At , fostering social responsibility is an integral part of our educational philosophy. One of our most impactful schoolwide initiatives is our long-standing collaboration with , a charitable organisation dedicated to providing quality education to children from underprivileged backgrounds. Through this initiative, students engage in a structured Creativity, Activity, and Service (CAS) programme that promotes experiential learning while addressing educational disparities in the community.��

By directly engaging with children from diverse socio-economic backgrounds, the programme not only tackles educational gaps but also cultivates empathy and social awareness. This regular interaction allows Pathways students to develop a deeper appreciation for diversity, resilience, and the transformative power of education.��

Implementation and Impact��

The initiative is designed to create a meaningful exchange of knowledge and skills between Pathways students and the children of Sai Bal Sansar. Each week, students actively participate in teaching sessions, covering subjects such as English, computer literacy, and arts and crafts. Additionally, creative activities like music and dance play a vital role in fostering self-expression and confidence among the young learners.��

Source: Pathways School Noida

A key component of sustainability within this initiative is the collaborative training provided to the teachers at Sai Bal Sansar. Pathways students equip them with essential information technology skills, ensuring the impact extends beyond direct student engagement and supports the organisation’s long-term development. By supporting local educators, we help build a self-sustaining model that continues to benefit students year after year, even as our own student volunteers graduate and progress.��

Bridging the Gap: Experiential Learning to Academic Performance��

While this initiative is primarily designed as a service-learning opportunity, it also significantly enhances the academic development of Pathways students, aligning with the of the International Baccalaureate Diploma Programme: Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service. For example, teaching the basics of the English language to younger students reinforces their own understanding of grammar, sentence structure, and communication. By breaking down complex concepts into simpler terms, Pathways students refine their writing skills to make their own essays and academic papers more coherent and structured. This hands-on approach helps bridge the gap between theoretical knowledge and practical application.��

Similarly, teaching music basics to the children at Sai Bal Sansar allows our students to revisit foundational musical concepts, strengthening their own understanding of rhythm, melody, and notation. This reinforces their learning in music classes and enhances their ability to engage with more complex compositions. Engaging in this teaching experience encourages a deeper comprehension of subjects and fosters a sense of confidence in their academic abilities.��

Source: Pathways School Noida

Moreover, the responsibility of guiding younger learners enhances leadership, problem-solving, and communication skills, which are crucial across all areas of study. By answering questions, simplifying topics, and adapting lessons to different learning styles, Pathways students develop critical thinking abilities that directly contribute to their academic success.��

Feedback from both students and teachers highlights the significant personal and academic growth achieved through this initiative.��

Sustaining the Initiative��

Ensuring the longevity of this initiative requires continuous reflection and adaptation. Key strategies include:��

• Establishing a structured mentorship model where senior students guide younger peers in leading the programme.��
• Incorporating digital tools to enhance the learning experience and provide accessible resources for the Sai Bal Sansar community.��
• Embedding this project into the broader school curriculum to maintain engagement across different student cohorts.��
• Ensuring sustainability by having Grade 11 students replace the outgoing Grade 12 students, maintaining continuity and leadership within the initiative.��

“By directly engaging with children from diverse socio-economic backgrounds, the programme not only tackles educational gaps but also cultivates empathy and social awareness.”

Practical Recommendations for School Leaders��

For international school leaders looking to implement similar initiatives, here are some key takeaways:��

• Align with Core Educational Goals: Ensure that the initiative complements existing school objectives, such as experiential learning and leadership development.��
• Invest in Teacher Training: Equipping local educators with relevant skills creates long-term impact and fosters programme sustainability.��
• Encourage Student Ownership: Provide opportunities for students to take leadership roles, making the initiative more engaging and student-driven.��
• Leverage Technology: Digital platforms can enhance the learning experience and provide scalable solutions for outreach.��
• Evaluate and Adapt: Regularly assess the effectiveness of the programme through participant feedback and make necessary improvements.��

By embedding service learning into the fabric of school life, Pathways School Noida exemplifies how international schools can create lasting social impact while cultivating responsible global citizens. This initiative demonstrates the power of education as a transformative force, bridging gaps and fostering a shared commitment to community development. The integration of experiential learning with academic improvement ensures that students not only contribute to society but also enhance their own educational journey, making this a truly sustainable and mutually beneficial initiative.��

By Vivek Mukherjee��

Vivek Mukherjee is an IBDP/MYP English Teacher and CAS Coordinator��at Pathways School Noida. ��

The post Empowering Through Education: A Sustainable Community Engagement Initiative at Pathways School Noida appeared first on �鶹��ý.

Xiaohusai was born in 2016 following an educational travel experience to Xiaohusai village in southern Yunnan, China. During their visit, students identified two pressing challenges: economic inequity among tea farmers and limited educational access for their children. Instead of launching a one-time fundraising effort, the students established a direct-trade model that ensures farmers are paid above-market prices by cutting out exploitative intermediaries. The increased revenue is then reinvested into the community through scholarships and infrastructure improvements.��

Over the past eight years, this initiative has provided over ¥135,000 RMB in funding, directly supporting education and clean water projects. �ݾ����dz�ܲ�����’s success stems from its shift from traditional service to a sustainable, student-led model of impact.��

From Short-Term Aid to Long-Term Impact��

At Concordia, service learning is rooted in sustainability and meaningful partnerships with local organisations. Too often, service efforts are driven by outsiders who decide what a community needs, rather than engaging directly with the community to understand its genuine challenges. Xiaohusai exemplifies how immersive experiences and thoughtful collaboration can lead to authentic, impactful service that fosters lasting change.��

Source: Concordia International School Shanghai

While Xiaohusai focuses on ethical business practices and education access, its lessons extend far beyond social entrepreneurship. Service learning should not only encourage students to help others but also challenge them to design sustainable solutions that foster self-sufficiency within communities. When students are given opportunities to engage deeply, service becomes more than just an act of giving: it becomes a means to understand global complexities, develop empathy, and apply interdisciplinary knowledge to real-world problems. “Being part of Xiaohusai has transformed my understanding of leadership. ��’v�� learned that real change ��DZ����’t come from charity—it comes from building systems that allow people to support themselves,” says Alex Chen, a student leader of the initiative.��

Empowering Students to Lead Through Service��

Successful student-led initiatives thrive when students play an active role in decision-making. While faculty mentors provide guidance, Xiaohusai operates through structured autonomy, allowing students to oversee all aspects of the enterprise, including budgeting, operations, strategic planning, and stakeholder engagement. This hands-on leadership experience not only deepens student investment in the project but also fosters leadership capacity and real-world problem-solving skills.��

In addition to running the business side of the initiative, students also play a key role in community relations. They meet regularly with tea farmers, learning about their needs and working alongside them to refine business strategies that benefit both parties. This reciprocal relationship allows students to move beyond a transactional mindset and recognise the importance of co-creating solutions that respect the knowledge, culture, and agency of the communities they serve.��

Source: Concordia International School Shanghai

For school leaders, the takeaway is clear: authentic learning experiences cannot be simulated—they must be lived. By creating structures that empower students to take charge of their own learning, schools cultivate deeper engagement, stronger leadership development, and increased student agency.��

“When students are equipped with the right tools and support systems, they move beyond good intentions to create lasting impact”

From Student Passion Project to Schoolwide Movement��

One of the biggest challenges in student-led initiatives is ensuring that impact continues beyond a single group of students. For an initiative to gain traction and longevity, it must be integrated into the broader school culture, involve the wider community, and have structures that allow it to evolve over time.��

At Concordia, continuity is achieved through structured leadership transitions. Outgoing leaders mentor new members, ensuring institutional knowledge is passed down. Annual site visits to the tea farms allow students to witness the impact of their work firsthand, strengthening their connection to the initiative. Seasoned members reflect on past improvements, while new participants gain insight into the mission and purpose of the project, fostering long-term commitment and innovation.��

Students also engage in reflective learning practices throughout the process. Through guided discussions and project evaluations, they analyse the effectiveness of their strategies and explore ways to refine their approach. By incorporating feedback loops and continuous learning opportunities, Xiaohusai has evolved into a living model of service learning in action.��

Additionally, incorporating Xiaohusai into existing school structures has expanded its reach. As part of Concordia’s ‘Service Initiative of the Month’ program, Xiaohusai is introduced to the wider school community, increasing awareness and engagement. The initiative is also featured at school-sponsored events open to the broader community, creating a symbiotic relationship: the project gains support while reinforcing Concordia’s commitment to service-centered education.��

Beyond Concordia, the impact of Xiaohusai extends to alumni who remain involved even after graduation. Some return as mentors, providing insights from their post-secondary experiences, while others continue supporting the initiative through advocacy and funding. This lasting connection speaks to the project’s ability to inspire long-term commitment to service and social entrepreneurship.��

Source: Concordia International School Shanghai

The Future of Student-Led Service��

International schools are hubs of innovation, capable of cultivating the next generation of leaders who think critically, act ethically, and drive meaningful change. Student-led initiatives like Xiaohusai demonstrate the power of blending experiential learning with purpose-driven action.��

When students are equipped with the right tools and support systems, they move beyond good intentions to create lasting impact. Designed with sustainability and equity in mind, service initiatives become more than just projects – they embed ethical leadership, problem-solving, and long-term change into the very fabric of school culture. By doing so, we don’t just prepare students for the future: we empower them to shape it.��

As more schools look to deepen their commitment to service learning, Xiaohusai provides an inspiring example of what is possible when students are trusted to lead. The combination of real-world problem-solving, meaningful partnerships, and a sustainable model makes it a blueprint for future student-led initiatives seeking to create genuine and lasting change.��

By Dr Christopher Mizel

Dr Christopher Mizel is the Director of Spiritual Life and Identity at You can connect with him on .

The post How Student-Led Service Initiatives Create Lasting Impact appeared first on �鶹��ý.

A Whole School Approach to Sustainability��

As sustainability became a prevalent topic in the education space, we began to explore methods to educate learners and encourage them to take an active role in championing sustainability in their lives. We took a whole-school approach and involved all our learners, from Early Years to Year 13.��

Our Global Goals Day was introduced in response to the launch of the UN Sustainable Development Goals (SDGs) in 2015. We wanted to provide an opportunity for our learners to embrace global citizenship through the lens of the SDGs, establish community partnerships, and become changemakers for a better world.����

On Global Goals Day, all learners stop regular classes and follow a bespoke SDG timetable. The timetable includes activities, talks, and workshops led by our own in-house departments as well as external community partners. Bespoke sessions from previous years include solar vehicle making, author readings about inclusive family groups and refugee awareness, keyring creation from plastic bags, and biodiversity presentations. ��

Source: Nexus International School Malaysia

We plan to continue the Global Goals Day until 2030 – the UN’s deadline for the SDGs. We will then conduct a review in line with the UN’s findings to assess what changes and progress is needed, and how we can address this in our school.����

“We wanted to provide an opportunity for our learners to embrace global citizenship through the lens of the Sustainable Development Goals, establish community partnerships, and become changemakers for a better world.”

Measuring Impact��

As we have led this initiative for many years, the impact of Global Goals Day has become ingrained in the culture of the Nexus Community. Learners have taken ideas learned from Global Goals Day workshops and implemented them through independent, learner-led Co-curricular Activities. For instance, learners run the Eco Club, an enterprise group which organises upcycling projects and weekly paper collections for recycling. Learners also continue to volunteer with our partner organisations outside of school time, as well as organising fundraising events for charitable causes. This widens opportunities for learners to engage in SDG-related activities throughout the year.��

The impact on our learners does not end at graduation. We take pride in the fact that some of our alumni have pursued careers in the environmental and humanitarian sectors, working with organisations such as the WWF and the United Nations. Several of our alumni have also been invited to present and perform at environmental conferences, summits, and forums both in Malaysia and on the international stage.��

Implementing Sustainability using a Zero Cost Concept����

We appreciate that not all schools are offered budgets for sustainability education. Like starting a business with zero capital, we wanted our learners to explore creative avenues to kickstart sustainability efforts in our school with materials that they could source from home or the local community. Learners organised collection drives for project materials, such as unwanted clothing, plastic bottles, single use plastics, bottle lids, electronic waste, food containers, and toys. These were then sorted, used for projects in school, or donated to local charitable organisations and underprivileged groups.��

Source: Nexus International School Malaysia

In addition, to reduce plastic waste, a community collection bin was placed outside the school gate. The thrown-away items were predominantly plastic bottles and lids, which were then upcycled into jewellery, keyrings, eco-bricks, and self-watering systems for plants. The jewellery and keyrings were sold to the community to raise funds for charities, the eco-bricks were used to build garden beds in the local community, and learners took home their plant systems to share the idea with friends and relatives.��

Adopting a community partnership approach, we connected with several local NGOs who were keen on visiting our school to provide talks and roadshows, free of charge. We also offered local authors a platform to do book readings and workshops with our learners.����

Lastly, we organised learning opportunities outside the classroom. For our secondary learners, this included service trips with local NGOs; volunteering with a soup kitchen; building a community vegetable garden with an Orang Asli (native) community group; and collaborating with a toy library to collect, fix and distribute preloved toys to underprivileged community groups. For our primary learners, we organised nature-based activities in the school. This included decorating rocks with SDG art themes and undertaking a BioBlitz – identifying plants and observing insects.��

Key Tips for Implementing Sustainable Practices in Your School at Little to No Cost

• Collect paper, clothing, and plastic waste to donate or upcycle into sustainability products.��
• Host a sustainability fair and collaborate with NGOs who offer a percentage of sales to learners for selling their sustainability items.��
• Encourage learner–led co-curricular activities and young enterprise clubs to fundraise for good causes.��
• Enable learning outside of the classroom with service trips and nature-based activities in school gardens and local areas.��
• Partner with local organisations and universities who offer free educational talks, workshops, and roadshows.��
• Invite local authors to offer book readings and workshops.��

By Madeleine Proud

Madeleine Proud is the Director of Global Citizenship at . You can connect with her on .��

The post Committing to Sustainable Development Goals as a Community appeared first on �鶹��ý.

Identifying the Challenge��

As an international school, we recognised that while students were aware of global environmental issues, there was a gap between knowledge and action. We sought to bridge this gap by embedding sustainability into daily school life, encouraging students to take ownership of their impact on the environment. We introduced the CCSC Sustainability Pledge to ensure that every student and staff member contributed to sustainable practices in a tangible way.��

Implementation and Key Initiatives��

The Pledge operates across different age groups with age-appropriate sustainability commitments. Primary students focus on simple actions like turning off lights and carrying reusable water bottles, middle school students go meat-free one day a week and avoid single-use plastics, while high school students track their carbon footprints and write articles on environmental issues for the school newspaper.��

In addition to these sustainability-focused habits and activities, we have made physical improvements to our campus. The school cafeteria has eliminated disposable containers and plastic straws, and every classroom now features reusable water bottle stations. Recycling bins have tripled in number, and energy-efficient lighting has been installed throughout the campus. Perhaps the most impactful project has been the transformation of a previously unused space into a school allotment, where students grow vegetables that are either used in the cafeteria or donated to the local community.��

Source: Cogdel Cranleigh School Changsha

To further support this initiative, students took the lead in creating an internal sustainability audit. A group of middle and high school students assessed energy usage, waste production, and recycling habits, providing recommendations for further improvement. This student-driven approach fosters a sense of responsibility and allows students to witness firsthand the results of their efforts.��

Impact and Evidence of Success��

Since launching the CCSC Sustainability Pledge, we have seen measurable improvements in waste reduction and environmental awareness. Daily food waste has dropped by 35kg, and plastic waste has significantly decreased. The school allotment has provided a practical and educational opportunity for students to learn about sustainable agriculture while also benefiting the wider community.��

Beyond the campus, our initiative has inspired local community groups to adopt similar sustainability strategies. We actively share our practices with neighbouring schools, amplifying the impact of our efforts. One notable example is our collaboration with a nearby public school, where CCSC students conducted sustainability workshops, introducing younger students to simple environmental actions that can be implemented at home and in their classrooms.��

Students have also taken their knowledge beyond the school gates, advocating for environmental responsibility in their own communities. Several students have initiated personal sustainability projects, such as organising neighbourhood recycling drives and launching social media campaigns to raise awareness about single-use plastics. These independent efforts illustrate how the programme has inspired students to become proactive environmental stewards.��

Sustainability and Longevity��

To ensure the long-term success of the initiative, we have embedded sustainability themes into our curriculum. Students calculate water savings in mathematics lessons and explore the feasibility of renewable energy in science and engineering courses. Additionally, sustainability committees, composed of students, staff, and faculty, set and review new sustainability goals regularly.��

By making sustainability student-led, we cultivate a culture where each new cohort takes responsibility for continuing the initiative. Partnerships with local environmental organisations and other schools further strengthen the programme’s longevity.����

Looking ahead, CCSC aims to establish an annual sustainability conference, bringing together students from international schools across China to exchange ideas and best practices. This initiative will not only reinforce our own sustainability efforts but also encourage cross-school collaboration in tackling global environmental challenges.��

Additionally, we are exploring ways to integrate emerging technologies into our sustainability initiatives. With the rise of AI and data analytics, we plan to introduce digital tools that allow students to track their energy and water consumption more accurately. By using real-time data, students can gain deeper insights into their environmental impact and make more informed decisions about conservation strategies.��

Embedding Diversity, Equity, Inclusion, and Justice (DEIJ)��

A key principle of the CCSC Sustainability Pledge is ensuring that all students, regardless of background, can contribute to and benefit from sustainability efforts. By tailoring age-appropriate actions, we ensure participation from every student, reinforcing a sense of shared responsibility. The school allotment not only teaches sustainable land use but also addresses social justice by supporting food access in the local community.��

Our curriculum incorporates discussions on environmental justice, educating students about how climate change disproportionately affects marginalised communities. This holistic approach ensures that sustainability is not just an environmental issue but also a matter of equity and inclusion.��

Beyond the direct educational benefits, we have also fostered a culture where sustainability is linked to wellbeing. Research suggests that engaging with nature has positive effects on mental health, and we have witnessed this firsthand. Our school allotment has become not just an environmental project but a space for relaxation and mindfulness, where students take breaks from their academic workload while contributing to a meaningful cause.��

Source: Cogdel Cranleigh School Changsha

Practical Takeaways for School Leaders��

For international schools looking to implement a similar initiative, here are some key recommendations:��

• Start with Student Leadership: Empower students to take charge of sustainability initiatives. Their engagement ensures longevity and enthusiasm.
• Make Actions Age-Appropriate: Assign sustainability commitments based on age groups to ensure accessibility and impact.��
• Integrate Sustainability into the Curriculum: Connect environmental topics to subjects like mathematics, science, and social studies.��
• Foster Community Partnerships: Work with local organisations to amplify impact and provide real-world learning experiences.��
• Monitor and Evaluate Progress: Track key metrics like waste reduction, recycling rates, and energy savings to measure success and adapt strategies accordingly.��

“A key principle of the CCSC Sustainability Pledge is ensuring that all students, regardless of background, can contribute to and benefit from sustainability efforts.”

The CCSC Sustainability Pledge has transformed sustainability from an abstract concept into an actionable, schoolwide movement. By integrating environmental responsibility into daily school life, we have fostered a culture where students are not just passive learners but active changemakers. Our experience demonstrates that with student leadership, practical commitments, and a structured approach, international schools of all sizes and orientations can successfully embed sustainability into their communities. By sharing our journey, we hope to inspire other schools to embark on their own sustainability journeys and collectively work towards a more environmentally responsible future.��

By Adam McRoy

Adam McRoy is the Headmaster at . You can connect with him on .��

The post Creating a Culture of Sustainability at Cogdel Cranleigh School Changsha appeared first on �鶹��ý.

Sustainability is one of our core foundations at Kopila Valley School; we believe that students can and should learn how to live in harmony with the environment and with care for the community. Sustainable living is deeply rooted in the knowledge of place and one’s surroundings. Therefore, we have focused on place-based education as an important approach to promoting this vital subject.

Our school’s co-founders set out a clear vision to end cycles of poverty by promoting the wellbeing of each child and the community symbiotically. This materialised through the generous support of donors, continued support from management, and collaborative efforts from various cross-departmental units both within and outside the school. The support from the local community and the government are key assets to the success of our sustainability initiatives.

Building a sustainable school����

To create a sustainable school ecology and culture, we have designed our curriculum and our physical campus mindfully, with the environment at the forefront, earning our nickname as ‘The Greenest School in Nepal.’ Our school campus is built using rammed earth walls for insulation, powered entirely by solar energy, with recycled rainwater used for handwashing, cleaning, toilet flushing, and filtered for drinking.

Moreover, we believe that school curricula should provide opportunities to study natural systems in a way that reflects how we experience them in daily life. To achieve this, integrated sessions on Education for Sustainability (EfS) are a major focus at Kopila. Each EfS session is based on at least one big idea of sustainability, relating that with the topics of different class subjects. Classes of all subject areas integrate environmental topics and engage students with an in-depth exploration of such. For example, studies involve measuring weather patterns, air quality, gardening, and community surveys about waste management. Lower grade students have opportunities for nature immersion, and upper grade students are slowly beginning to explore the challenges in their community and how they, the students, can solve them.

Additionally, through our extracurricular clubs, we teach life skills to ensure that students grow as independent and eco-conscious citizens. One example is our ‘Sustainability Ambassadors Club,’ where students from grade 6-12 come together to explore real-world problems and develop solutions. Additionally, members of the ‘Birding Club’ are exploring the bird diversity around the region, and the ‘DIY (Do-It-Yourself) Club’ students reuse and upcycle waste materials.

Finding time for nature immersion can be challenging in a context where we need to follow the rigorous curriculum set by the government. Nonetheless, we have learned that including nature immersion in the school schedule improves students’ environmental and cultural understanding, as well as their progress towards set learning outcomes.

Photo: Kopila Valley School

Community impact��

Sustainability carries into each of our organisation’s practices and community outreach initiatives. With procurement and purchasing, we prioritise local goods and assess the sustainability of the products we buy (e.g. school uniforms, stationery, furniture). Where possible, we promote the growth of sustainable and profitable businesses – such as kitchens, farms, and bakeries – that produce products for our organisation and wider community (e.g. mushrooms and honey).��

We frequently host summits, immersive learning experiences, workshops, and campus tours to inspire and lead regional and national conversations about community development, education, sustainability, and child safety and protection. After visiting our events, NGOs and social service agencies report that they have shifted their strategies to address generational poverty in their own organisations and communities. We also share our knowledge by opening our campus as a teaching centre for organic farming methods – a practice which led to the co-creation of a Participatory Guarantee System (PGS) cooperative group, as well as farmers’ market opportunities for the community.��

Collaborating with local partners has been vital for connecting our curriculum to relevant, real-world issues, and we are working to establish and invest in more of these long-term relationships.����

Impact for the future��

Our goal is to develop quality education and therefore inspire well-informed citizens. We measure our impact through the climate resilience and stewardship actions demonstrated by our students. The school’s 257 graduates have all participated in climate action initiatives during their school years and/or after graduation.

We are pleased and proud that Kopila Valley students are becoming problem solvers. Long-term, our vision is for students to integrate healthy food and sustainability values into all areas of their lives, have opportunities to learn about and enter green/sustainability careers fields, and spread sustainable practices in their future adult lives and with their families and communities.

We are inspiring the broader community to embrace the values of sustainability through collaboration with students, staff, caregivers, community members, businesses, local nonprofits, and different tiers of government, with a major focus on the local level. We are also working to build a school support and mentoring network locally with public schools so that they may replicate our model, thereby improving education for children in our region and, eventually, across Nepal.

However, there is still work to be done. We will continue to strengthen our school curriculum by building on local knowledge and empowering local people, as we want the community to create and interact flexibly with the school.

“We believe that school curricula should provide opportunities to study natural systems in a way that reflects how we experience them in daily life.”

We dream of more sustainable schools��

Every day, we practice our values. Every day, we see students learning and applying sustainability practices in their lives. We are sharing our education model with the world because we see the depth of the impact it creates, and we hope to inspire others to implement a similar focus on sustainability into their curriculum. Here are some key tips for doing so:��

1. Invest for the long term. Start with small changes, looking at the solutions that are relevant to your area.
2. Understand your community context. Develop relationships with key community stakeholders and include them in programmatic discussions. Those who hold the collective and traditional knowledge of the region will be invaluable advisors when creating a place-based learning environment.��
3. Move forward in collaboration. An approach that integrates both the community and the values it embodies helps to ensure that ethics like earth–care, people–care, and fair share can be contextualised for the setting and environment of each school.��

Sunita Bhandari is the Sustainability Coordinator for Kopila programs in Surkhet, Nepal. She works to operate an environmentally friendly school campus and integrate sustainability in the teaching and learning processes. You can connect with her on .

Rajen Karki is the Principal of , providing oversight for the curriculum, operations, and integration with sustainability values. You can connect with him on .

The post Education for Sustainability to Transform Schools in Nepal appeared first on �鶹��ý.

Addressing Nature Deficit Disorder: Implementing The Journey across our network of schools.

The Problem: Nature Deficit Disorder

In today’s digital age, children are spending less time outdoors, leading to a term first coined by Richard Louv as “Nature Deficit Disorder. This “Vitamin N Deficiency” and disconnection from nature has been linked to various negative outcomes, including reduced physical activity, increased stress levels, and impaired cognitive development. It became evident that a structured approach to outdoor learning was necessary to combat these effects for our students.

The Solution: The Journey

To address Nature Deficit Disorder, “The Journey” was developed, an innovative outdoor learning programme implemented across our Globeducate network of schools. “The Journey” is designed to foster students’ academic and personal growth through direct interaction with nature, enhancing vital future-proof competencies of character development, collaboration, critical thinking, communication and creativity.

Having worked and lived in diverse countries like Australia, Thailand, the UK and Finland, I witnessed first-hand the positive impact outdoor learning provision has on students’ academic and personal achievements. It was from this direct experience that the “The Journey” was developed for our schools.

“The Journey” is a journey of discovery, whereby students learn about themselves, about each other, about our environment for them to become self-reliant, to solve problems and to challenge and push themselves outside of their comfort zones.

It is about how students have opportunities to learn with nature, through nature and from nature to support their development of key future competencies including collaboration, critical thinking, communication and creativity. “The Journey” is more than just taking learning outside. It is about experiential learning and understanding how to make informed choices on how to limit risks to ensure the safety of ourselves, of others and of our environment.

The Implementation of The Journey

1. Development of the Framework��

“The Journey” is grounded in experiential learning principles, emphasizing self-reliance, problem-solving, and risk management. The programme spans from Early Years through Key Stage 5, structured around five core skills: shelter building, using knots, cooking outdoors including using fire, navigation and using tools. Additionally, students culminate their learning and participate in the Duke of Edinburgh and International Bronze, Silver and Gold award.

Our schools in Spain, Portugal, France and United Kingdom are committed to using this framework. These include:

• Boundary Oak School,
• Cambridge House British International School,
• O Castro British International School,
• Coruña British International School,
• IPS Cascais British International School,
• Mougins British International School,
• Nobel Algarve Almancil British International School,
• Nobel Algarve Lagoa British International School,
• St George´s British International School,
• and Stonar School.

It has been a joy to see how leaders and their teams have interpreted the framework to create their own bespoke programme tailored to the needs and contexts of their schools and students.

Photo: Coruña British International School

2. The Four Pillars

The approach is built on four pillars: Identity, Adventure, Nature, and Community:

• Identity: Through outdoor challenges, students explore and develop their identities, gaining insights into their strengths, limitations, and values.
• Adventure: Engaging in physically and mentally challenging activities promotes thinking and interacting “outside the box” to improve personal growth and resilience.
• Nature: Developing a deep and personalised connection with the environment, to understand ecological systems and the interconnectedness of all living things.
• Community: Collaborative activities foster communication, trust, and mutual support, enhancing social responsibility and a sense of belonging.

3. Leave No Trace Principles

A fundamental component of “The Journey” is instilling environmental stewardship through Leave No Trace principles. Students learn sustainable practices to protect and preserve natural ecosystems, fostering a lifelong commitment to environmental conservation.

Photo: Stonar School

Impact and Outcomes

Outdoor learning offers a rich environment for fostering the 5 Cs: Communication, Collaboration, Critical Thinking, Creativity, and Character Development.

• Communication: Outdoors, students engage in real-world communication scenarios. Whether it’s explaining a concept to a peer, discussing observations, or presenting findings from an outdoor problem-solving tasks, they learn to articulate their thoughts effectively.
• Collaboration: Working together in outdoor settings requires cooperation and teamwork. From navigating a trail to conducting field research, students must collaborate to achieve common goals, fostering essential social skills and empathy.
• Critical Thinking: The outdoors present endless opportunities for problem-solving and decision-making. Students must analyse situations, evaluate risks, and make informed choices. Whether it’s identifying animal tracks or designing a shelter, critical thinking skills are constantly challenged and developed.
• Creativity: Outdoor environments stimulate creativity by inspiring curiosity and imagination. Whether it’s using natural materials for art projects, inventing games, or designing outdoor structures, students are encouraged to think outside the box and explore their creativity in novel ways.
• Character Development: Outdoor learning fosters resilience, responsibility, and a sense of stewardship for the environment. Facing challenges such as adverse weather conditions or overcoming obstacles during outdoor activities helps build character and instil values like perseverance and environmental consciousness.

By integrating outdoor learning experiences that promote the 5 Cs, we can provide students with holistic and immersive learning opportunities that extend beyond the classroom walls, preparing them for success in both academic and real-world contexts.

In addition to the impact of character development, communication, collaboration, creative and critical thinking skills, we also noticed the following:

• Improved Academic Performance: Learning in natural environments stimulates curiosity and critical thinking and we noticed the increased engagement and motivation positively affected academic performance.
• Enhanced Physical Health: Outdoor activities promote exercise and movement, counteracting sedentary behaviours associated with indoor learning environments.
• Emotional Well-being: Nature has a calming effect, reducing stress and anxiety, especially with those students who displayed lack of attention in traditional classrooms. Exposure to green spaces improves mood and emotional regulation, providing a respite from classroom pressures.
• Increased Environmental Awareness: Direct interaction with nature fosters a deeper understanding of ecological systems and a sense of responsibility toward conservation. We noticed improved and increased engagement with sustainability projects with WWF and Eco School initiatives across our schools.

Photo: O Castro British International School

Practical Tips for School Leaders

1. Start Small: Begin with simple outdoor activities and gradually introduce more complex challenges.
2. Foster Inclusivity: Design activities that accommodate all students, regardless of physical ability, to ensure everyone can participate.
3. Evaluate and Adapt: Regularly assess the program’s effectiveness and be open to making necessary adjustments based on feedback and observations from students, teachers and parents.
4. Prioritize Safety: Ensure all activities are conducted safely, with proper risk assessments and safety protocols in place.
5. Community Engagement: Involving the broader school community, including parents and local organisations, can enhance the programme’s impact and sustainability.
6. Professional Development: Providing training for educators on outdoor learning principles and safety ensures effective implementation and maximizes student benefits.

Photo: Coruña British International School

By integrating “The Journey” into the curriculum, our schools have created a holistic learning environment that nurtures academic success, personal growth, and a profound connection with the natural world. This approach not only combats Nature Deficit Disorder but also equips students with essential skills and attitudes for a sustainable future.

Oanh Crouch is a Director of Education at and leads on teaching and learning projects, in-service training, curriculum development, global events and virtual learning communities across the group. You can connect with her on .

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Education and a healthy life go hand in hand. We have seen this to be true in our work with our under-resourced region in Nepal, so our school team set out to address the needs of the whole child to prepare them for success in life.

Kopila Valley School serves 400 of the most vulnerable and at-risk children from the region each year using a holistic approach, with a major focus on experiential and place-based education.

Since our school is rooted deeply in community relationships, we have created programs as new needs surface. One of these is our healthy lunch program and agriculture initiatives – a symbiotic relationship with the school and local farmers that represents a holistic approach to community development. This partnership has allowed us to integrate education with nutrition, food security, and economic development.

Nutrition: A Sustainable Foundation

We began with sustainability in mind, both in our school’s physical structures and its organizational substructure. This meant we built a school campus which incorporated several aspects of sustainable design in its building, while also having strong foundational sustainable ethics built in its programs. Thus a strong culture of sustainability arose as a natural extension to the vision of building a model for a sustainable school.

Our school lunch program started in order to address the nutritional needs of the students, with meals sourced from our school garden and from local farmers, designed on a seasonal basis to align with local agriculture practices and access foods of the highest nutritional value.

To increase awareness of the importance of a nutritional diet, we have been conducting various classes for our students and teachers. We have integrated nutrition and sustainable lifestyle concepts into the academic curriculum – we call it Education for Sustainability (EfS) – as well as focused gardening classes to learn about growing healthy food.

Some courses are more focused on the cooking and kitchen staff, so that they may increase their knowledge and implement mindful cooking techniques to preserve the food’s nutritional content.

Partnering with Farmers

In our community development work, we have partnered with a group of women farmers to form a PGS (Participatory Guarantee System) group. We have committed to ongoing purchases that sustain their livelihoods, we provide marketing assistance and regenerative agriculture training with other local partners, and the farmers provide us organically grown and high-quality food. We incorporate a variety of food items, and we recently began prioritizing the inclusion of local indigenous crops so that our lunch is very nutritionally rich. We are mindful that, in collaboration with these local farmers, we are creating a sustainable food system through our school lunch program.

We have also opened our campus as a teaching center for organic farming practices. Our Sustainability Team encourages healthy farming and gardening by offering training courses in rooftop farming, vermicomposting, nutrition, and kitchen gardening to caregivers and the broader community. These have been received with enthusiasm, and we have watched many people implement their new knowledge and begin home gardens immediately.

In addition to our focus on purchasing local foods, we prioritize the local procurement of other necessary supplies wherever possible in our operational system.

“In collaboration with these local farmers, we are creating a sustainable food system through our school lunch program.”

Photo: Kopila Valley Students on school farm

Holistic Programming and Impact

We continuously assess and track the nutritional status of the students. More than 60% of the daily nutritional needs of the students are met through our school lunch and snacks program. For students who are under the age of five years, we track weight to age ratio and height to weight ratios. For those who are above five years of age, we track their body mass index (BMI). In 2023, 90% of the children we evaluated had an increased BMI.

With the support of the BlinkNow Foundation, we have different programs designed to address the needs of each child. To further the thriving of each child, we have a Health and Wellness program to address the physical and mental health of the children. The Futures Program supports the students in enhancing their hard and soft skills for future careers. Likewise, we have women’s empowerment programs where guardians of our students are empowered through different vocational training courses, so that they have better access to more income opportunities.

Nutrition and Education

Our goal is to spark change and help children thrive, as well as to share our proven model so that more communities may replicate a similar school “food and farming” initiative. Three steps we suggest for other schools:

• Invest in a healthy mindset/culture. Having a clear framework for ‘what we need’ nutritionally is the initial step needed; simultaneously, we empower our school family to make more informed choices for healthy diets. Our curriculum includes nutrients and health concepts, and through a permaculture-based gardening class, students are engaged in hands-on food and farming activities. Timely sessions teaching nutrition for our staff and culturally respectful food menus have been the key to strengthening our efforts.
• Build relationships with farmers/leverage local partnerships. Our essential food system question has been, “How can we source our food locally, strengthening our relationship with people, place, and the ecosystem for social, economic, and ecological well-being?” We strive for regenerative cultures which are about thriving together. We are invested in deepening our relationships and trust with local indigenous farmers, together with strong support mechanisms.
• Share with the community. This program goes far beyond the school and is driving community development. Nutrition and gardening training programs are shared with the community so that students and staff may involve their families and neighbors, which has increased healthy lives all across the municipality.

Rajen Karki is the Principal of . You can connect with him on .
Sunita Bhandari is the Sustainability Coordinator for Kopila programs in Surkhet, Nepal. You can connect with her on

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At the heart of our educational philosophy lies a commitment to nurturing responsible and compassionate individuals. This flows through the Prince of Wales Island International School (POWIIS) guiding statements “Where excellence, compassion and mutual respect unite to shape the leaders of a better tomorrow.” and “We strive to contribute to a more sustainable and peaceful world.”��There has never been a more important time to develop skills, and what better way to do this than through the integration of Service learning and the Sustainable Development Goals (SDGs), working on real-world problems with external partners such as NGOs from across the island? The SDGs serve as a compass guiding our students towards a deeper understanding of real-world issues.

The POWIIS Project is not just one initiative, it is close to 30 with various overlaps that support each other with the students at the heart of what we do. The projects are overseen by 4 separate student committees (Humanitarian and Wellbeing, Sustainable Development, Eco and Soft Skills) between them they all aim to cover the 17 SDGs each with its specific focus. For example, beach cleaning on its own is great as the starting point but if you build layers it has far more impact. The next layer is sorting the waste collected (selling, cleaning, recycling or managing refuse) building on the recycling in school and making products especially out of plastic. Moving on you sell those items and then invest in education and bins back at the beach creating a circular project.

 “The amalgamation of service learning and SDGs is not just an educational strategy but a call to action”

Navigating the landscape: A glimpse into our initiatives

Our students engage in The POWIIS Project, a service learning/passion project curriculum addressing local environmental and social concerns. From waste management to sustainable practices, they not only make a tangible impact in our community but also link their actions to broader global goals, fostering a sense of interconnectedness.

One example of this is how students build layers on top of a simple idea by taking Simon Sinek’s Golden Circle.  ��

Photo:��Simon Sinek’s Golden Circle.

Why should we protect the ocean?

How do we investigate further?

What impact does Penang’s coastal rubbish have on the local community?

To tackle these questions and support us in our mission to protect the ocean and Penang’s ecology we needed further investigation. To do this we formed a collaboration with Universiti Sains Malaysia and the Centre for Marine and Coastal Studies (CEMACS) to deepen our understanding of oceanic ecosystems and the threats they face. Penang’s coastal rubbish not only poses environmental hazards but also impacts the local community by endangering public health, harming marine life, and disrupting economic activities such as tourism and fishing. By leveraging academic partnerships and research initiatives, we can delve deeper into the reasons for ocean protection and develop effective strategies to address issues like coastal pollution, safeguarding both the environment and communities dependent on marine resources. Every week our students undertake research projects such as jellyfish monitoring, dolphin spotting, turtle tagging and beach clean-ups around the island reporting the data back to CEMACS. This, in turn, has supported both parties in working toward the SDG’s.

Photo: The Sustainability Compass,

The Sustainability Compass is an easy-to-understand framework that is integral to our approach. Much like a regular compass that helps us map the territory and find our direction, it directs our focus to four key areas: Nature, Economy, Society, and Wellbeing. These components collectively shape our understanding of the interconnectedness of global challenges. Now each time we go out for a beach clean we engage with the community and impasse knowledge, as a beach clean while effective, does not tackle the issue of education and the waste at its source. Our students delve deeper, collecting data, sorting waste, and repurposing materials, turning a simple beach clean into a cross-curricular model with links to various subjects. One single item of rubbish could have 5-10 students involved from talking to residents, to recording the data, understanding coastal tides, sorting, cleaning, organising, shredding, recycling, manufacturing, educating.

Collaborative learning spaces

Imagine a classroom where students take charge and work vertically across ages, cultures, genders, a true melting pot collaborating on passion projects that transcend traditional subjects. Service learning projects become the bridge between theory and practice, creating a dynamic learning space where students actively contribute to solutions for challenges outlined in the SDGs and the local area. Through this model, students share their knowledge in the community, engaging in wildlife surveys and protecting and monitoring jellyfish, creating a community farm and use the produce to feed the needy through a soup kitchen and make products out of plastic waste like flowerpots and carabiners. This collaborative approach not only supports wider society but also provides invaluable learning opportunities.

Learning without walls

In our commitment to fostering a holistic and immersive educational experience, we embraced the concept of “Learning Without Walls.” This initiative transcends traditional classroom settings, encouraging students to explore beyond physical and conceptual boundaries. Through various outdoor and experiential learning opportunities, students gain a deeper understanding of theoretical concepts and develop crucial life skills. The “Learning Without Walls” garden is not just a service to support wider society; it is an amazing learning opportunity to approach and extend beyond the garden. Interdisciplinary projects challenge students to synthesise knowledge from various disciplines, fostering a more comprehensive understanding of complex issues.

Photo: POWIIS Marine Collections

A call to action

In conclusion, the amalgamation of Service learning and SDGs is not just an educational strategy but a call to action. It’s a call to nurture compassionate leaders who understand the power of collective effort. Let’s continue this journey together, weaving a tapestry of change that transcends borders and generations.

Practical tips for school leaders:

• Align initiatives with mission and values: Ensure that service learning initiatives align with the school’s mission and values, creating a cohesive approach to global citizenship education.
• Promote interdisciplinary learning: Encourage the integration of subjects in service learning Projects and vice versa, fostering a comprehensive understanding of real-world issues. Embed the links into the curriculum map of subjects.
• Foster collaboration: Establish partnerships with NGOs, stakeholders, and the community to drive impactful change and promote a sense of global interconnectedness.
• Encourage reflection and dialogue: Create spaces for students to engage in reflection and dialogue about their Service learning experiences, fostering a deeper understanding of their role in contributing to the SDGs.
• Explore learning beyond classrooms: Embrace experiential learning opportunities and initiatives like “Learning Without Walls” to provide students with a holistic educational experience.
• Empower future leaders: Remind students that their actions today have a lasting impact on the future, instilling a sense of responsibility and leadership in contributing to positive change.

Samuel is the Deputy Principal at Prince of Wales Island International School. You can connect with him on .

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All schools want students to make a difference.

But making sure that this change is authentic can be tricky. Sometimes one-off projects work well for a while, however there’s no lasting impact. Once the student who had the idea moves on, the impetus can fade, and another scheme comes along that goes in a different direction.

That’s why when we started looking at a whole-school service-learning project, we wanted it to be sustainable. We also wanted, as much as possible, for it to be led by students. And as a school with two campuses that runs three IB programmes, we needed to have something that all parts of the school could be involved with.

At Osaka YMCA International School, we already had teachers with a keen interest in gardening. As their vegetables and fruit started to sprout and grow, so did our ideas for how we could expand this work.

Creating lasting impact

After talking with members of the American Chamber of Commerce in Japan (ACCJ), we realised they also had a strong interest in urban gardening. This idea blossomed into a wider thought – if we can grow things, who in our community is in real need of them?

The answer was the Kansai Food Bank, and from there our project started to ripen and come to life. With a broad idea in place that could be sustainable, and with students interested, the next stage was to get the various stakeholders talking. We held monthly meetings with the ACCJ to arrange an urban gardening event, our Parent Volunteer Group got heavily involved in promoting this, and the food bank also came along to the event to raise awareness about the valuable work it does. All the parts were now in place.

Photo: Osaka YMCA International School canned food collection

The urban garden event saw members of the wider community take part in various hands-on workshops. A grade 7 student presented a video on his home-composting project, students grabbed shovels to move ten tonnes of donated compost to help the vegetable gardens and one of our teachers led a demonstration on building raised planter beds. Our IB Music students also did a mini-concert and raised more than US$300 in donations for the food bank.

Our green-fingered early childhood students continued growing a range of vegetables in specially built raised garden beds. They even met with our grade 12 students to show them how to peel and grow persimmon.

Whole school involvement

We wanted to be sure our project would involve several age groups at various stages of the process. This is linked closely with our school mission (and the IB mission) of ‘empowering students to achieve personal success while compassionately contributing to their local communities’. So, as our younger students were learning about seasonal vegetables and basic gardening techniques, it was now time for our older students to get involved and contact the food bank.

Students were keen to donate vegetables but, after talking to the food bank, realised that canned food would also be useful as its shelf-life was much longer. These talks added a new layer to the project. Rather than ask parents to pay for tickets to school events, we would simply ask them to bring at least one canned food item. As a result, hundreds of tins were collected and then sorted by our IB Diploma students. Their role was to then contact the food bank and work out the logistics behind delivering our donations.

Understanding the wider context

Another benefit of going to the food bank is that it allows our students to understand first-hand why there is a need for such a place in what is often seen as a relatively affluent country. Our 340 students come from 34 countries so do not always have a strong understanding of local Japanese issues. Through this project, we are able to explain the reasons for homelessness and poverty in different countries (which is also part of our MYP’s Individuals and Societies’ curriculum). The project enables us to give a real-world context to this problem and, importantly, look at solutions that students could be directly involved in.

Each of our grades has a service-learning element, so since the initial visit, there have been several other donation drives and gardening campaigns. By doing this, we feel students can engage in a meaningful, impactful and sustainable way to meet some of the UN’s Sustainable Development Goals.

This particular project focuses on SDG 2: Zero Hunger. SDG2 seeks to end poverty by 2030 by ‘promoting sustainable agriculture’ and making sure all people – especially children – have sufficient and nutritious food all year.’

Now that our urban gardening project has taken root, the idea has spread and another local international school is now running a similar scheme, with help from the ACCJ.

Last week I went back to the food bank – with a new group of students – to deliver hundreds of packs of miso soup, a sign that our project is becoming truly sustainable and meaningful.

“Keep an eye on things, but let the students lead.”

Practical tips

• Give students the chance to fail. It can be tempting to micro-manage students, especially when dealing with external groups. Mistakes will inevitably happen, but often that’s when real learning occurs. Keep an eye on things, but let the students lead.
• Think about what the need is. Students have great intentions by wanting to help groups, but it’s important to listen to those groups and understand what kind of help they really need. With the food bank, the vegetables we grew were useful but the canned food donations added an extra layer and were really appreciated.
• Make it sustainable. This project relied on several key students who arranged the logistics, but our CAS Coordinator knew he would need to create opportunities for new students to get on board in future years.
• Be aware of the ‘why’. We felt it was important to help the food bank, but also wanted students to know why we were doing this. Understanding the UN’s SDGs and knowing how this linked to our overall mission was a vital part of this project. It’s not just about knowing what to do, but why you’re doing it that’s important.

Mark is the Principal at . You can connect with him on .

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At DPS International, service learning is foundational, shaping our curriculum to nurture compassionate, responsible global citizens through the IB MYP model. Guided by our “service before self” motto, we foster a community of changemakers dedicated to sustainability and collaboration to solve real-world problems innovatively and creatively. Our 2024 International School Award for the Student Task Force reflects our commitment to innovative, student-led initiatives for community wellbeing.

Evolution of the Student Task Force (STF)

Launched in 2022, the Student Task Force (STF) aims to instil responsibility, leadership, and global citizenship among grade 9 students. Comprised of motivated individuals, it utilises the knowledge and skills acquired throughout students’ academic journey, including grades 6-8.

In the formative years, students embark on their Service as Action journey, engaging in unit-led, school-led, and self-led initiatives to develop skills for independent service endeavours.

Grade 6 students took forward the school-led initiative “Ditch the Tissue Paper, Let’s Bring a Handkerchief to School” to reduce tissue paper wastage in restrooms. Through poster and slogan campaigns and daily reminders, they successfully encouraged the school community to adopt handkerchiefs as a more sustainable option. They also explored waste minimisation and sustainable lab waste disposal in science lessons, integrating service learning into the curriculum.

Grade 7 students drove the school-led Climate Action Project to tackle climate change by focusing on raising awareness and advocating for environmental stewardship. They created impactful posters illustrating climate change’s diverse impacts on species and conducted interviews to capture first-hand experiences of global warming. They curated climate-related news to emphasise the need for collective action.

Grade 8 spearheaded the impactful Rethink Plastic Campaign, raising awareness about plastic pollution. They conducted surveys and activities like the “Wall of Plastic” and “Plastic Diary” to understand its effects. Delving into plastic types, they participated in upcycling competitions and created sustainable Minecraft worlds, fostering creativity and critical thinking to combat plastic pollution and become changemakers.

As students advance through grades 6, 7 and 8, they focus on foundational competencies like advocacy, teamwork, communication, and empathy, preparing them for grade 9 service initiatives as members of their chosen STF.

Empowering changemakers: the journey begins

In grade 9, students receive a detailed invitation to join the STF initiative. DPS International offers 10 STFs, adaptable based on student preferences and community needs. Students select task forces aligned with their interests and engage in internships and volunteer opportunities during the summer break to develop skills. These experiences lay a solid foundation for the STF, empowering students to lead impactful initiatives addressing local and global challenges.

“Students develop vital skills while making meaningful contributions to their communities.”

Impactful initiatives through Student Task Force: fostering diversity, inclusion and, equity in our school and global community

• The “Biodiversity Crusaders” Task Force engages in environmental protection activities. The students interned with an NGO to learn sustainable practices like growing microgreens in repurposed containers. Next, they initiated a Recycle Hub for e-waste collection, collaborating with the Environment Club to repurpose materials like water bottles into planters. Their efforts also include spreading awareness about home microgreen cultivation in the community, making a significant impact on sustainability.
• The ‘Social Media’ Task Force creates content that raises awareness about social causes, including marginalisation, the do’s and don’ts of social media, and how it could be used for the betterment of society. Additionally, students created media content about school events and initiatives.
• The ‘Craft for a Cause’ Task Force taught interested students of grades 6, 7, and 8, crochet and various Indian cultural arts. They showcased over 200 handcrafted products at the Karigar Mela (Artisan Fair and the Environment Fair, raising funds for future projects). Their approach emphasises not only product creation but also fostering patience and supporting education initiatives by sharing profits with NGOs.
• The ‘Study Buddy’ Task Force offers academic support to new admissions and other students in need, fostering an inclusive and equitable learning environment. They developed subject-specific resources, practice sheets, and help manuals for students requiring differentiated support, with teachers ensuring content accuracy and reliability. Many students benefited from these resources, enhancing their learning experience.
• The ‘Wellness Squad’ Task Force prioritises student-led activities promoting general, physical, mental, and digital well-being. They organized TUNEOVATION, a fundraising concert featuring talented singers and instrumentalists from grade 9, with proceeds benefiting the Aaliya Trust for a young man’s heart surgery. Additionally, they crafted grade-specific personalised task sheets for the NGO Bachpanashala, furthering their commitment to supporting well-being initiatives.
• The ‘Star Gazers’ Task Force is a passionate group of students committed to sharing their love for astronomy and expanding their horizons among peers and students from various NGOs. Through their Instagram handle, @stargazersdpsi, they actively engaged their audience with captivating astronomy insights. As part of the Outreach Program, they visited the Geeta Charitable Foundation every Friday, teaching local children fascinating topics in astronomy and reinforcing learning through fun and interactive games.
• The ‘First Aiders’ Task Force offers vital first-aid training to both school and external communities through internships and practical sessions. Their comprehensive first-aid handbook covered common medical issues such as seizures and fainting spells, enabling easy access to correct first-aid responses. This initiative empowered students to become capable first responders and responsible citizens, enhancing safety and wellbeing for all.
• The ‘Happy Paws’ Task Force is dedicated to promoting animal wellbeing and improving shelter conditions through creative fundraising and awareness activities. They organized a successful blanket drive, collecting 60 blankets for the Umeed animal shelter. Despite initial challenges, they raised over INR 13,000 through homemade food sales supporting Umeed efforts to rescue and care for injured animals and reflected a strong commitment to making a positive impact on animal welfare.
• The ‘Tech for Good’ Task Force serves as the primary resource for students to master the school’s learning management system (LMS). They run training sessions for students to learn to navigate our school’s LMS. They also ensure accessibility features are integrated into classroom tools for inclusive learning experiences.

Photo: DPS International School ‘Happy Paws’ task force students��

DPS International’s commitment to sustainable development is clear in its innovative student engagement and community impact. Integrating service learning and initiatives like the Student Task Force cultivates responsibility, leadership, and global citizenship. Through diverse projects tackling environmental, social, and educational challenges, students develop vital skills while making meaningful contributions to their communities.

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Gunjan is the Activities and Service as Action Coordinator at DPS International School, Gurugram. You can connect with her on . She was supported in this project by , Head of School and , Principal of Secondary School.

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