This research paper aims to examine the limitations of the Economically Weaker Section (EWS) policy, particularly in terms of the segregation and exclusion experienced by children from poor socio-economic backgrounds in private elite schools. Despite the provision of the Right to Education Act, 2009 ^[3], which mandates that 25% of seats in entry-level classes should be reserved for disadvantaged children, private schools remain reluctant to admit these students, and even when they do, they often segregate them from other students.

The paper argues that this sense of stigma experienced by poor children in elite private schools is difficult to overcome, even after admission, and represents a serious limitation of the EWS policy. In contrast to previous studies, the paper focuses on the aspects of inclusion, desegregation, and equality, which have not been fully addressed by previous research.

The study uses a qualitative approach, including interviews with students, parents, and teachers, to examine the experiences of disadvantaged children in private schools. The paper identifies some potential areas for improvement, such as greater community engagement and involvement, more targeted and personalized support, and better coordination and collaboration among different stakeholders.

Overall, the paper provides important insights into the limitations of the EWS policy and its impact on the inclusion and education of disadvantaged children in private schools. The findings contribute to the body of knowledge related to inclusion and education and offer practical recommendations for policymakers, practitioners, and other stakeholders to improve the policy and its outcomes.