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Research suggests that when a school model places the child at the center using engaging and motivating practices that make them feel supported and if the same consideration is extended to the parents, then there is a higher likelihood of the children staying driven to remain in school and do well.

When it comes to school-parent relationships, government-mandated spaces (such as School Management Committee–SMCs and Parent Teacher Meetings-PTMs) that facilitate parent engagement have the potential to be utilized more effectively. Our work emphasizes collaboration and agency of everyone who works with a child – teachers, parents, and school leaders to share, express, and ask meaningful questions and build a collective vision for children. Through dialogue with teachers and school leaders, we delved into the inhibitors of effective parent engagement spaces.

Many educators and parents face hurdles in building strong parent-teacher partnerships. Limited access to tools and resources makes it difficult to design safe and engaging communication channels. Furthermore the full potential of parents’ impact on student learning is still not visible, and lack of the time and resources leads to it getting deprioritised.  

We ensured that the parent engagement spaces reflected the voice of parents, extended concern and respect for their well being, leading to an increase in parents’ receptivity. During a session, we facilitated a feelings check in with parents. One of the parents got emotional and shared that nobody had ever asked how they felt or seriously cared about the response.

Another key way to achieve this has been through collaboration with stakeholders – involving school principals and teachers to co-design the spaces using structures like planning templates, thinking models, etc that allow teachers to implement their own ideas in a creative and focused manner. Increased collaboration and accountability between school and community led to significant insights for the educators, who then accordingly created support strategies for children.  When we informed a teacher about one of her student’s learning disabilities, she ‘modified her support strategy and spent more time with the child to ensure that they feel supported’.

Last year, we also oversaw the introduction of progress cards and the design and language allowed the parents to understand the children’s learning levels in Maths, English and Hindi. Instead of giving an update of the marks/grades their children scored in these subjects, the progress card used simpler language to map the progress of students and celebrate small shifts and growth.

Previously, parents received only marks or grades without clear guidance on how to support their children’s learning at home. Additionally, important assessment data, such as the SEF’s assessment, was inaccessible to parents. When we introduced the progress cards to parents, they were really happy and able to connect better to their children. Some of them shared how they will stick them on the wall, support their child better in that particular topic/concept or share it with the tutor, etc. For example – the parents get to know whether the children are at an ‘akshar’, ‘word’, ‘paragraph’ or ‘story’ level in English and Hindi.

Many parents now want to take ownership of working for their children’s educational development. *Aashna Didi , an SMC member and a single mother of a  Grade 1 child who is studying in one of our partner schools, has become a champion initiating conversations and expressing concerns to encourage other parents and members to participate and ask more questions at the parent engagement spaces like PTM, School Committee Meeting, etc.”

This helped us to build parents’ agency to contribute to their child’s learning. With focused PTMs, we could have more open, effective and clear conversations. We were able to leverage WhatsApp groups as a communication channel and conduct more community visits and debriefs with educators. 

Giving parents a safe and welcoming space where they can freely share their thoughts, treating them with fairness and respect, and considering them as important partners in their children’s education helps to make them feel involved and empowered. This builds a strong sense of connection and support among parents in the school community.

At the Simple Education Foundation, we want all children to thrive in school and life. We see strong partnerships between teachers, principals, and parents as a key lever in bringing this shared vision to life and building a school system that serves our children’s needs. Through initiatives like this, we will continue to ensure they are equipped to create safe and powerful experiences for children.

(*- Name of the parent – stakeholder has been changed)

ABOUT THE AUTHORS:

Ganesh Singh is a Sr. Associate for Community Engagement and Government Relationships. He has been working closely with the school, school educators, kids and parents! He advocates for meaningful collaboration between the community and school to create a positive and safe learning environment for the kids in both school and home. To learn more, find Ganesh @ 

https://www.simpleeducationfoundation.org/team-1/ganesh-singh- / 

Twitter – @ganeshs65632523 / Instagram – @ganesh.bafila

Sanjana Agarwal is an Associate, Communications & Fundraising at SEF. She has been working in the development sector for the last 4 years. She aims to combine her interest in educational programs with her passion for communications, especially writing! To learn more, find Sanjana @ 

https://www.simpleeducationfoundation.org/team-1/sanjana-agarwal / 

Twitter – @sanjanaa022 / Instagram – @sanjana.aga

ABOUT THE ORGANISATION:

Simple Education Foundation is a Non-Profit Organization reinventing India’s government schools to provide high-quality learning. It collaborates with government schools (known as Centres of Excellence) to ensure every child studying there has access to powerful learning experiences.

The post Listening & Learning Together: Fostering Partnerships between Schools & Families appeared first on Dream a Dream.

My biggest take away from the SEL based training that I received at the Jharkhand Council of Educational Research & Training​ (JCERT), Ranchi is practicing and regular implementation of the Mindfulness activity. This has helped me gather focus and attention of my students along with reducing stress, emotional regulation, enhancing social and emotional skills and creative visualisation in students.

In Class 11th and 12th, I used to begin my classes by immediately diving into the topic and relying solely on the textbook for instruction. However, I observed that not all students were able to maintain their focus throughout the entire class period. Many students would become disengaged or bored over time, making it challenging to regain their attention once lost. This hindered the effectiveness of my teaching approach. Following the Harsh Johar principles and practice, I facilitated reflective exercises to gather insights from my students. I developed a series of mindfulness activities tailored to various topics such as drainage systems, Indian vegetation, and climate. These activities are designed to actively involve students in the learning process, fostering deeper engagement and understanding of the subject matter. At the beginning of each class session, I guide every student to close their eyes and engage in a 10-minute mindfulness exercise related to the planned lesson. Following this, I transition into the lesson content, prompting students with reflective questions related to the subject matter we’re about to delve into. 

Through these activities, I seamlessly integrated key SEL themes such as critical thinking, growth mindset, and emotional resilience into our lessons, utilising techniques like mindfulness, storytelling and creative expression. I have been surprised and delighted to witness the remarkable creativity of my students as they share their thoughts and reflections. Their ability to think innovatively and approach challenges with resilience is a clear indicator of their developing growth mindset. 

I wonder if I was not introduced to this approach, I would not have got the opportunity to explore my creativity to this extent. Earlier, I always expected my students to listen me throughout the class and understand the subject in my way, but I hardly tried to listen to them and understand their needs. Since implementing this approach, I’ve noticed a significant shift in student engagement and participation. Students show genuine interest and curiosity, actively engaging in class discussions and posing insightful questions. Personally, I feel more supported and energised while teaching, knowing that my students are fully immersed in the learning process. Even students who were previously reserved, now eagerly participate with their unique ideas and confidence. 

I firmly believe that the pedagogies advocated by Harsh Johar, extend beyond social and emotional learning, proving highly beneficial in academic settings as well. By integrating these approaches into our regular classroom instruction, we can cultivate a heightened sense of focus and creativity among our students, enhancing their overall academic experience. Moving forward, I am committed to sharing these insights and strategies with fellow educators, fostering a broader mindset shift within our school community. Together, we can continue to empower and inspire our students to reach their full potential, both academically and personally. 

About the Author: 

Md. Muddasar Sultan, Teacher, District Chief Minister School of Excellence, Dumka holds a Master’s degree in Geography. He has been teaching higher secondary level Geography for 12 years and is deeply passionate about working with children. He received SEL teacher training, facilitated by Dream a Dream, in coordination with Jharkhand Education Project Council (JEPC) under the Project Sampoorna Consortium.

Nazia Perween, Associate Manager – System Demonstration, Dream a Dream has worked with Mudassar Sir to write this article.

The post Mindful Compassion: Nurturing Supportive Connections for Thriving appeared first on Dream a Dream.

During this time, I went to the United States on a full scholarship to study marketing and sales. When I came back to India in August 2012, my commitment to making music accessible to all children increased. There were 4.4 million children studying in Delhi who had no exposure to music education. Thus, Manzil Mystics Foundation was born with a one-hour weekly music class in government schools. Our first challenge was to convey to the schools and partners what music can bring to a child’s life. Students do not pursue music as a subject because it is associated with only singing and playing an instrument. The real consciousness to understand what a child can learn through music and what opportunities are available in the music field is largely missing in society. Since childhood, we have been using music, songs, and poems to learn tables, life lessons and to pray. Teaching different subjects using music can be revolutionary. 

At Manzil Mystics, we teach important life skills through interactive music-based activities where children compose and sing songs. While writing a song, we use critical and creative thinking. While singing, we use self-discipline and confidence. When we perform in a group, we use team work and leadership, while music also helps convey thoughts and feelings without any fear of judgment.  

Music has the potential to bring community-level change. In 2018, the Aga Khan Foundation called us to conduct a workshop on a pressing issue of toilets and hygiene in the Nizamuddin community in Delhi. To create awareness, we gathered 25 children and interacted with them for one hour a day for seven days. We conducted the sessions based on our four pillars: Satsang, where we sing a meaningful song with the group, Samvaad where we conduct a creative dialogue that deepens the connection among all the participants. Based on this dialogue, we create an original song (Sangeet). In Swadhyay, we reflect on the song that is created and teach children how to sing it. Our discussions told us about the challenge of toilets in the area and why people didn’t prefer using the existing toilets. We converted these insights into a song: 

Tute nal hai, balti gayab or hai nali jaam, 

(Taps are broken, the bucket is missing and the drain is clogged) 

chori kar le gaya koi or kaam tamaam, 

(someone stole the bucket, and all is gone) 

 signage leke ud gaya koi kaise ham na jaane,  

(the sign is taken; we don’t know how) 

khabar nahin hai humko koi ham kaise anjane,  

(we are unaware of how this happened) 

ek din toilet kho jayega or hojayega kam tamam  

(one day, the toilet will be gone, and all will be done) 

We performed the song in different communities of Nizamuddin and noticed a behavioural change in use and maintenance of public toilets and an increased care for personal hygiene in the community.  

The government’s policy, Kishori Manch Yojana, aims to create awareness among adolescent girls on the topic of reproductive health and hygiene. We wrote a song that depicts the reproduction system and menstrual process through a musical animation. It was performed at Satsang in 15 Department of Education schools in Delhi. After the song, we discussed menstrual health and hygiene. During a discussion on whether period blood was clean or dirty, the facilitators and the students/teachers disagreed. The latter believed the blood to be impure and refused to listen. The facilitators wrapped the discussion with a song. This changed the group dynamics and the participants showed willingness to attend another session to understand and learn what the facilitators wanted to share.  

There are so many young people who have changed their lives through music and are now increasing the accessibility, sustainability and usability of music. Students who had enrolled in the after-school classes in Manzil Mystics are now working in the social development sector. Anjali, along with Prakash and Himanshu, students of Manzil Mystics, are working as coordinators to create happy, safe and inclusive spaces for children using music. Neha is making spaces and opportunities accessible for blind women. Parul is creating livelihood opportunities for single mothers, while other students are working on creating music and songs to catalyse change in their communities.  

Music not only helped me, but also helped my family become happier. Elders never allowed me to pursue music as a profession, but now proudly teach my son different songs and promote the work of Manzil Mystics. They realise that when you learn music, you not only become successful but also become a good human. Every child is creative, smart, confident and has a mind of their own. What is lacking are happy, safe and inclusive spaces where they can express and explore themselves without hindrance. No musical training or proficiency is required to create such learner-friendly spaces.  

About the Author: 

Anurag Hoon is the CEO and President of Manzil Mystics, which is working to transform lives by enabling access and use of Music to trigger creativity, learning and social change in low-income groups. 

The post Reimagining Learning through Music appeared first on Dream a Dream.

Realising the Right to Play 

We firmly believe that play is not a privilege but a birthright, essential for every child’s holistic development. Our work is not merely about distributing toys and games; it’s about creating an environment where children can explore, imagine, and learn through play. Through our innovative play programmes and partnerships, we are actively advocating for the inclusion of play as a fundamental right in policies and legislation. By collaborating with educators and communities, we are working to ensure that the Right to Play is enshrined in India’s societal fabric.

The Transformative Power of Play-based Learning 

“Play is the highest form of research.” – Albert Einstein

Research consistently demonstrates that play-based learning fosters cognitive, social, and emotional growth in children. According to a study published in the American Psychological Association, children who engage in pretend play demonstrate greater executive functioning skills and creativity. Similarly, a report by UNICEF highlights the role of play in promoting resilience and emotional well-being among children affected by adversity.

When you are reimagining learning through play, you are giving students opportunities to use their curiosity to ask questions, find out answers and try new things. Traditional classroom practices do not allow a lot of room for trial and error.  

Play is focused on learner agency, where children have the freedom to make choices, they get to choose what to do next. It is a known fact that when you are more invested in your own learning, there is a chance that whatever you have learned is going to stay for longer with you. Play also makes learning far more engaging and applicable.

In a recent play session, we asked children at our play centres to ideate and design their own games. It was fascinating to see how deeply they engaged with play and how they used their critical thinking skills to develop games with their teams. Siddharth (name changed), a Class 8 student at Mumbai Public School (CBSE) was interested in an intricate construction game. He is fond of cars and wanted to construct one himself. However, he could not complete its construction within one play session. In the next few sessions, he decided to play the same game. With more time on hands, he could execute it patiently and skillfully. Once he constructed a car, he was curious to set it in motion. He collaborated with his friend and made an attempt to do this with leftover materials such as wires, power banks and more. They fitted a sensor on their vehicle, which allowed the car to detect obstacles on its path and automatically apply the brakes. While the construction game allowed them to build a car, their imagination and creativity led them to set the car in motion. You can watch their creativity in action here.

We leverage play-based learning to bridge educational gaps and unlock the potential of every child. By integrating play into educational curricula, we are cultivating a generation of lifelong learners who are equipped to thrive in an ever-evolving landscape.

Mainstreaming Play for At-risk Children 

According to a report by the American Academy of Pediatrics, play is essential for healthy brain development and emotional well-being in children. By mainstreaming play in India, especially for at-risk children, we are not only providing them with a sense of normalcy, but also equipping them with the tools they need to overcome obstacles and build brighter futures. We are not just transforming individual lives; we are reshaping the trajectory of our nation. Together, let us continue to advocate for a world where every child has the opportunity to play, learn, and thrive. We would like to leave you with a quote that defines Play the best: 

“It is easier to build strong children than repair broken [adults].” 

– Frederick Douglass 

About the Author: 

Shweta Chari is the Co-founder and CEO of The Opentree Foundation with Toybank — Development through Play being its flagship project. 

The post Unlocking Potential: Toybank’s Journey towards Realising the Right to Play in India appeared first on Dream a Dream.

“Due to the misconception that only males can be politicians, a lot of women don’t put a thought into becoming a politician,” one 16 year old responded to a survey conducted by Kuviraa, an Indian initiative for improving political awareness in girls, along with UCLA’s Department of Social Welfare.

With growing public consciousness over the need to understand gender-based practices in education and the upbringing of children, it is imperative to consider how exposure to political education is influenced by gender. Through Kuviraa’s research, which is the first Indian study to investigate the gendering of politics in the teenage age bracket, we are able to gauge the age dynamics as a shifting paradigm of opinions and experiences with politics—of teenagers and young adults of different genders. 

Gendered political socialisation refers to the distinct enculturation of political thought and values in children of different genders—this study points out that boys are often more politically engaged than girls who are less as likely to engage in political participation as they get older. A qualitative analysis of the survey responses yields a more nuanced understanding that reveals several reasons for their political exclusion: exposure to misogyny in media leading to fear for security, a lack of support from the family, plus a gap in opportunities for girls, women and gender non-conforming people, amongst others.

On the other hand, boys often responded with a more optimistic—or perhaps, uninformed—perspective on the state of feminist politics. In response to whether it is more difficult for women to become elected officials, older boys were more likely to disagree with the statement than older girls. Boys’ awareness of the patriarchal institutions that govern political participation is thus shown to decrease with age.

Knowing this, how do we tweak our systems? We can start by encouraging adults to not think of politics as an “adult” topic—and to open up doors to politics to young people. This includes not shying away from discussions about politics or policy (or feminism!) in education spaces, through creating safer non-judgemental spaces instead. Bonus points if you facilitate political participation—teach your students how to submit a RTI, write a letter to their local representative, or ask for progressive policy changes in your own school environments too.

And then we can reflexively understand if we are, ourselves, unintentionally perpetuating gender norms and systemic misogyny in our conversations around politics? We can start by using gender inclusive pronouns when discussing political professions, degendering the characterisation of a “typical” political candidate, and giving credit where credit is due—encourage your students to learn more about the policies and successes of politicians and policy leaders who are not cis-male too!

And then we can ensure that young people of all genders are beginning to realise that they can take up space and influence the policies that shape their world.

This blogpost is written by Ananya Pathak, a social sciences student, interdisciplinary environmental justice art-ivist/writer, and volunteer at Kuviraa’s research team. All views expressed are their own. Read the full report, here.

The post Gendered Politics: The Disparity in Political Participation Starts Young appeared first on Dream a Dream.

The Struggle for Identity

Imagine a young individual in a small town in India, trying to understand their identity, which does not align with the traditional heterosexual norms predominant in their surroundings. The struggle can be intensified by the lack of exposure and awareness, leading to isolation, confusion, and, in extreme cases, self-rejection.

Society’s role

In many parts of India, where heteronormativity is deeply entrenched within the societal fabric, the acceptance of diverse sexual orientations and gender identities remains a challenging task. Stigmatisation and marginalisation of the LGBTQIA+ community can adversely affect the mental well-being of young people who identify with the community.

Educational Reforms

Addressing the needs of LGBTQIA+ youth requires substantial educational reforms. Introducing LGBTQIA+ inclusive education and incorporating diverse narratives within textbooks can be pivotal in fostering an environment of acceptance and understanding. These reforms should also aim at breaking the stereotypical portrayal of gender roles and emphasising the fluidity and spectrum of gender identities and sexual orientations.

The Role of Allies

Heterosexual individuals must be allies, advocating for equal rights and acceptance of the LGBTQIA+ community. By being supportive and promoting inclusivity, supporters can contribute significantly to de-stigmatising diverse identities and fostering a sense of belonging among LGBTQIA+ youth.

Legal Framework

The decriminalisation of homosexuality in India in 2018 marked a significant milestone towards LGBTQIA+ rights. However, the journey towards complete acceptance and equal rights is far from over. A robust legal framework is essential to safeguard the rights of LGBTQIA+ individuals and combat discrimination based on sexual orientation and gender identity.

Creating Safe Spaces

Schools and educational institutions should take the initiative to create safe spaces where students can freely express their identities and concerns. Initiating LGBTQIA+ clubs or support groups can offer students a platform to engage in dialogue, share their experiences, and find solace in shared narratives.

The Way Forward

India is in a transitional phase, with young minds becoming the harbinger of change and acceptance. While societal norms and traditional beliefs may pose challenges, the resilience and determination of the youth can drive a shift towards a more inclusive society. Education should be the torchbearer of this change, instilling empathy, acceptance, and respect for all, regardless of gender identity or sexual orientation.

Conclusion

The current gaps in the education system regarding LGBTQIA+ inclusion reflect a broader need for societal transformation in India. By implementing educational reforms and fostering an environment of acceptance, India can empower young minds to embrace diversity and contribute to building a society where everyone, regardless of their identity, can live with dignity and respect.

Inclusive education is not about excluding some to include others; it’s about reshaping the education system to be inclusive for everyone. The road to inclusivity in India may be fraught with challenges. Still, the collective efforts of individuals, educators, and policymakers can pave the way for a more empathetic and accepting society.

The post Understanding Identity: Inclusive Education and LGBTQIA+ Awareness in India appeared first on Dream a Dream.

Socialisation is the key aspect of Social Emotional Learning as it impacts a child’s development in confidence, self-esteem and personality. And it varies from society to society. Through life experiences and oral history, I have come to understand that the Nagas possessed well-developed social-emotional skills. The Naga community is renowned for its empathetic and peace-loving nature, forged through a close-knit society based on similar beliefs and historical security needs. The nature of ‘peace-loving’ has generated a lot of knowledge such as humility, love for one another and a sense of being empathetic to one another, that the Naga children learned to live in peace with one another. Social concerns such as the well-being of others and fulfilling one’s duty constitute a dominant part of achievement goals, with social skills such as respecting elders or helping others constituting the salient means of achieving these goals (Dalal et al. 1988) 

In the ancient Naga society, children would be encouraged to mix with people rather than isolate themselves from social life for social and emotional well-being. Consequently, individuals turned to nature to alleviate anxiety and stress, seeking solace by fetching water in spring wells surrounded by lush trees and the soothing sounds of chirping birds. This practice served as a natural and effective method for calming the mind, contributing to the development of a refined healing system. Alternatively, individuals would take leisurely walks, engage in conversations with passers-by, or participate in group activities to find solace. Social communication and connection were integral to their way of life. In this context, Nagas practiced social psychology rather than self-psychology. 

During the British colonial regime, its educational policy systematically marginalised the Naga indigenous traditional knowledge. It isolated the Naga traditions and indigenous knowledge from the mainstream academic world. More recently, the tribal and kindred folk from the rural hinterland in India have experienced immense social upheaval brought about by their exposure to remote worldviews. In the transition from traditional to modern societies with access to imported products, mass media and new communication technology, traditional storytelling has lost momentum, and it is usurped by popular television, the internet and mobile communication technology (Ningthouja 2013). When oral traditions cease to be passed down, the stories vanish and simultaneously tribal identities are progressively destabilised (Grenier 1998) so that the younger generation presupposes that their own culture is outdated and consigned to the past. Since the colonial era, the native was widely considered to be immature and incapable of contributing to knowledge. The lack of cultural linkage with the modern education system, however, would drastically curtail the potential of Naga indigenous education research. Of late, it is increasingly realized that culture needs to be treated as an integral part of the education process. With the modern advancement of science and technology, indigenous knowledge is put in danger of extinction. The modern education system stands as one of several factors contributing to the erosion of our cherished values including unity, compassion, empathy and a sense of connectedness, primarily because it emphasizes literary achievements while giving limited attention to social-emotional learning. It is imperative that we undertake a comprehensive reorientation of our educational approach, prioritising social-emotional learning. 

Fortunately, there is a ray of hope with the forthcoming new state curriculum framework in the Guidance Psychological Counselling. This framework, which is yet to be released, placed a strong emphasize on infusion of social-emotional learning within the context of our cultural and traditional values. It seeks to impart skills for managing emotions through traditional games and sports, fostering a more holistic and culturally grounded approach to education. Additionally, the 

intervention of organisations like Dream a Dream plays a pivotal role in nurturing state-specific social-emotional learning, equipping individuals to thrive in our rapidly changing world. 

As we strive to attain excellence across various fields of education, it is equally vital that we uphold our traditional values. We must never forsake our cultural roots. Our mission is to advance our society sustainably while preserving our core cultural values, as underscored by the National Education Policy (NEP) 2020. We must use this policy to promote our indigenous knowledge rather than destroying ourselves, trying to be modern. Modern education and the Naga traditional Indigenous knowledge must coexist to strengthen one another, to refine skills, create a knowledge society and increase the productivity of the local economy.

About the Author: Dr. Zavise Rume is a Ph.D, Professor, SCERT, Nagaland Kohima & President, Nagaland Education Association, Kohima & State Convenor, Indian School Psychology Association (InSPA).

The post Revisiting Naga Indigenous Method of Social-Emotional Development appeared first on Dream a Dream.

Refugees, those who flee their homes due to conflict and turmoil, often find themselves in a limbo of uncertainty. Education, something many of us take for granted, becomes a distant dream for them. This reality hits young girls the hardest, with child marriages and trafficking lurking as grim possibilities. The chat between Priyali and Dr. Pillai shone a light on these hurdles, bringing into focus the need for change. 

But that’s not all, they tackled the issue of misinformation as well. Think about it – how often do we hear negative stories about migrants? It’s like we’re wired to think of them as a burden, forgetting that they are humans seeking safety, stability, and an equal chance at life. Priyali shared her journey of unlearning these biases. Growing up, she too was fed misconceptions, until she took the plunge into her career as a journalist and met refugees face-to-face. Suddenly, those biases melted away, revealing stories of resilience, strength, and hope. 

Central to their chat was a powerful call to action: making education accessible and inclusive for refugees and all genders. Education isn’t just about textbooks; it’s a path to empowerment. It’s about giving these individuals a chance to rebuild, contribute, and thrive. By ensuring education reaches them, we can break the cycle of vulnerability and open doors for young girls to dream. 

The conversation also put a spotlight on visibility. These are people who’ve endured unimaginable journeys fleeing persecution. They’re not statistics; they’re survivors. It’s on all of us to treat them with kindness and respect. By sharing their stories, and using our platforms, we can bust the myths and stereotypes that keep them on the fringes of society. 

So, what does this all boil down to? Dream a Dream India and The Azadi Project joining hands is like a ripple of change. Priyali Sur and Dr. V Pillai’s chat wasn’t just two people talking; it was a rallying cry for education and understanding. It was a reminder that refugees are full of potential, courage, and dreams, and talented individuals who can be an asset to the community. 

The stories of refugees deserve to be heard. Let’s amplify their voices, and let’s embrace them with the compassion they’ve been denied for far too long. 

About the Author: I’m Chaity Puja Sarkar, a passionate advocate for women’s rights and the arts. My academic journey led me from Jadavpur University, where I pursued a bachelor’s in History, to Azim Premji University, where I obtained a master’s in Development. Currently, I channel my dedication into my role as Social Media Manager at The Azadi Project, striving to create positive change through working alongside young leaders and women from marginalised communities.

The post Illuminating Lives: When Dream a Dream India met The Azadi Project  appeared first on Dream a Dream.

This is the story highlights CINI’s work to protect children from all harm, violence, neglect and abuse. We have many stories of change where we have observed that our engagement with adolescents, life skill sessions and discussions on the issues affecting their lives has shown remarkable change in their knowledge, attitude and practice. They are not only protecting themselves but are also raising their voices for their peers who are growing in adversities. Building agencies for adolescents helped them make better choices, improve negotiation skills, connect with each other and thrive.

While working with the children in different settlements it has been felt that children in rural and urban slums are denied basics, which not only adversely impacts their present but suppresses their future too. To protect their rights and prevent them from being harmed, CINI introduced the concept of safe spaces, which is a community place accessible to children without any discrimination where they can come, share their concerns, learn and develop sense of belongingness towards the society. The children are provided academic support to bridge their learning gap to reduce the chances of dropout. Apart from that, many child engagement activities like sessions on life skills, awareness on health, nutrition, child rights, child protection, gender-based violence, observation of significant days etc. make these spaces vibrant and attract children for meaningful engagement. During years of implementation, safe spaces has shown some encouraging outcomes like reduction in school drop-out, better negotiation and decision-making skills, children raising their voices on the decisions affecting their rights and most importantly it helped children in uniting and standing by each other and fighting against odds collectively.

With the largest youth population in the world, India has 66% population below 35 years of age and 25% population are below 14 years of the age. This is a great opportunity to invest in the coming generation and ensure availability of opportunities to enable them to utilise their full potential and grow into a responsible citizen of the country. Hence, many such efforts are needed in the country to bring them forward and unite them to demand their rights and opportunities to develop holistically as well as collectively. Children in our country have full rights to grow with compassion.

About the Author: 

Anita Sinha, Thematic Lead, Child Protection, CINI, Jharkhand Unit is a social sector professional with 22 years of extensive experience on the issues of adolescent, women empowerment and child protection in Jharkhand. She has prominent experience working with the Department of Women, Child Development and Social Security, Govt. of Jharkhand.

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