Teach For India

This Teachers' Day, let’s celebrate teaching and the power of love in education. Because we believe “When You Teach With Love, You Will Teach For Life.” In the coming month, we will celebrate teachers who taught with love and continue doing so. Teachers who teach with love make a significant impact, not only in the classroom but also in the lives of Students. Have a story to tell about a teacher who taught you with love? Share it using #TaughtWithLove . #teachersday #Teachers #Teaching #TeachForIndia #Love

Teach For India alumna and Co-founder & Co-CEO of Launch Girls, Neha Sahu shares her journey—from challenging gender norms in Mumbai to building programs that equip adolescent girls with the skills, confidence, and support to achieve financial independence. Read how Neha and Launch Girls are reshaping the landscape of economic opportunity for young women across 16 countries. https://lnkd.in/gDJkGCWe

Last week, I was at the Teach For India Chennai's 'Namma Alumni Kondattam' and the keynote speaker, Sudhan sir (who has been doing some incredible work with students of government schools especially higher secondary) shared a point that I would like to share here. He shared (and I am not paraphrasing here) as to who is best placed to make a significant change/impact in spheres as complex as ensuring purposeful education to children from challenging socio economic backgrounds (takes time of course but possible).  One, are the people from the same socio economic background as that of the children. The teachers who have a high empathy quotient for these children and where they are coming from, the ones who have broken this vicious cycle and made it big in life etc.,.  The other, people from a better stable socio economic background who are willing to compromise aspects like comfort, compensation (caustic remarks from some, if i may add) etc., for a 'longer' time.  It is this second group (of which I am also a part of) I want to talk about. In the absence of any lived experience in the context our children come from, we might not be operating from empathy for these children and their context. Then, is it sympathy? which in itself might sound like it will bring a lack of rigour/seriousness in your outlook and approach to the whole thing. Irrespective, what should your outlook be to 'support' (for lack of a better word) a group and their challenges, that are very distinct from your lived experience? and Secondly, how 'long' is an apt long time to be given for this quest. Given the nature of the challenge, one would argue that not less than 5-10 years of focussed work in a particular context might show some semblance of impact. How many of us are able to do this? If (for a variety of reasons) someone is not able to do so, would this mean that their 'contribution' (again, for lack of a better word) is negligible?  These are not rhetorics but, I feel, questions we need to , constantly and consistently, ask ourselves if we hope to find meaning to our work in this social space.

#FromInvokED2025 Shares Ramabhadran Sundaram—Director, Alumni Impact, Teach For India during the Brain Date session, "Collective Leadership For Systems Change" at Invoked 4.0 What was YOUR takeaway from the session? Share with us: 🔗 https://lnkd.in/gaVXrz-K Join us to witness such transformative conversations, at #InvokED2026 📝Register here: https://lnkd.in/gDRsSmKd #WednesdayWisdom #InvokED #BrightSpots #MissionToMovement #Equity #Education #Leadership #EducationEquity #LeadershipforChange #Thisismyshikshagraha #EveryStepTowardsEducation #Global #Event #Experts #Leaders #Dialogue #Bengaluru #India

From being an Astrophysicist to a Teacher. Shantanu measures success with impact. Have you ever seen a meteorite closely, witnessed the fury of erupting volcanoes, or marveled at the alchemy of creating acids and bases? You might not have, but Students in Shantanu’s classroom definitely have. It’s as if the entire cosmos comes to life in Shantanu’s classroom, a Delhi Fellow to tenth graders. Shantanu is an astrophysicist by education but always wanted to make an impact in education. Shantanu was introduced to Teach For India while interning with the Universe Simplified Foundation. USF makes hands-on STEM and robotics education accessible to rural schools and runs a Fellowship with the support of TFIx-Teach For India. To further the impact, Shantanu launched science clubs, hosted astronomy sessions, and created The Astrogeek Comics for public outreach. But he still did not believe he could make an impact, so he joined the Fellowship. Initially, Shantanu faced the challenge of changing the belief that Science and Math are difficult. But he was determined to change this. “I make learning engaging through hands-on experiences that empower Students to take control of their education and build a mindset towards scientific literacy.” Shantanu encourages Students to experiment with chemicals, use trigonometry to measure the height of the school building and apply the Pythagorean theorem to find shorter routes home. A visit to the Science Centre in Delhi further ignited their curiosity. And one day, he even brought a real meteorite into the classroom so that his Students could touch it and see what it looked like. It was indeed a one-in-a-million opportunity. Delving further into his efforts, five of Shantanu's Students also enrolled in Claylab Education Foundation's mentoring programme where they have modules designed to enhance their career readiness, financial literacy, and soft skills through one-on-one mentoring. Shantanu aspires for his Students to break out of their shells and seize opportunities crucial for their growth and equity. Like Shantanu, do you also aspire to create classrooms that are fun and full of experiential learning? Register for the Fellowship today. Shantanu A.

What happens when you turn a classroom into a marketing department for Asian Paints at Mahakumbh? Magic. I stepped into this Teach For India classroom with an open mind, curious to see how these learners would respond to the lens of creativity and marketing. On the spot, I decided to turn these 9 graders into the marketing team for Asian Paints and challenged them to ideate a campaign in the next 50 minutes from scratch! The goal? To see how we could move from what they already knew to an actual, well-thought-out, strategic marketing campaign—purely through inquiry, discussion, and idea-building. What unfolded was incredible. Not only did we arrive at a strong campaign, but along the way, we addressed big questions: What is brand ethos, and how does it shape a campaign? How can a brand’s presence at Mahakumbh create value? What does that value look like, and how can it be measured? This short session reaffirmed my belief that marketing and creative strategy are powerful tools for learning. By building a campaign, these students questioned connected ideas and thought critically—skills that go far beyond the classroom. And here’s the most incredible part—the campaign these students ideated wasn’t just a classroom exercise; it’s a real one. At Mahakumbh, where millions gather in devotion, countless families get separated in the overwhelming crowd. Milan Stambh / Divine Intersections by Asian Paints isn’t just a structure—it’s a symbol of reunion, of finding your way back to the people who matter. And in doing so, it reflects something deeper about the brand itself: Asian Paints isn’t just about colors on walls; it’s about creating spaces that hold meaning, and bring people together. You can check out the campaign here: https://lnkd.in/g6GhZq8U My biggest hope was to leave them curious and excited to learn more, and it turns out I did. Excited to officially launch my program with these bright minds in April! A huge thank you to Cathrine Sherley L and Darpan Bhalla for opening your classroom and letting me bring this concept to life. I met these interesting folks at the #thekidseducationrevolution retreat, an absolute delight of an event to learn, engage, and be inspired by students and educators from across the world! If this is the kind of learning that excites you—where curiosity meets real-world perspectives—let’s connect! Would love to hear your thoughts on how we can bring more such experiences to learners. Drop a DM if this sparks an idea!

Despite her engineering degree, Sneha Adhikary always knew her path would lead beyond the corporate world. Working as a Quality Analyst while pursuing her degree, she yearned for a more meaningful impact. Inspired by a friend's stories of teaching, Sneha found her calling in the Teach For India Fellowship. Her Fellowship journey began with a daunting challenge: 180+ eighth-graders and 80 seventh-graders at a government school in Hyderabad, many of whom had fallen three grade levels behind during the pandemic. Undeterred, Sneha approached this challenge with an unwavering belief in her Students' potential. "Knowledge is power—the more you share it, the more it magnifies," her mother had taught her. This philosophy guided Sneha as she witnessed remarkable transformations in her classroom. Students who once struggled with basic literacy progressed to a Grade 4 level, while individuals like Laasya secured admission to Avsara, Shlok completed his first internship, and Needa stood up for her education despite family opposition. Recognising that education extends beyond school hours, Sneha implemented Student-led Practice Hours when parents—primarily daily wage workers—couldn't provide academic support at home. What began as a daunting experience soon became a collaborative space where Students helped each other learn. Perhaps most inspiring was watching her Students advocate for themselves during a Christmas celebration, standing firm on the values of unity and secularism when questioned by stakeholders. Post the Fellowship, Sneha aspires to transform education from "a pressure to take" into "a pleasure to give," changing mindsets rather than just systems. Sneha hopes for an India that is one united community, empowering the younger generation to break free from invisible borders—where leadership is defined by impact, not identity, and where collective progress trumps personal gain. Sneha Adhikary

We're thrilled that Shaheen Mistri recently joined Amit Varma on The Seen and the Unseen podcast. Shaheen discusses one of India's most significant challenges: the education of our children. She shares her personal journey and the crucial lessons she's learned about what truly works in education. This episode is a must-listen for everyone who cares about education, equity, and our collective future. Listen now: https://lnkd.in/gxMRZNcR

Hello as part of the Seekho Aur Sikhao series, I am facilitating an online space this Friday! ------------------------------------- I am a learner who is curious to know more about the mental and emotional well-being of adults and children. On a journey to explore how child safety would look like if we wore a lens of mental well-being? Join me for: ✨ *How can 60 minutes of “Calmness Zone” impact our well-being?* This space is for everyone who is curious to know more about mental well *being* and, moreover, who wants to take a step towards it and connect with self. 📅 Friday, March 21st ⏰ 6:30 – 7:30 PM 📍 Zoom 🔗https://bit.ly/41X8L2K Arefa Bootwala Ramabhadran Sundaram Teach For India

For too long, conversations about puberty, emotions, and relationships were shrouded in silence. When a team of Fellows noticed their Students’ discomfort — the nervous laughs, the averted eyes, the quiet avoidance — they knew something had to change. Determined to break the silence, the team designed a project that gave Students the knowledge and confidence to navigate puberty. They focused on three key areas: understanding bodily changes, building emotional resilience, and fostering healthy relationships. Through interactive sessions conducted for Students, parents and teachers alike, they tackled topics often left unspoken — menstruation, safe and unsafe touch, handling fears, and managing emotions like anger and anxiety. They didn’t lecture; they listened. They created a space where no question was off-limits and no feeling was met with judgment. But breaking this silence wasn’t easy. When Students were asked about their emotions, no hands went up. When the word “periods” was spoken, the room went stiff. Some parents resisted, questioning, “Why do they need to know this?” Yet the team persisted. Slowly, Students began to open up. A child confided that they had faced an uncomfortable situation but didn’t know what to do. Another believed they were “bad” for feeling emotions they couldn’t control. The impact was undeniable. After the sessions: 82% of students felt more comfortable discussing puberty. 68% of girls said they no longer felt ashamed about menstruation. 86% could confidently identify safe and unsafe touch. 93% knew the “No, Go, Tell” strategy to seek help. This wasn’t just a project; it was a turning point. Students now know that their voices, their bodies, and their emotions matter — and no one can take that away from them. Big change starts small. Will you take the first step? Ishita Ahuja Veera Parikh Pallavi Jain