Impact of Mother Tongue to English Medium Transition on Holistic Health and Human Development of 11th Science Students: An Interdisciplinary Study in Aurangabad City

India’s multilingual educational environment often requires students to shift from mother tongue instruction to English medium at the higher secondary level. This transition becomes particularly challenging for students entering the science stream in Grade 11, where conceptual understanding relies heavily on technical vocabulary and academic language proficiency. The present study explores how this linguistic shift influences the holistic health and human development of students in Aurangabad city through an interdisciplinary framework integrating education, psychology, sociology, and health sciences. The research employed a descriptive survey method. A sample of 1000 students, 200 parents, and 50 teachers was selected using stratified random sampling. Data were collected using questionnaires and interview schedules. The findings reveal that the language transition significantly contributes to academic stress, emotional insecurity, reduced classroom participation, and lower self-confidence. Students reported difficulty understanding textbooks, communicating in class, and coping with examination pressure. These academic and emotional challenges were found to influence broader aspects of human development, including social interaction, personality development, and mental wellbeing. The study concludes that the shift to English medium should not be viewed solely as an academic adjustment but as a holistic developmental issue affecting multiple dimensions of student wellbeing. The paper recommends bilingual teaching strategies, bridge courses, and institutional mental health support to ensure smoother academic adjustment and balanced human development.