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We Spoke to Former Monk Lobsang Phuntsok to Understand His Life as a Teacher at Jhamtse Gatsal

Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk named Lobsang Phuntsok and his resolve to be a father to the orphaned children of his community.

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JHAMTSE GATSAL, which means “garden of love and compassion” in Tibetan, is a children’s community in Tawang, Arunachal Pradesh, India. It was founded by a former monk, Lobsang Phuntsok, in 2006, with only 34 children, three teachers, two housemothers, and three support staff.

Lobsang La was trained to be a Monk at the Sera Je Monastery in South India. He attended the Millennium World Peace conference at the United Nations and taught Buddhist philosophy in the United States and Canada. In the past, he’s given talks and conducted workshops on education, peace, non-violence, leadership, and integrating the universal principles of love and compassion in diverse fields at Harvard University, Boston University and Clark University among other educational institutions.

But even after doing such substantial work, he did not feel at peace within, which is why he came back to India to do something for the children of his region. Those kids who are most at-risk of having a destructive path in their lives, of being lost, those kids in whom he saw himself.

Here is an exclusive interview from the easternmost wilderness of India, narrating a simple and humble story of a former monk and his resolve to be a father to the orphaned children of his community.

Excerpts:

Being trained as a monk, your life has been pretty unusual. Somehow it is expected that monks would stay on the same path, whereas you chose your own and started Jhamtse Gatsal. Would you please share what went on within you to believe in a new direction?

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There are two kinds of people who go to the monastery: those, like His Holiness the Dalai Lama, who have the natural gift of wisdom and compassion. Then, there are struggling people like me for whom even society has no place. I was sent to the monastery by my grandparents so that I could have a place to belong. While the journey at the monastery is that of becoming; for me, and for others like me, it is a journey of unbecoming and shedding the baggage of my past, of evolving.

My years of growing up in a monastery certainly gave me a different preparation for life. The troubled start of my life was very similar to that of most of the children at Jhamtse Gatsal Children’s Community today. My grandparents sent me to the monastery because they were worried about the person I was becoming and that there would be no one to look after me after they passed away. They believed that monastic life could help me find my humanness. In their eyes, I did not even qualify as a human being because of my challenges. They were not wrong. I needed the discipline and structure that a monastery can offer to be able to heal myself. In my monastery, I also found some of the most skilled teachers who could support me in my journey of unbecoming to becoming.

When I was the most unlovable, they loved me dearly;

When I did not trust myself, they never stopped believing in me;

And when I saw no hope in myself or my life, they saw great potential in me.

This potent mix of love, trust and hope with discipline and structure revived my love for myself, which fueled my ability to trust myself and believe in my potential. So, in a nutshell, my grandparents gave me the gift of finding the human in me and my teachers helped me find my purpose in life.

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While I deeply appreciate what monastic life had to offer me, somewhere I also began to wonder if it was the only way to help children like myself break free from their past to find meaning in their life and build a purposeful life. Thus, the dream of creating Jhamtse Gatsal was born. There were many children in my own native region who were struggling to survive. I felt a deep connection to them and wanted to give them space where they could experience childhood as well as learn the internal and external skills to build a happy and enriching life.

I feel that building the essential skills of love, compassion, trust and belief is lacking in our modern education today. With our resolute focus on academic excellence, we are preparing our young for market needs, but we are also making them fragile in life. Reading about the growing mental health challenges in our youth deeply saddens me. Our ancient educational models had this beautiful amalgamation of developing inner and outer skills, but we have lost them along the way. Jhamtse Gatsal is my small endeavour to revive that inclusive and holistic educational model which prepares our young to make the world a kinder, gentler and accepting space for all.    

What kinds of difficulties did you face during the inception of Jhamtse Gatsaland what was as easy as breathing?

Nothing came easily when we started Jhamtse Gatsal. Our remote wilderness in the least developed circle of our district made it challenging to meet even the most basic necessities of daily life like potable water, electricity, food, connectivity, etc. We used to send our truck – our only mode of transportation – with two large water tanks to the nearest water source to bring water to the Community. We got whatever food supplies were locally available to provide three square meals a day to the children. We had no phone, forget the cellphone, connectivity! We sent a person twice a week to go halfway to the nearest town (about 8 km away) and someone came from the other side to exchange news of what was happening around us. We did everything we could to keep our children safe and healthy because access to healthcare was inadequate. We had no power and survived on kerosene lamps.

To top it all, we faced scepticism and disbelief from everyone around us. The children at Jhamtse Gatsal found a home, but the Community became orphaned with little support from those around us. We lived a very Survivor-esque life! However, the ray of hope and sunshine in our lives was the Community itself. The people who were here believed that this was not just work; it was their life’s purpose. We had a thriving community spirit with a lot of laughter and time to spend with each other. I miss those days now. While life may have been hard in many ways, being surrounded by supportive and caring people, many of whom are still with us today, made it all worthwhile!

How many children does your community host? Is it difficult to gain the trust of these children as they have suffered so much in such young ages?

Today, the Community has 103 children in its care, ranging from preschoolers to young adults pursuing higher education in different parts of the country.

As parents, we don’t worry about trust when we are raising our children. The harshest consequence we can set for our children is that we would send them back to the villages. Hearing this is very difficult for them because it leaves them feeling that we may have exhausted all of our resources to reach out to them. However, it’s not the fear of this ultimate consequence which stops our children from misbehaving or making mistakes. It is our understanding and acceptance of them despite their behaviours which makes them transform themselves. Their misbehaviours and mistakes are not the real issues. The true reasons are their underlying and unresolved wounds from the past which make them ask for love and care through the most unloving behaviours and attitudes. Their struggle is not trusting, but not knowing how to ask for the help they need.

What positive changes do you see in the children and the community around, after all these years?

Most of the children at Jhamtse Gatsal would have been vulnerable or at high risk of falling into a life of addiction and/or crime had the Community not accepted them. They would have become a liability to society. However, at Jhamtse Gatsal, the children learn to heal themselves and transform their lives. They are able to alter the course of their life from barely surviving to becoming contributors to society. The most positive change that I see in the children today is that where they had nothing and no hope in their life; today, they are dreaming and thinking of doing something for the world at large; they are thinking of paying forward the kindness of their supporters and caregivers. This, to me, is the biggest achievement of all.

As for the positive change in the region, I think the grandfather of one of our children best described how he witnessed the growth of Jhamtse Gatsal. He told me that he was sceptical about sending his grandson here, but today he is happy that his grandson is a part of Jhamtse Gatsal. He said that our children are not handicapped by modern education, rather their education prepares them fully for every aspect of life irrespective of where they may choose to live. Often, modern education only prepares us with one tool or in one skill, but it handicaps us in all of the other aspects of life. The fact that children at Jhamtse Gatsal learn to take care of their surroundings, grow their own vegetables, live sustainably, participate in all community activities, be it cooking, cleaning, carpentry, masonry, day-to-day management, traditional practices, etc., they are prepared for life. He appreciates that the inclusive and holistic educational model of Jhamtse Gatsal has prepared children such that they can fit in just as comfortably in their remote villages as in the hub-bub of city life. He appreciates that the children are self-reliant and independent with a diverse toolkit of skills and infinite opportunities to explore.

Take us through an ordinary day at Jhamtse Gatsal, to what extent does your direct contact with the children remain possible on a regular basis?

At Jhamtse Gatsal, every day is much like it would be for a family. Children start their day with meditation, clean the campus, do their chores and go to school. A lot of life skills like cooking, cleaning, farming, etc. are integrated into their routines. I consider my role in Jhamtse Gatsal to be more of a father than a director. Just like any father, I try to spend as much time as possible with my children. Apart from the 1-2 months that I spend travelling to different countries to share our story, I spend all my time in the Community. We live together, eat together and work together. As a director, I do oversee the day-to-day operations of the Community, but I make it my priority to spend time with the children and hear about their life, their struggles and their joys.

How is the organisation kept afloat monetarily?

Our biggest contributors are individual donors, supporters and friends of Jhamtse Gatsal. We have also received a corpus fund from the State Government of Arunachal Pradesh, which gives us a steady source of yearly income. Finally, a recurring grant from Wipro Cares, the CSR-initiative of Wipro Ltd., helps us meet our financial needs.

How do the geographical location and lack of internet or phone signals affect the daily education of children?

While technology has an important role to play in our younger generation’s life today and there can be great purpose and value to it, I feel that it is mostly overused and ineffective in building the right kind of skills in our children. Personally, I see a great benefit in having access to these tools as young adults when children are more capable of building a healthy relationship with the use of technology. I see great opportunities in our remote location to create a distraction-free and relationship-rich environment to raise our children. Most significantly, our children are saved from being inundated by a conflicting plethora of choices from a young age, which are a daily struggle for children in urban settings. Furthermore, given the lack of access to technology, we have found that when children are compelled to find solutions to their problems instead of becoming dependent on the Internet to get their answers, it helps build their logical thinking and reasoning capabilities. Even with the fairly limited access to technology, many of us at the Community feel that our dependence to it has grown in the past few years. This has sparked an interesting debate among community members to consider creating tech-free days, weeks or months.

This being said, we understand the need of this generation and children at Jhamtse Gatsal are allowed the use of computers and technology for educational and research purposes as they grow older. When they go on to pursue their higher education, they get their first cell phones and laptops to facilitate communication and learning requirements. Emergency life and medical situations are the few times when our remote location and limited connectivity become an impediment. At all other times, we find them an asset to create meaningful relationships and life for our children and ourselves.

What does the future look like for the organisation, what would you want to focus on?

The three pillars of Jhamtse Gatsal are Awakening Mind, Kind Heart, Healthy and Skilled Body. Currently, one of our two long-term goals is to create a unique school and educational space, which has in its design the ability to stimulate and facilitate the learning and engagement of a child’s body, mind and heart. We seek out-of-the-box thinkers and designers who can help us turn this vision for our physical space into reality. We envision this space to be sustainable and geared towards right livelihood choices.

Our second long-term goal is to turn Jhamtse Gatsal into a model learning environment which embraces the full circle of life. We envision the creation of a Right Livelihood Village within Jhamtse Gatsal where those who serve the Community lifelong would be entitled to live even after they retire if they so choose. We believe that it takes a village to raise and educate a child. Thus, spending time with caring grandparents would help young children learn about life and supporting them would help the children learn through service. Most existing educational models are limited in their focus on some skills. However, if we believe that the function of education is to prepare children for life, then a learning approach which involves the knowledge and experience of three generations can truly enrich a child’s preparation for life.

Please talk about the documentary movie Tashi and The Monk. What are your thoughts on it, how surprised were you when you were approached for the documentary?

Today, Tashi and the Monk is far beyond what I imagined it would be. I had assumed that, like most films, it too would have a limited shelf life, but it’s timelessness and the universal connection that people from all over the world feel with the story never ceases to amaze me. I am in awe of the filmmakers, Andrew Hinton and Johnny Burke, for their skilful and artistic capture of the life and essence of Jhamtse Gatsal. Even after six years since its release, I continue to receive heartwarming messages from people around the world at how the film has touched them and how much they can relate to the story arc. The film and people’s response to it reaffirm my belief in the universal and transformative power of love and compassion.

The journey of the making of Tashi and the Monk started a few years prior to its real filming. Andrew Hinton came on a three-day assignment to Jhamtse Gatsal to film the experience of a Thiel Fellow from the US who was then volunteering at Jhamtse Gatsal. After finishing the assignment, Andrew came and asked me if he could stay back for a few more days. He tried to convince me about his idea of making a high-end documentary film on Jhamtse Gatsal, which could become something big. I told him jokingly that if that happened, I would quit my job here and move to Hollywood.

Many visitors come to Jhamtse Gatsal with a camera and want to capture their experiences here. I thought the same of Andrew. However, before leaving, Andrew asked me for an interview about my life and journey of creating Jhamtse Gatsal which brought him to tears. I was touched by his seriousness and genuineness and said Yes to him. I was moved by how much the desire to make the film came from his heart. While I had said Yes to him, I still didn’t harbour any expectations of the film coming through.

When he left, Andrew said to me that he would raise funds and return to make the film, which he did a year and a half later with his friend and editor, Johnny Burke. Together Andrew and Johnny captured many hours of life at Jhamtse Gatsal on film, out of which came their labour of love, Tashi and the Monk.

ScooNews is honoured to be a part of Lobsang La’s life and Jhamtse Gatsal’s. People like him reaffirm faith in humanity and prove why monks are held in high regard all over the world. We wish to see many such children find a home and education in this community.

Tashi and the Monk is available on https://vimeo.com/242367699

Education

The Man Who Called His Students Gods: Dwijendranath Ghosh

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Dwijendranath Ghosh calls himself ordinary.

But how many “ordinary” people spend their retirement building a school from scratch — with no funding, no government salary, and no promise of support? How many choose to teach every day, without compensation, well into their 70s? And how many refer to their students — many from the most marginalised sections of rural Bengal — as gods?

At 78, Ghosh is the heart and soul of Basantapur Junior High School in West Bengal’s Hooghly district. He opens the gate each morning. He teaches children for free. He never left his village — but his impact now reaches far beyond it.

From Barefoot Dreams to Blackboards

Ghosh’s journey is rooted in personal struggle. Growing up in deep poverty, he had no books, no uniforms, and no certainty. His childhood was spent walking barefoot to school, borrowing textbooks, and studying by the glow of kerosene lamps. And yet, he rose. A master’s degree from Burdwan University followed in 1973.

“The pain of those days still haunts me,” he says. “But it also shaped me.”

That pain turned into purpose. Soon after graduating, he and a few friends began running an informal high school in their village—unrecognised, unpaid, but unstoppable. For nine years, they taught with nothing but commitment. When the government finally recognised the school in 1982, Ghosh had already left to take a government job elsewhere, forced by financial needs.

The Second School

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He retired in 2008. But instead of resting, he returned to his village and found that little had changed. Girls were still dropping out after primary school. Child marriage was common. A generation was fading into invisibility. So he began again. With no funding, no building, and no staff, he worked for five years to create Basantapur Junior High School.

In 2014, the school was officially recognised. But the journey was never about the paperwork — it was about presence. Every morning, Ghosh arrives before the first bell. He teaches, supports, and uplifts — without compensation. Because for him, teaching is service.

A Volunteer Army — Running on Faith

He’s not alone. A team of young, educated, but unemployed volunteer teachers stands beside him. They could have chosen easier paths, but chose this one out of belief, not benefit. They are unpaid. At times, local donors offer small stipends, but it’s inconsistent. Most are struggling, yet they return every day. “They have given the most valuable years of their lives,” Ghosh says.

The school receives only ₹25,000 a year as a government grant. For three years, even that was inaccessible. What kept it alive? Former students, now grown, are donating what they can. The community is pitching in. Alumni returning to teach. When a government teacher recently disrespected the volunteers, the team almost walked out. But students and parents wouldn’t let them. Ghosh stepped in to calm tensions.

“We can’t let one bad moment undo decades of good,” he told them.

A Temple Against Child Marriage

One of the school’s biggest challenges is child marriage. In villages like Basantapur, girls are often married by 14—seen as burdens, not futures. By offering local access to education, the school has become a shield. Many girls have completed higher education here. But the battle continues. “This trend,” Ghosh says, “is like an infection. It keeps coming back.”

At Basantapur Junior High School, learning is about more than grades. Students perform in cultural shows, play football and cricket, and take part in morning assemblies. They learn to speak, to lead, to dream. There’s no structured life skills module—because the school itself is the life lesson. Students know they are seen, heard, and cared for. Teachers know their work matters. And visitors walk away knowing this is not just a school—it’s a movement.

His empathy, his daily discipline, and his belief in every child form the blueprint that his students follow. And his impact lives in their dreams.

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The Final Lesson

What does his family think?

“They worry about my health,” he laughs. “Not about the money.”

His pension is enough for his needs. What he seeks is not comfort — but recognition for his team. “These teachers have earned the right to be made permanent. A hundred times over,” he says.

When asked what keeps him going, he simply says:

“So long as I am in the school, I am alive.”

In an education system obsessed with metrics, Ghosh offers something rare: meaning.

He didn’t build a career.
He built a sanctuary.
He didn’t earn a salary.
He earned generations of gratitude.

And in every child who enters Basantapur Junior High, the final lesson is quietly imprinted:

Service is not sacrifice. It’s grace.

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Education

A School Without Walls: The Pehchaan Story, Led by Akash Tandon

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Sometimes the biggest change begins with the smallest act — a few mats on the ground, five curious children, and a group of young volunteers refusing to look away.

In the heart of Delhi, just steps away from the WHO headquarters and the grandeur of Lutyens’ Delhi, an open drain separates two vastly different worlds. On one side: embassies, privilege, policy. On the other: a slum of over 10,000 people, where childhood is often lost to labour, illness, and invisibility.

It’s here that Pehchaan — The Street School — took root.

“We knew we couldn’t change the world. But we could change someone’s world.”

For co-founder Akash Tandon, Pehchaan wasn’t part of a five-year plan. It was a response. A moment of reckoning, watching children play in a toxic drain, unaware of the danger. “This isn’t water,” they told the kids. “It’s poison.” The kids laughed.

That laugh stayed with them.

So Akash and his friends returned. Not with speeches or slogans — but with notebooks, mats, and the stubborn belief that every child, no matter their address, deserves to learn.

What started as a weekend effort with five students has now grown into a network of 10 centres, reaching over 1,600 children. And yet, Pehchaan remains fiercely grassroots — no paid staff, no office, no formal backing. Just a living, breathing movement powered entirely by volunteers.

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Education That Heals

Pehchaan doesn’t just teach. It listens. It adapts. It believes that the first step to learning is dignity — and that means personalised mentorship, trust, and a curriculum that sees the child beyond the textbook.

Children are grouped into three learning tracks: those already in school who need support, dropouts looking to rejoin, and first-time learners who’ve never stepped inside a classroom. The model is lean but layered — with low student-volunteer ratios, personalised goals, and modules that blend academics with life skills.

There’s dance, storytelling, debate, and painting. There’s coding and digital literacy. And there’s space to be seen.

“My school encouraged me to sing, speak, perform,” says Preeti Adhikari, a longtime Pehchaan volunteer. “These children deserve that too. Because it’s not just about marks — it’s about confidence.”

From Drain to Degree

One story stays close to Akash’s heart.

A boy joined Pehchaan in Class 3. He faced pressure to drop out and start working. But he stayed. Pehchaan gave him academic support, counselling, and community. He completed Class 12 with 86%. Then cracked the Delhi University entrance exam.

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But the resistance didn’t stop. “What will you earn from books?” neighbours asked. Still, Pehchaan raised the funds, got him into college — and today, that boy teaches at the same centre where he once sat as a student.

“He’s the proof,” Akash says. “That this works. That this matters.”

A System That Runs Without a System

Despite being volunteer-run, Pehchaan operates with the discipline of a corporate team. Every 10 teaching assistants report to a centre head. Weekly reports are filed. Interns handle HR, design, digital media, and curriculum — all without salaries.

In 2024 alone, 8,000+ interns from 75+ colleges joined hands with Pehchaan. Many now lead verticals, train others, or launch their own community learning spaces.

“Earlier I taught five kids,” one intern said. “Now I’m hiring 30 volunteers who each teach five. That’s impact at scale.”

The community, too, is beginning to notice. Blanket drives, nutrition partnerships, and the newly launched Digital Literacy Lab — built with scrap funding and donated laptops — have brought a sense of permanence to the pop-up classrooms.

But the hardest barrier? Still parents.

“You show up for 10 years — then they believe you.”

Convincing slum families to send their children — especially girls — to informal schools was a long battle. Many children still get married by 14. Others are pushed into work.

But when the same group of volunteers keeps returning, year after year, in sun, rain, or smog — trust begins to grow. “We’ve moved beyond convincing now,” Akash reflects. “We’re building the next layer. It’s about dignity.”

Girls who once never stepped outside now give public speeches. Boys once caught in addiction now mentor others.

Akash is clear about the goal: “We don’t want to go pan-India. We want 50 other Pehchaans to emerge. That’s how you scale — by letting go.”

Read the full story in our latest issue, Teacher Warriors 2025.

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Education

The Woman Who Refused to Disappear – Aditi Sharma’s Quiet Fight for Education

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In a quiet corner of Karnal, Haryana, Aditi Sharma runs a small school for underprivileged children. She is the founder, principal, and often, the only teacher. As a transgender woman in North India, her journey has been marked by resistance and isolation — but also by unwavering commitment. Her school may lack formal recognition or resources, but it stands as a space of learning, inclusion, and quiet resilience.

Aditi is not just the founder and principal of Haryana Public School. She is also a transgender woman who dared to imagine a different kind of North India — one where prejudice makes way for possibility, and education belongs to everyone.

But dreams, she learned early on, come at a cost.

Born and raised in Delhi, Aditi was no stranger to the stereotypes that shadow the transgender community.

“Even educated people carry the assumption that all trans people beg or perform ceremonial rituals. That’s the stereotype I grew up seeing around me,” she says.

It disturbed her and lit the fuse of quiet rebellion.

Leaving Delhi behind, she moved to Karnal with one goal: to build a school not just for visibility, but for children who had nowhere else to go. Her father, unaware she had come out, gave her a 1,200-square-yard plot to build on. “At the time, I hadn’t fully come out. Had they known I was transgender, they wouldn’t have named it to me.”

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What she built wasn’t just a school — it was a statement.

In the beginning, there were no teachers, no steady funds, and no blueprint. “I doubted whether I could run a school at all. I had no confidence. But slowly, a few children started coming in. Then a few more. At one point, we had 60–70 students.”

That number dropped, not due to a lack of dedication, but constant harassment. Neighbours let their dogs loose outside. Parents were warned, “Why send your child there? This isn’t a real school.” Some believed her identity disqualified her from leadership, from teaching, from existing with dignity.

She persisted anyway.

Aditi never set out to run a school for underprivileged children. It wasn’t a strategic choice or a targeted mission. It was simply what remained when everyone else walked away. Families who could afford higher fees refused to send their children to a school run by a transgender woman. Teachers quit under social pressure. So she opened her doors to those who had nowhere else to go — children whose families could pay ₹100 a month, sometimes just ₹50, and often nothing at all. “If they don’t learn here, they won’t learn anywhere,” she says. And so she teaches — not because it’s easy, but because no one else will.

Her day begins at 4 AM — cleaning, prepping, sourcing supplies. By 8 AM, she’s teaching English, guiding students through computing tasks, or painting with them on borrowed desktops. She buys second-hand books herself. There are no permanent staff members. Most teachers leave within weeks. “They say, ‘My family doesn’t want me working here.’ The social pressure is immense.”

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Once, a neighbour handed her a one-day-old baby and walked away. Aditi cared for her. When the child fell ill, she spent 12 days at the hospital with her — and the other children. Alone. “They don’t speak to me anymore,” she says of her family. “I’ve learned to let go. If someone doesn’t want to stay in touch, that’s okay. You still have to be happy.”

Haryana Public School is still not recognised by the state government. Despite its large plot, authorities claim she doesn’t meet the criteria. “Other schools on smaller land get recognised,” she says. “But because I’m transgender, they say no.” Her case is currently being reviewed by the Human Rights Commission. Justice Lalit Batra, in a hearing, reportedly said:

“If she doesn’t meet your current rule, change the rule.”

Meanwhile, the children continue to learn — with donated books, basic tools, and the irrepressible will of one woman. Aditi has even built two giant model airplanes — one stretching 20 feet — from scrap and wood. “They don’t fly, but they spark curiosity. Ten children can sit inside. It makes them dream.”

And dreams are something she insists on, even when the world offers no applause. “One child had developmental issues. No school would take him. People told me I was wasting my time. But he deserved a chance.”

Sometimes, appreciation is scarce. Respect even more so. “When parents don’t respect you, neither do their children,” she admits. “When your own life is a constant struggle, it becomes hard to build emotional bonds.”

But she still shows up every day. Reporters ask why so many people visit her school. “Because we’re doing something that shakes the norms,” she tells the children. “This school is special.”
And they believe her. Because children don’t discriminate. Adults do.

Her message to the transgender community is clear:

“Don’t wait for society to accept you. Build your own path. Even if you’re the only one walking it.”

Aditi Sharma may be the only openly transgender woman in North India running a school. But she’s not asking for sympathy. Just space. Just dignity. Just the right to show up — and not disappear.

“Even if only one child comes,” she says,
“I’ll keep the doors open.”

 

Read the full story in our latest Teacher Warriors issue: https://scoonews.com/magazines/scoonews-june-july-2025-digital-edition/

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Education

A Vision Beyond Sight – How Aarti Takawane is Rewriting Futures for Blind Girls

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Aarti Takawane

Sometimes, the most extraordinary journeys begin with an ordinary restlessness — that nagging sense that comfort isn’t enough. For Aarti Takawane, that quiet realisation led her to walk away from a secure corporate job, and towards a mission she never imagined for herself.

Aarti’s early career looked like everything most people might aspire to: a steady job, good salary, and the kind of stability that makes parents proud. But deep down, she felt a pull that numbers and meetings just couldn’t satisfy. With a background in psychology and a genuine desire to help others, she always knew her purpose lay in people, not just profit.

That spark turned into a flame when she met Mrs Meera Badve, founder of Niwant, an organisation supporting blind students in higher education. A casual encounter at a social event became a life-changing conversation. Aarti took a leap of faith and began volunteering at Niwant — and for the first time, she felt what it was like to make an impact where it truly mattered.

Her path eventually led her to the National Federation of the Blind’s Jagriti School for Blind Girls in Pune — a place that today houses 110 blind girls, 99% of whom come from rural areas. Here, the girls don’t just study; they live, learn, and grow together in an environment that believes in what they can do, rather than what they can’t.

When Aarti joined Jagriti, she began as a psychologist, focusing on the social and emotional development of the girls. But the more she listened to their dreams and struggles, the more she saw the barriers waiting for them after school. “When you give them the right tools, you’re not just giving them a skill — you’re giving them back their choice,” she reflects. 

Visually-challenged girls face a stark reality once they step out into the world. Apart from limited government quota jobs in banks or insurance, there were few opportunities that truly matched their abilities. So, Aarti decided to do something about it.

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“True empowerment means they can live with dignity, not just survive.”

She founded the Skill Development Centre inside Jagriti School — a space where blind girls could learn practical, job-ready skills that tap into their real strengths. Many of the students have remarkable listening and verbal abilities. So the Centre offers courses that play to these strengths: voice modulation, foreign languages, recruitment training, and more. There are also classes in computer literacy, digital accessibility testing, and even coaching for competitive exams.

But the real magic lies in how the Centre stays rooted in reality. The team works closely with organisations like Vision-Aid India and inclusive employers to keep training aligned with what the industry actually wants. Each student’s strengths and interests are mapped out with care, so the training feels personal and purposeful.

Equally important is what happens beyond the classroom. Many girls arrive at Jagriti shy, anxious, or unsure of themselves. They may have never used a screen reader, travelled alone, or spoken up in public. So the Centre pairs technical skills with confidence-building: mobility training, decision-making workshops, life skills, and emotional support. 

“They didn’t need sympathy — they needed direction, support and opportunity,” 

Funding is always a tightrope act — a mix of donations, CSR partnerships, and the occasional government grant keeps the Centre alive. It covers trainer salaries, hostel facilities, assistive technology, and learning materials. The school is committed to full transparency with its supporters, many of whom return year after year because they can see exactly where their help is going.

Aarti knows that none of this would be possible without the right people leading the way. Every teacher or trainer goes through orientation in assistive technology and inclusive education. Sensitisation workshops and regular feedback from students make sure the environment stays supportive and respectful.

As the world changes, so do Aarti’s dreams for the Centre. She hopes to introduce advanced digital modules, remote work training, and a stronger network of inclusive employers. But what excites her most is the chance to rewrite how society sees disability, not as a barrier, but as a different kind of potential waiting to be unlocked.

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For the 110 girls who call Jagriti School home, Aarti Takawane is more than just a teacher. She’s proof that sometimes, the best things really do happen by accident — and that true vision is not about what we see, but what we choose to do about what we can’t.

 

Read the full story in our issue of Teacher Warriors 2025 at https://scoonews.com/magazines/scoonews-june-july-2025-digital-edition/

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Education

“We Sleep on Walls Here”: Shubhanshu Shukla Talks to Indian Students from Space

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Shubhanshu Shukla interacts with students live from the International Space Station as part of ISRO’s Vidyarthi Samvad initiative.

Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.

The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.

When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”

The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.

The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.

For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”

Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”

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Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.

For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”

As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.

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Education

Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

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Banu Mushtaq (right) with translator Deepa Bhasthi, winners of the 2025 International Booker Prize

When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.

Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.

And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.

The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.

For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.

Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.

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This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.

Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.

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Education

John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education

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For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.

In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.

A Childhood Saved by Teachers

King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.

From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.

Former Secretary of U.S Education John King. Image Source- EducationWeek

While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.

King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.

Teacher Evaluations and Policy Pressures

King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.

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“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.

King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.

Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.

Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.

For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.

Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.
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Education

Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution

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“Be Educated, Be Organised, and Be Agitated”- Dr. Bhim Rao Ambedkar stood for education more than anything

Ambedkar Jayanti Special | ScooNews

Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.

This is not a failure of our students. This is a failure of our books.

Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.

And yet, he remains tragically under-read and under-taught.

The Man We Didn’t Read Enough About

Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.

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But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.

Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.

This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.

More Than a Constitution-Maker

To say Ambedkar gave us the Constitution is both true and painfully incomplete.

  • He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
  • He envisioned reservations not as charity but as corrective justice.
  • He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
  • And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.

A Voice for Individual Freedom—Louder Than We Knew

“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar

Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.

His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.

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Why Today’s Students Need Ambedkar—Unfiltered

In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.

We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.

We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.

We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.

Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.

If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.

He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.

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Education

“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020

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A glimpse from the podcast titled "Be the Change in the Changing World,"

In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?

Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.

“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”

Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.

Decolonising the Classroom

A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.

Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”

Disruptions and the Call for Change

From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.

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Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.

Why NEP 2020 Is a Game Changer

Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.

Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:

  • A shift from rote learning to competency-based, experiential learning

  • Focus on Indian traditions and cultural rootedness

  • Moving away from exam-centric teaching, especially in early years

  • Recognition of multilingualism and contextual learning

  • Encouragement of critical thinking, creativity, and adaptability

“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”

The Future of Jobs

To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”

Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.

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Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.

A Takeaway Challenge for Listeners

To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.

“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”

Final Thoughts

In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.


🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video- 

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Education

Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education

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Varanasi: Sunbeam Indiranagar, Varanasi, has emerged as a dynamic centre for academic excellence, cultural enrichment, and sporting achievements, reinforcing its commitment to holistic education. In a year marked by significant accomplishments, students and faculty have demonstrated a dedication to intellectual growth, creative expression, and leadership development, embodying the rich legacy of the Sunbeam Group.

The school’s approach extends beyond traditional academics, encouraging students to engage in parallel activities that nurture a well-rounded skill set. From literature festivals to classical dance championships, Sunbeam Indiranagar has provided students with platforms to explore, innovate, and excel.

Students had the opportunity to engage with global thought leaders through their participation in prestigious events such as the Jaipur Literature Festival and the Great Indian Learning Festival (GILF) at Daly College, organised by ScooNews. These experiences enabled them to explore contemporary literary and intellectual discussions, sharpening their analytical and creative abilities.

The performing arts department also made a mark with theatrical performances at Banaras Hindu University (BHU) and the Krishnamurti Foundation, under the guidance of renowned dramaturgist Mukherjee P.. The school’s commitment to developing critical thinking and communication skills was further reflected in students’ achievements in quizzes, creative writing, Olympiads, debates, and visual arts competitions, underscoring a culture of academic inquiry and artistic exploration.

Sunbeam Indiranagar’s focus on all-round development was evident in the State Level Kathak Championship, where students showcased their prowess in Indian classical dance. The school’s sporting achievements were equally impressive, with students excelling in the East Zone Skating Championship 2024 and the Open District Roller Championship 2024, securing both individual and team accolades.

The school’s impact extends beyond student achievements, with its leadership being recognised for their visionary contributions to education. The Principal of Sunbeam Indiranagar was honoured with the Distinguished Educator for Future-Ready Skills award, securing All India Rank (AIR) 6 in the School Leader’s category by CENTA and receiving the Nari Shakti Sammaan for contributions towards empowering students through progressive learning methodologies.

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Sunbeam Indiranagar’s standing as a leading educational institution was reaffirmed when it was ranked 5th among the Best Co-Ed Day Schools in Varanasi.

With its continued emphasis on holistic development, Sunbeam Indiranagar remains dedicated to shaping young minds, reinforcing its reputation as an institution that values learning in all its forms.

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