A Teacher’s Journey: From Classroom to Impact but not for ALL children

My journey in the social sector began with the Teach For India fellowship in 2015. I taught a batch of 28 children in grades 3 and 4 (23 boys and 5 girls) in an English government school, in Pune. Interestingly, I also became a teacher when I was in 1st standard as part of the school’s annual function. I wore a saree and held a scale in my hand. I was only 7 years old, and this is how I perceived teachers to look.

However, we the fellows were taught to be different from what we had seen and experienced in the Education system. It was challenging to be a role model when I had not seen one.TFI training prepared us to meet children where they were, teach across different learning levels, build curiosity and critical thinking skills, and create a classroom driven by shared values and a vision for success.

On-ground reality

Most (90%) of my students struggled with basic literacy and numeracy and could not read grade-level texts or perform simple arithmetic. Extra classes often started with teaching some students the alphabet and numbers from scratch. I wondered if all the lesson plans I had imagined my class would learn were only just an imagination. Issues like absenteeism, malnutrition, dropouts, family issues, and financial hardships further compounded the challenges.

My English government school in Pune had 5 NGOs running parallelly, catering to different needs, such as sports, music, computers for mothers, amongst others. Whereas a sibling of one of my kids was in a vernacular government school, just 3 km from my school; and yet the learning outcomes between the two were significantly far apart. And not just in learning outcomes. But in their confidence to express themselves, access to advanced skills such as coding, public speaking, and exposure to the outside world, etc. When a city can have such contrasting results, it highlights the even greater urgency of ensuring quality education for all children, particularly in regions that lack the resources and opportunities of metro cities.

Transformation through holistic learning

Despite the initial hurdles, two years of focused interventions yielded significant progress. By the end of my fellowship, the majority of my students could read and comprehend texts, solve grade 3 mathematical problems, and spend their leisure time with storybooks. Many became peer mentors, helping younger students learn phonics in school. Beyond academics, they developed emotional resilience through sports and gained confidence through extracurricular activities such as arts, public speaking, and coding, among others.

Today 10 years later, 80% of those children have successfully passed their 10th standards. Their resilience, hard work, and willingness to create a better future for themselves and their family are key drivers to building change. It reaffirmed my belief that while it takes a collective effort to nurture a child, teachers remain central to driving change in education.

This transformation underscored the importance of a holistic approach towards navigating the complexities of the Education system- addressing foundational literacy and numeracy, engaging with all key stakeholders including parents, and local municipal corporations amongst others, and access to a free & high-quality secondary school (the most ignored yet the most significant step towards reducing overall dropouts).

The few (20%) who fell through the cracks

The 20% who haven’t passed 10th standards today have completely dropped out of formal education due to learning disabilities or COVID-19 pushed their families back to poverty, hence shifting their base back to villages. However, all these children belong to socially disadvantaged groups, either they come from minority groups or they are children with special needs- making them more susceptible to systemic & structural barriers. Addressing the education crisis requires an intersectional approach that acknowledges how these overlapping disadvantages shape their access to learning.

The role of philanthropic capital in addressing educational inequities

The Philanthropic capital due to its unique positioning carries the potential to intervene in communities and geographies that are highly marginalized, conflict-prone, and underresourced. The lens to decide where to give, and who to give can stem from identifying groups and geographies which face multiple levels of discrimination & disadvantages. Access to social and emotional learning becomes more critical in such a context, along with continued support to children from school to career.

Teachers are among the most powerful drivers of change, yet the support systems designed for them often follow a ‘one-size-fits-all’ approach. In reality, classrooms are highly diverse, with students at varying learning levels, many of whom are not at their expected grade proficiency. To ensure no child is left behind, teachers need the skills and tools to support differentiated learning effectively. Through the training we received, as Educators, we learned strategies like grouping students by learning levels and tailoring lessons and resources accordingly.

With the changing landscape of education, the focus must shift toward relevance—equipping students with critical thinking skills and the tools to navigate growing mental health challenges. Transforming how we design schools and learning systems requires a fundamental shift, driven by role models and champions who can pave the way for others to learn, adapt, and scale impactful solutions.

At the same time, one of the most overlooked areas requiring research-driven investment is the development of inclusive ecosystems for children with learning disabilities. Early diagnosis remains a challenge, with limited access to affordable assessment tools and intervention programs. 

Moreover, there is a lack of infrastructure and trained professionals to support these children effectively within mainstream education systems. Addressing these gaps requires dedicated efforts to build research and development frameworks that identify scalable, evidence-based approaches & best practices. Investing in capacity-building for parents, educators, and schools is equally critical to fostering a more inclusive learning environment—one where every child, regardless of ability, has the opportunity to thrive.

Call to action

The COVID-19 pandemic deepened existing inequities, with millions of students falling behind and losing access to learning and nutrition. Addressing systemic gaps will require solutions, a commitment to collaboration, and the belief that every child deserves a quality education. AIP has developed a resource offering insights into India’s education system and identifying critical areas for intervention for the Philanthropic capital. Together, we can reimagine what education can be for our future generation and ensure that no child is left behind.

If you are interested to know more, please email at jhilmil@indianphilanthropy.org.