often referred to in linguistic studies as the first language. This was once central to the Indian tradition where students received their education in gurukuls. In the emerging global landscape, preferences have shifted. English has become the preferred language to secure employment in nearly every field. It serves as the language of science and technology, as well as legal and banking systems, international (and even national) communication, higher education, travel, and media entertainment. It is essential to convey our culture and traditions to others. Thus, it has established itself as the language of individual opportunity. Most parents, given the resources available, prefer to educate their children in English-medium schools. This has led to the emergence of a number of English-medium schools, even in rural areas across the country, although their effectiveness remains questionable. The pressure to provide education in English has compelled most states in India to offer English-medium education in all schools within their jurisdictions. Challenges in implementation However, a new challenge has emerged with the CBSE directive to educate all children at the primary level in their mother tongue. This aligns with the vision of the National Education Policy (NEP) 2020 and the National Curriculum Framework 2023, which provide comprehensive guidelines for school education in India. Although the concept is highly appealing, significant challenges remain in implementing the shift from English to the mother tongue or a familiar regional language. Regarding the mother tongue, the 2001 Census of India identified 122 languages spoken by over 10,000 individuals, of which 22 have been granted constitutional status through their inclusion in Schedule VIII of the Constitution. The Constitution recognises Hindi as the official language for communication between the Union and the States, while English is designated as an 'associate' official language in states that have not adopted Hindi as their official language. It mandates that the State provide primary education in the mother tongue, and students are expected to learn three languages in accordance with the graded 'three-language formula' policy, recommended by the National Commission on Education from 1964 to 1966, which was integrated into the National Education Policies of 1968 and 1986. As a language educator and assessor, I have found that most teachers employed to teach English at the primary or even middle-school level are not trained English language teachers. Instead, English is taught by Social Science teachers, many of whom possess questionable English language skills themselves. Consequently, students rarely acquire any communicative English language skills. However, parents often harbour a false sense of security, which stems from sending their children to English-medium schools. Currently, many education departments and the State Council of Educational Research and Training (SCERTs) are preparing to offer elementary education in the mother tongue. Identifying the mother tongue poses a significant challenge, particularly in cities where many residents come from diverse linguistic backgrounds. In such situations, even after conducting a census of the mother tongues that children identify with, will there be sufficient teachers who can teach all subjects in the mother tongue? These issues have contributed to the failure of the three-language formula. Positive feelings cannot become reality without meticulous planning and practical action. Periodically, we implement significant changes to the National Education Policy, disadvantaging numerous students who are at crucial stages of their schooling, only to realise later that the mission has not succeeded. Education must be grounded in reality; it is a nation-building endeavour with the potential to elevate us. But this is achievable only when we distance ourselves from political sloganeering and concentrate on actual needs. The mother tongue is important, as is the English language. No language should be taught at the expense of another. Our mother tongue imparts our cultural values and shapes our worldview. It is easy to grasp the subject matter and concepts, as well as to learn foundational skills in our first language, provided that suitable learning materials are available. A global language like English serves as a window to the world, offering better access to lesson-related resources on the Internet and beyond. A balanced bilingual approach would yield benefits if we recognise the potential of both languages and impart the necessary linguistic skills accordingly, based on circumstances and available resources. The writer is Anil Sarwal, a retired Associate Professor of English.
