सामू हिक पिल

Samuhik Pahal
A Journal of Our Collective Action

December 2020 | Vol 1, Issue 6

Samuhik Pahal 2

Reflections PAGE

3-7
How high can a ladder climb?
By Jyoti Ravichandran from Thrive Foundation

We need to focus on e motional wellbeing,

the need has never been greater
By Megha Dharnidhark a from Adhvan Foundation

Educational Resources PAGE

बच्चों की पहिकाएों ।

By Nidhi Gaur and Chandan Yadav from Ektara,

Takshila’s Centre for Children’s Literature and Art
8-9

Ground Zero PAGE

10-14
Apni Shala (Maharashtra) Space for Nurturing Creativity
(Uttarakhand), Makkala Jagriti (Karnataka), Art of Play (Delhi),
Fourth Wave Foundation (Karnataka), Prayas (Rajasthan)

Alleviating distress in children through social emotional-learning programs

Updates PAGE

15
Notes from the 19th Annual Wipro Education Partners’ Forum 2020
The Partners’ Forum is organized every year with the aim of leveraging the wide
range of experiences, approaches, and perspectives, which our 200+ partners bring
across varied contexts and subject domains. This year’s theme was
‘Surviving to Flourish: Adaptations in the times of COVID-19.’

Samuhik Pahal Readers’ Survey

Compiled and digitally published by Wipro Foundation, Bangalore.

 Samuhik Pahal 3

Reflections

How high can a ladder climb?

On practicing Social and Emotional Learning (SEL) in schools
By Jyoti Ravichandran from Thrive Foundation

T
hrive has been working with schools on he wasn’t speaking to them f rom arrogance. Quivering
comprehensive preventive and promotive mental chin, shrinking shoulders, palpable f ear of being spoken to
health practices for four years now and moving (let alone scolding and beatings) were never noticed.
towards instituting well-being centric school
policies. In this time, we have engaged with questions I did the only thing I could which was to send letters to the
around the following issues. What SEL will look like in our teachers explaining the condition and ways to reduce
classrooms? How much sense it makes to align outcomes anxiety and increase meaningf ul engagement in class.
to US-based norms? If SEL is indeed “doctoring” Similar efforts were taken for other kids with mood
personalities of children to align to some social agenda? If problems, self harm behaviours and victims of bullying. I
SEL is a tool to really accommodate diverse never heard f rom the teachers. Now, it became impossible
temperaments and learn to live across lines of difference to see mental health management as an individual
with deep social connections and a commitment to problem. The seeming lack of interest in educators was
justice? something I wanted to act on.

We have also had to grapple with how to practice well- So, Thrive began in 2016 with its focus on strength-based,
being within the organisation. So, you can imagine how non-blaming approach to mental health, social and
writing a reflection piece on using social and emotional emotional learning curriculum, teacher training modules
learning in school settings can turn any psychologist and assessment protocols and a team of psychologists
neurotic. Through this piece I will explore my meanderings and educators.
within the f ield of mental health and abstract some
practices we’ve found enabling in practicing well-being. Decentring Emotions in Mental Health Discourse

What is Wrong with Traditional Psychology? As we started with a direct delivery model with students,
we quickly ran into some questions. Most pressing of
When I first began practising as a psychologist in a clinic, which was - what are we really here for? This past year
in 2011, the novelty of performing psychometric we’ve had to rely on every stakeholder Thrive is
assessments, drawing up reports and making further associated with to plan our activities and operations on
ref errals lasted two months. I was actively involved in compromised budgets and lost hiring opportunities.
perpetrating a medical, deficit-centric discourse of why Emotions were running high, low and sideways.
people are not living their best lives and taking all the
wrong cues f rom what I was f eeling about it Which made me ask, how an organisation full of
(hopelessness, boredom, anxiety) to mean I have to do psychologists, should speak about emotions! What are the
more of my job and well. My calendar was f ull and my benefits of talking about what you’re feeling? What are the
heart really was not. limits of its use? What are the possibilities of using them
as a stepping stone to greater team cohesion or self
The f irst client I took in for psychotherapy was a 10 years awareness? In my experience and later education, it’s
old boy. He had a severe case of a form of social anxiety only helpful to talk about emotions to the extent that it
disorder called Selective Mutism. We got on with work and allows you to get it out of your system and focus on what
I hit a snag very quickly as this boy showed me how needs to be done. In a society where sanctions imposed
working with the individual and family wasn’t enough, if a on expressing emotions are many, there is a tendency to
huge contributor to his development was to be ignored - overcompensate by def ining safe spaces as places of f ree
his school. Teachers were unaware of his condition, emotional reign. It sounds so liberating and self-affirming,
putting the problem down to a “superior attitude”. and it is. But what if there could be more?
What does it take to really transform a saf e space and its
In my experience and later education, it’s only associated limitations on learning into a brave space,
helpful to talk about emotions to the extent that it where we are not hesitant to probe a conversation and
allows you to get it out of your system and focus mine its richness for more insights and learnings, within
on what needs to be done. In a society where the team and in classes? We had to find ways of mirroring
sanctions imposed on emotional expression are this understanding to serve our children well. We learned
many, there is a tendency to overcompensate by that a sensitive curriculum unearths the complexity of our
defining safe spaces as places of free emotional children’s lives and paves a way forward.
reign.
Take for example the following exchange with a 15 years
I can see how they might have gone straight to that old student.
conclusion. The child’s intelligence was superior, general
knowledge vast, his sense of humour sarcastic and sharp Student (S): When the lockdowns were imposed, my uncle
when he did speak. Always the topper, the teachers felt had to quit his cab driving job and instead push a
 Samuhik Pahal 4

Reflections

vegetable cart around our neighbourhood. students: creating brave spaces and skills necessary to
navigate them, promoting healthy decision-making and
Super Validating Facilitator (SVF): Oh, that sounds like a independent action, standing on the shoulders of
huge change! How are you feeling about it? community members and rich socio-political and cultural
histories.
S: Horrible, of course. I f eel terrible for him.
Community Mental Health: How and How Much?
SVF: Absolutely understandable how you might f eel
horrible. Anyone else in this situation may f eel the same Most things have gone seriously wrong for almost all of
too. the families we work with, save a small minority. But, not
surprisingly, we found that parents could easily articulate
S: K. at least one thing that is always well at any given time. A
parent who has lost his job and is struggling to make ends
Alternative situation: meet for his family of five on an income of Rs. 5000 a
month said he’s grateful his children at least go to a
Student (S1): When the lockdowns were imposed, my school that takes care of their books and gadgets and
uncle had to quit his cab driving job and instead push a keeps three children active every day. It is a huge source
vegetable cart around our neighbourhood. of solace to him that when this trying time passes, his
children will go back to school and onward.
Facilitator: I see. That sounds like a big change in your
uncle’s life. Another parent said her morning tea has become non-
negotiable ‘alone time’ for herself. Yet another laughs
S1: Yes, Akka. He used to dress up so smartly in his unapologetically that she catches naps under the f an
driver’s uniform and drive safely in an AC car. It’s gutting when her daughter is cramming for exams. Everyone is
to see him in a folded-up lungi walking the streets, engaged in small but significant acts of everyday
pushing a heavy load. resistance to adversity, resourcefully capturing moments
to enjoy rest and laughter. What are the opportunities this
F: What does this tell you about your uncle? presents to strengthening parental identity? How might
S1: I don’t know. It’s just very sad to think about it. this enable them to take stock of their own successes,
challenges, assets and support? How can this inspire our
F: Can anyone else in the group share your thoughts on students in our classrooms and help them foster stronger
what this tells us about S1’s uncle? ties with their communities?

Student 2: He’s so adaptable! Can drive also, can sell There is a real commitment to unearth the
vegetables also! strengths of the people in our students’
community as they face adversity. This suddenly
Student 3: He seems to do what is needed to take care of offers possibilities of talking to children about it in
his f amily without sitting at home, dejected and drinking. a way that paves a way forward. What values are
That is what happened to my cousin when he lost his job. underlying a negative emotion? What have you
He didn’t even look for something else. lost that is of value? What is threatened? What is
precious? What can you do to honour the ways in
F: S1, you heard your classmates say a few things about which people around us live?
your uncle. Did that resonate with you? Many people
seem to deal with difficulties in different ways as S3
shared about his cousin. The splintering of the learning environment into a virtual
classroom space and physical home space demanded
S1: Now that you say it, I do think he’s so brave and adult stakeholder interventions include parents too. We
positive. He still smiles and cracks loud jokes. I only get had to be intentional about not becoming a hegemonic
sad. But yes, I see how he’s so adaptable and hard authority of well-being in their homes and relationships.
working. I do f eel proud of him. So, we provided non-demanding, non-intrusive content for
anyone to use as they will. Our job is to enable access
The difference between the two scenarios is evident. A
first and actively support the first step of engagement in
pedagogic approach to SEL that is limited to emotions (or communities and work together to get to higher order
indeed, psychotherapy or organisational development) will
outcomes with the community f ully roped in and dictating
only take you so far. In the second scenario, emotions
were validated and opportunities were provided as well for the way forward.
these to be expressed and changed. There is a real We started sending our weekly well-being tips, stories,
commitment to unearth the strengths of the people in our etc. to our parents via Interactive Voice Response System
students’ communities as they face adversity. This Technology. We had parents suggesting we hold periodic
suddenly offers possibilities of talking to children about it virtual or socially distanced well-being circles in school,
in ways that paves a path forward. What values are send messages and videos over WhatsApp that can be
underlying a negative emotion? What have you lost that is revisited or shared, provide counselling for parents and
of value? What is threatened? What is precious? What students as they feel the need and so on. We had to really
can you do to honour the ways in which people around us think about what kind of support we wanted to provide, not
live? how we wanted people to change. The latter is to be
discovered.
These questions give huge meaning to a reflection
exercise. This is a powerf ul way to introduce agency in
 Samuhik Pahal 5

Reflections
The practice of community mental health is a complex streets with all the necessary signs for safe navigation but
undertaking. SEL curricula abound, often with very little first, put your own seat belts on.
focus on facilitator orientation, clear articulation of
knowledge construction processes within classrooms and You can reach out to Thrive Foundation at
staffrooms and lacking critique of biases/blind spots/over-
intervention in practice. These are all necessary [email protected]
components to ensure equity in mental health access,
delivery and democratic dissemination of expert
knowledge in communities. Let us take psychology to the
 Samuhik Pahal 6

Reflections

We need to focus on emotional wellbeing,

the need has never been greater
By Megha Dharnidhark a from Adhvan Foundation

The pandemic has been especially devastating for

marginalised communities. In addition to adversely Adhvan Foundation strives to support the
aff ecting education, health and livelihoods; it has deeply holistic education of children living in Child Care
impacted children’s mental health. The f ear of the virus, Institutions like Children’s Homes and shelter
social isolation and the atmosphere of constant homes through library program that foster a love
uncertainty have led to a spike in anxiety and depression of reading, support literacy, and enhance life
in children and adults alike. skills. Adhvan also offers training and capacity
building workshops to schools and NGOs equip-
When the first lockdown was announced it almost seemed ping them with the knowledge and skills required
unreal to us at Adhvan. We immediately got in touch with to run vibrant libraries in their unique contexts.
the Child Care Institutions where we run our library
programmes and made plans to restart our programme in
April. However, it soon became clear that this pandemic
emotional wellbeing in addition to nurturing reading and
was here to stay and we needed to f ind another way to
supporting literacy; we knew that in light of the pandemic
connect with our children.
we would have to work more intensively on supporting
As the world raced to find digital solutions, we f elt a need children’s emotional wellbeing.
to slow down and move inward. To imagine how best to
serve our children from a centered space. We explored
different ways in which educators were reaching out to Though our Library interventions were already
children and began to imagine our own. However, while aimed at promoting social and emotional
we were deep diving into the virtual world, the government wellbeing in addition to nurturing reading and
was washing its hands off the children living in Child Care supporting literacy; we knew that in light of the
Institutions like Children’s Homes and Shelter Homes. pandemic we would have to work more intensively
Institutions were asked to send children back to f amilies on supporting children’s emotional wellbeing.
that had previously been deemed unfit, and to close
down.
We began to design lesson plans that would encourage
Many Institutions closed their doors, while others children to ref lect on their experiences of the lockdown
persevered by advocating alongside many child rights and express how they felt through art, drama and writing,
groups. However, to stay open, Institutions had to that could open up dialogues around anxiety, depression
saf eguard against Covid at all costs. Many Institutions and coping with difficult emotions using books like ‘Ruby’s
decided against allowing their regular staff to enter. Those Worry’ and ‘The Rabbit Listened’. Our Library sessions
who stayed within the home managed it during the aimed to open up these complex ideas through ‘Story
lockdown. With only a skeletal staff present, most Read Alouds’ and discussions around the experiences of
educational and enrichment activities were stopped and each character, their experience of difficult emotions and
children’s limited interactions with the larger world ceased what helped them accept and be comfortable with them.
altogether.
We hoped to deepen children’s understanding of anxiety
At Adhvan, we kept trying to find ways to work with and depression through extension activities like ref lective
children. Virtual engagement wasn’t possible as journaling and creative writing exercises where they could
Institutions lacked the digital infrastructure and know-how. reflect on their own their experiences of such issues. We
We explored interventions via telephone. But due to also wished to help children discover coping strategies by
shortage of staff, even this couldn’t be arranged. All we exposing them to different experiences like grounding
could do was ensure continued access to books through through the breath, mindf ulness meditation practices and
our book boxes present at the Institution and wait. collaboratively coming up with self-care practices that
could enhance their emotional wellbeing.
In the absence of opportunities to conduct library
sessions, we decided to use our time to plan and prepare When we were finally able to begin again in September,
for when we could meet with children. Though our Library we started to notice challenges that we didn't anticipate.
interventions were already aimed at promoting social and We had walked back in after a gap of five months and
 Samuhik Pahal 7

Reflections
expected to pick up where we had left off. Children's everyday life “Didi aaj mera test thoda kharab gaya. 20
ability to engage with the Library and our rapport with mein se sirf 13 aaye. Lekin class mein baaki ke number
them, both had reduced. We needed to acknowledge this aur bhi kharab they. Agli baar aur padhoongi aur zyada
and modify our plans to once again deepen children’s number laaongi. - “Didi, my test didn’t go well today. I only
engagement and connection. scored 13 out of 20. The others scored even lesser than
me. Next time I will study and score better.”
Now whenever children feel the urge to share, Sometimes the letters are deeply personal. One of the
they put pen to paper and write a letter to us. We children wrote saying, “Didi aaj maine Priya (name
read and respond to each letter. Though this changed) ko adoption men dene ka f aisla kiya. Maine sahi
activity was imagined as a means to stay in touch kiya na? Maine usse milna kum kar diya hei lekin uski
and promote self-expression it has become an act
of trust. yaad bahut aati hei aur padhai karne men dikkat hoti hei.
Didi men fail ho gayi to? - “Didi, I decided to give my
daughter Priya up for adoption. I did the right thing no?
We began to create more opportunities for children to Though I meet her less, I think about her a lot and f ind it
define their experiences of the pandemic and to share difficult to concentrate on my studies. Didi what if I fail?”
areas of growth that they would like to address. Children
This deeply personal sharing cannot be a one-way
living in Institutions always had limited control over their
interaction. The children also ask us about our lives and
lives. But the pandemic even took that little control away.
our challenges and it is only by responding to them with
And so, we began to create more opportunities for choice
the same openness and vulnerability that we can we build
within our library sessions and collaboratively discussed
meaningful relationships. Though this activity was
and designed the sessions with them.
imagined as a means to stay in touch and promote self-
The children shared that they were feeling extremely cut expression, it has become an act of trust. Trust that we
off from the larger world. They wanted to know what was will read all that they have shared without judgement and
going on, not just by hearing piecemeal information f rom trust that we will respond with love.
adults but by engaging themselves. We thought together
Going forward we hope to continue to think together with
and came up with the idea to have news time during each
our children. To listen to their needs and to adapt to
library session so that they could choose how they
changing circumstances. We intend to deepen our work
engaged with the articles and what they chose to focus
around understanding and coping with difficult emotions
on.
enabling children to develop different coping strategies
After restarting our sessions, I noticed that many children that they can draw on when times get difficult. And
were eager to talk to me one on one. Unfortunately, through it all we hope to continually reflect on our
despite our best efforts it wasn’t always possible to practices and modify our approaches to best support
engage with all children personally. As I was trying to find children’s emotional wellbeing.
a way to address this, I was also trying to think of a way to
You can reach out to Adhvan Foundation at
keep the connection with children alive, if for any reason [email protected]
physical sessions had to be put on hold again.
The virtual world wasn’t a possibility nor was connecting
over a phone call. So, we decided to use letters as a way References
to stay in touch. We opened up this idea with our children Doerfield, Cori (2018) The Rabbit Listened. Penguin, New
through a delightf ul book “Pyari Madam” wherein a young York
Adivasi girl shares her life with her teacher through letters,
talking about the smallest squabbles with her sister to her Percival, Tom (2018) Ruby’s Worry. Bloomsbury, London
questions about larger social issues like mining that Rinchin (2019) Pyari Madam. Eklavya, Bhopal
impact her lif e.
Now whenever children f eel the urge to share, they put
pen to paper and write a letter to us. We read and
respond to each letter. While 2-3 children are regular,
others write when they feel the urge to share. As many
children are still learning to express themselves through
their writing, there is some inhibition to write. This is a
completely voluntary exercise and instead of children’s
interest f ading over time we have seen it strengthen. More
and more children write to us each week and acting on
their request we have created some writing time in our
library session.
Sometimes these letters are simple sharing of their
 Samuhik Pahal 8

Educational Resources

बच्चों की पहिकाएों ।
आिकषशत ि ने िा क्या मतलब ि ता िै , सांख्या क्या ि ती िै, ज़मीन पर
चलने और पानी में तैरने में क्या ििश िै , िुछ ि ना या िुछ भी निी ां
ि ना िे क्या मायने िैं । इन सब में िम अपने ि ििााँ पाते िैं ? जै से
िई प्रश्न मन में उठें गे। ये प्रश्न साकित्य िी मदद से किसी सन्दभश में
उपजते िैं । ये प्रश्न पढ़ने िे अनुभि से िमारे स्वभाि ि , िमें रचते चले
जाते िैं । िमारे दु कनया ि दे खने िे नज़ररए ि भी कनरांतर बनाते चलते
िैं ।

साइकिल िा एि पक्ष और िै , कचि। कचि रचना ि पढ़ने िे अनुभि

ि बेितर बनाते िैं । िई प्रश्न इन कचि ां िे रचे सांसार में और गिराई
पाते िैं । किर िुछ बातें कजतनी समग्रता से कचि में ििी जा सिती िैं
उतनी र्ब् ां में निी ां बन पाती। जब कचििार किसी घटना ि कचि में
कदखता िै तब ि उसमें जगि, समय, मािौल, ल ग, पे ड़-पौधे, पर्ु-
पक्षी, आसमान, ज़मीन, और िाि-भाि जै सी िई बारीकियााँ उसमें
ज ड़ देता िै। साकित्य िे साथ कमलिर ये पाठि िे अनुभि ि और
गाढ़ा िर देता िै। किर पाठि िी िल्पना ि उड़ान भरने िे कलए
मज़बूत ज़मीन दे ता िै । साइकिल में छपे कचि, कचि ि दे खने, पढ़ने िे
मौिे त दे ते िैं। ये दे खना और पढ़ना िब पाठि िे कचि ां में झलिने

सा इकिल पकििा किन्दी भाषा में ििानी, िकिता, खत, यािा

िृ ताांत, लेख, सांस्मरण, व्यांग्य जै सी िई किधाओां में िई तरि
लगता िै ये पाठि ि भी पता निी ां चलता। जै से िर कचििार अपनी
तरि से पे ड़ बनाता िै । ये रचना िी आज़ादी पाठि िी रचना प्रकिया
िी बातें आपिे सामने रखती िै।
िा किस्सा बन जाती िै। बहुआयामी दु कनया ि िागज़ पर उतारने िी
दर्शन, िला, साकित्य, इकतिास, गकणत, किज्ञान जै से िई किषय ां पर तिनीि ां पर भी स चने िा मौिा कमलता िै ।
चचाश िे मौिे दे ती िै । इसमें बड़ ां िी िी तरि बच् ां िी रचनायें भी
इस तरि साइकिल आपिे भरे पूरे सांसार ि दे खने िा, उसमें साांस
छपती िैं । िुछ ऐसे पन्ने भी रिते िैं ज िमें आपसे ज ड़ने िा माध्यम
लेने और उसे जीने िा एि ज़ररया बन जाती िै।
बन जाते िैं जै से माथापच्ी या ििानी बनाने, िागज़ िे खेल िी
गकतकिकधयााँ। ये पकििा 9 साल से बड़े सभी पाठि ां िे कलए िै और द By Nidhi Gaur from Ektara, Takshila’s Centre for Children’s
मिीने में एि बार आती िै । Literature and Art

इसिे 68 पन्न ां में िई तरि िे बचपन झलिते िैं। उनिी ज़रूरतें,

इच्छाएाँ और सपने ि ते िैं। साथ में इतने सिाल ि ते िैं । उनिी
पररस्थथकतय ां से भी िम रु-ब-रु ि ते िैं। इसमें स्कू ल जाते बच्े िा प्लू टपरिगौरजानने से पिले छ टे बचच ां िे कलए उपलधध साकि्‍य
िरें । पाएां गे कि यि बचच ां ि कसखाने और नसीितें
बचपन िै त स्कूल से भागता बचपन भी िै। इसमें र्िर में अपनी िाम
दे ने िी अधीरता से भरा हुआ िै । बचच ां िे कलए ििाकनय ां िे िुछ
िरने िाली मााँ िे साथ अस्पताल जाता बचपन भी िै और गााँि में पे ड़ ां
कलजकलजे अन्त तय िर कदए गए िैं- ………..उसे सबि कमल गया।
पर चढ़ता बचपन भी। इन बचपन ां से झााँिते बच्े, उनिा मन, स्वभाि
……….उसने तय किया कि आज िे बाद िि बड़ ां िा ििना मानेगा।
और पररस्थ थकतय ां से पाठि िी पिचान ि ती िै। साथ में दू र, और
……….उसने कपांजरा ख लिर त ते ि उड़ा कदया। आकद।
बहुत दू र बैठे पाठि िी पाठि से भी पिचान ि ती िै । कदल्ली र्िर में
रिते हुए मै सूर िे दर्िरे िा मज़ा लेते बच्े से पिचान ि जाती िै। यि भी माना जाता िै कि बचच ां ि तुिबन्दी अचछी लगती िै। इस

गााँि में पे ड़ पर चढ़िर कचकड़य ां से बातें िरती लड़िी जानी-पिचानी चक्िर में तुिबन् दी त ि जाती िै पर रचना निी ां बनती। िमें यि
लगने लगती िै । िूड़ा-कबनते बच्े िुछ िम पराये लगते िैं। ये सभी पररदृश्य िभी बचच ां िे कित में निी ां लगा। इसकलए कि इसमें यि
बचपन ज िमारे आसपास िी थे साइकिल से िमारे सांसार में र्ाकमल मान्यता कनकित िै कि सीखना किसी मां कजल पर पहुाँच जाने जै सा िै।
ि जाते िैं । प्लूट िी समझ में सीखना एि कसलकसला िै। यि कसलकसला किसी
कसरे से र्ुरू ि ता िै । चलता रिता िै । पर इसिा ि ई अन्त निी ां िै ।
किर िुछ र ज़मराश िी मु स्िल पर ज़रूरी बातें िैं। ये बातें र् षण िी
किसी अन्त ि मान लेना सीखने पर लगा हुआ पूणश किराम िै ।
िैं , प्यार िी, ख ज िी, समझ िी और पररस्थ थकतय ां िी भी ां। जै से किसी
िा छूना अगर गलत लगे त क्या िर सिते िैं , किसी िी तरि छ टे बचचे असीकमत कजज्ञासा से भरे हुए िैं। उनिी ि‍पनार्ीलता
 Samuhik Pahal 9

अनूठी और प्रश्न मौकलि िैं। िमारे कलए यि कसिश ििने िी बात निी ां
िै । प्लूट िी रचनाएाँ दे खें त पता चलेगा कि िम छ टे बचच ां िी
ि‍पनार्ीलता, समझ और तिशबुस्द द में भर सा िरते िैं। इसकलए
अपनी िकिता ििाकनय ां में इन क्षमताओां िे ररयाज़ िे कलए छ टी-
छ टी चुनौकतयााँ पे र् िरते रिते िैं। बचच ां में िमारा भर सा ियथ ि ां िी
समझ पर भर से से एि कतनिा भी िम निी ां िै। प्लू ट में प्रिाकर्त
रचनाओां में यि कदखता िै । जै से अिल िन िे कलए ये सिाल-

ख जबीन:
- जााँचिर देख इनमें से िौन सी बातें तुम्िें सच लगी ांॽ
- सारे ऊाँचे पेड़ ां िी पकियााँ छ टी ि ती िै ।
- सारे बड़े प्‍ते िटे िटे ि ते िैं।
- िााँटे िाले पे ड़ ां िी पकियााँ बिररय ,ां ऊाँट ां ि अचछी लगती िैं।
(प्लूट िरिरी माचश 2020
जे ब्रा िा बचचा स चता िै
िाकथय ां िी मूाँ ड पर सूाँड लगी िै
प्लूट में भाषा िे अनूठे प्रय ग कमलते िैं-
कजराि िी सूाँड पर मूाँ ड लगी िै
बादल छाते िैं
(प्लूट जू न जु लाई 2020 से
कबिने ििााँ बाज़ार में आते िैं
(प्लूट अगथ त कसतम्बर 2020 से
मैं ने एि कगद्ध पाला िै
मे रे पापा ि मे रे कगदध से निरत िै
खेल रिे थे सात
पापा ििते िैं कगद्ध गांदे और पापी ि ते िैं
मगर द लड़िे चले गए
पर मे रा कगद्ध पापा ि बहुत पसन्द िरता िै
पााँच खेलते कमलजु लिर
ि स चता िै कि पापा बहुत थिाकद‍ट िैं
द लड़ िे चले गए
(प्लूट अप्रै ल मई 2020
(प्लूट अगथ त कसतम्बर 2099

नदी किनारे
द िे नीचे झूल रिी थी
बाघ िा घर था
दु म में एि और दुम
बाघ िे घर ि
पूाँ छ िे प में सबने दे खा
बाढ़ िा डर था
पलट गई ि तुम
(प्लूट अगथ त कसतम्बर 2099
(प्लूट अगथ त कसतम्बर 2020

प्लूट िे पाठि ां िी उर में एि बड़ा लक्ष्य पढ़ना सीखना भी ि ता िै।

प्लूट तिशबुस्दद इथतेमाल िे मज़े दार प्रसांग प्रथ तुत िरती िै-
पढ़ना मतलब कलखे हुए से अथश ग्रिण िरना। यि एि िैचाररि
अदयाकपिा- मैं ने तुमि लाइन में सबसे पीछे खड़े ि ने िा ििा था।
िौर्ल िै। और कलकप ि डीि ड िरना मिज़ एि थथूल िौर्ल।
छािा- मै डम मैं ििााँ गई थी पर राकर्द ििााँ पिले से खड़ा था।
पढ़ना कसखाने िे िम में जब कलस्खत सामग्री से अथश ग्रिण िरने से
जब िम िुछ ढू ां ढ रिे ि ां त ि िमेर्ा आस्खरी जगि पर िी क्य ां
ज्यादा इस बात ि तरजीि दी जाती िै कि बचचे कलकप ि डीि ड
कमलती िै ॽ (प्लूट िरिरी माचश 2020
िरना सीखें समझते हुए पढ़ना निी ां ि ता। प्लूट ां िी रचनाएाँ र चि
ि ती िैं। इन् िें पढ़ें गे त अगले अांि िा इन्तज़ार िरें गे। यि पकििा
प्लूट िी रचनाएां दे र ति गूज
ाँ ती रिने और किचार ां में उथल पु थल
बचच ां ि साकि्‍य िा पाठि बनाने में मदद िरे गी। आप प्लूट िी
मचाने िाली िैं। इनसे ि‍पनार्ीलता, सांिेदनर्ीलता और अलग-
रचनाओां िे इदश कगदश पढ़ने, सुनने, बातचीत िरने और स चने िे िाम
अलग नज़ररय ां से दु कनया देखने िी दृकि कमलती िै। (
िरें गे त पढ़ना सीखना बचच ां िे कलए एि मज़े दार अनुभि बन
प्लूट अगथ त कसतम्बर 2020
सिेगा।
एि बड़ा तरबूज
गया नदी में िूद By Chandan Yadav from Ektara, Takshila’s Centre for

ऐसी हुई छपाि Children’s Literature and Art.

नदी हुई द िााँि To subscribe to Cycle or Pluto, please visit:

(प्लूट जू न जु लाई 2099 https://www.ek taraindia.in/

Samuhik Pahal 10

Ground Zero

Alleviating distress in children through

social-emotional learning programs
From building self-esteem to reducing learning anxiety, social-
emotional learning (SEL) has helped children with skills critical to
their overall development. But has the curriculum been effective
during the pandemic?

Children learning about emotions at a BMC school (pre-COVID). Photo by Ap ni S ha la

T
he pandemic situation has disrupted the kids, it won't be easy. We might set them up for another
academic benchmarks that children are expected failure if we don't keep their social-emotional well-being in
to meet. Over the past 10 months, parents have mind."
struggled, and with them, disadvantaged children
Since 2013, Apni Shala has been implementing the
too have f aced issues such as shortages of food, violence
Collaborative Academic, Social, and Emotional Learning
at home, struggles of access to mobile phones and data,
(CASEL) framework on social-emotional learning in 18
etc. The emotional condition of children, especially those
Brihanmumbai Municipal Corporation (BMC) Schools in L,
f rom disadvantaged backgrounds needs special attention.
and M West wards and several non-profit organisations.
While organisations delivering social-emotional learning The L and M West wards in Mumbai have slum areas
programs continue to support children through the online with highly dense populations.
mode, it has been full of challenges. How can social
emotional-learning help children reintegrate when schools
reopen? And why is it important to foster an environment Children are carrying a lot of emotions that they may
that builds emotional competence now more than ever not be able to navigate. They may not even know what
before. is the emotion that they are going through. If we get
Rohit from Mumbai-based organisation Apni Shala says, straight away into learning, some kids will manage,
"Children are carrying a lot of emotions that they may not but for most kids, it won't be easy...
be able to navigate. They may not even know what is the
emotion that they are going through. If we get straight - Rohit from Apni Shala
away into learning, some kids will manage, but for most
 Samuhik Pahal 11

Ground Zero

then persuade the school to implement the program."

Typically, a social-emotional learning class lasts 45
minutes to an hour, where the first f ew minutes are
dedicated to ‘circle time’ in which the f acilitator sets the
context for the day. The objective is to engage children in
activities that lead to cognitive development, physical
development, and psychosocial development. Educators
believe that this is one of the most dynamic ways for
children to experience different situations and learn
naturally.
In Uttarakhand's Garhwal region, Space for Nurturing
Creativity (SNC) has been running a learning center for
over ten years. This center provides a holistic nurturing
environment for children and adolescents. It helps them
develop curiosity driven explorations towards independent
and co-learning and creativity. It fosters mental well-being
and ability to live harmoniously as well. Meditation, music,
and encouragement for original thinking are central to
SNC’s approach for holistic mindset development of
children. More than 90% teachers of the government
schools, where SNC works, have eagerly adopted these
practices. Those engaged in delivering the program have
reported spontaneous expression of creativity by the
children after its adoption.
Archana f rom SNC says, "Before children start learning
alphabets at our learning center, we encourage them to
observe nature, as they get more involved in the inner
process, they get nurtured. Music is also an intrinsic part of
Children are learning about measurements and making our curriculum. We do one hour music sessions every day
a bracelet Photo by SNC and also allow them the opportunity to listen to music at
night. We have found that they are more energetic, and it
helps them in their day-to-day activity."
Researchers, educators and policymakers widely use the
CASEL f ramework to help establish systemic, equitable,
evidence-based social and emotional learning for all Before children start learning alphabets at our school,
students from preschool to high school levels. It covers we encourage them to observe nature, as they get
areas like self-awareness, self-management, social
more involved in the inner process, they get nurtured.
awareness, relationship skills, and responsible decision-
Music is also an intrinsic part of our curriculum. We do
making. Apni Shala has steadily worked on implementing
10-15 minutes of music sessions every day and also
this curriculum in public schools that see value in it.
allow them the opportunity to listen to music at night.
Some of the key aspects of Apni Shala's SEL program We have found that they are more energetic, and it
involve bringing mindf ulness to work and allowing children helps them in their day-to-day activity.
to experience their own agency in developing and
understanding their lives. The organisation largely focuses - Archana from Space for Nurturing Creativity (SNC)
on preventive interventions and ref ers cases that require
counseling or therapy to partner organisations with
expertise in the area. One of the significant changes that SNC has seen in the
Rohit says, "The principal's buy-in in the program is very children is how it has prepared them to manage their
critical for it to be successf ul. We f irst pitch our program to emotions and interact with the surroundings. Every year
the principal of the public school, and after a signed the SNC team takes children for a visit to a new state. The
agreement, we reach out to the officers in the education team has found that the children manage themselves quite
department to seek more permissions. Multiple factors well even without adult supervision and are empathetic to
determine whether a school agrees to implement the each other's needs.
program or not. Often awareness about the benef it of "If they see trash, they pick it up. If they see someone
social-emotional learning is less. In those cases, it is more fight, they intervene; we have found that this way of
important to build awareness around the subject first and
Samuhik Pahal 12

Ground Zero

Until now, we were focusing on the schools as the

primary channel to reach the children. But once that
was broken, we did not have any other channel. We
explored how we can integrate technology to deliver
our program and directly reach the children, homes,
and communities...

- Vivek from InquiLAB Foundation

Art of Play educator conducting circle time with a football team at Khel Mela in Ambala. Photo by Art of Play

learning is helping them to deal with different situations," Art of Play uses the social emotional learning f rameworks
adds Archana. of National Association for Sport and Physical Education
(NASPE) and Emory University as a part of their sports
SNC also works through subjects like creative writing,
curriculum for students, and modifies it based on f eedback
history, art classes to pique the imagination of children.
they receive f rom the ground.
The team blends social and emotional aspects of learning
by asking them about their opinion on important characters
in history or asking them to imagine how they would have COVID-19 has exposed us to a very uncertain situation
responded in place of a particular character. This often where a child is restricted within the boundaries of his
leads to exciting discussions f rom which all children get to home and exposed to different kinds of emotional
learn. pressures. COVID-19 has surfaced the well-being
issue much beyond what we had imagined.
SNC’s program was signif icantly affected due to the
pandemic as teachers couldn’t engage with children in
person as regularly as they used to, but f rom their - Hemant from Art of Play
experiences believe that it has added tremendous value in
a child’s learning process. The NASPE curriculum is focused on enhancing
knowledge, improving prof essional practice, and increasing
Hemant f rom Delhi-based Art of Play says, "The social-
support for high quality physical education, sport, and
emotional component was always an important part of the
physical activity programs. Emory University’s Social,
education system and process. But it was not given its
Emotional, and Ethical (SEE) Learning curriculum
importance in the normal scenario. We did not have
enhances SEL programs with key additional components
defined outcomes and goals specific to social-emotional
such as attention training, compassion and ethical
learning. Now COVID-19 has exposed us to a very
discernment, systems thinking, resilience, and trauma-
uncertain situation where a child is restricted within the
informed practice.
boundaries of his home and exposed to different kinds of
emotional pressures. COVID-19 has surf aced the well- As a part of their program, Art of Play cater to all genders
being issue much beyond what we had imagined." and children with physical abilities f rom grade 1 to grade 8
Samuhik Pahal 13

Ground Zero

and also provide teacher training on implementing their

program to government school teachers. The organisation
has an assessment module in place where the growth of
the children is tracked based on their physical development
and their social and emotional learning. At present, Art of
Play reaches out to over 13000 children in Ambala,
Varanasi, Faridabad, and Delhi NCR.
While the organisation has adopted their curriculum to the
online mode of delivery, it is evident that the engagement
is not the same as it was offline. At present, the delivery of
Art of Play's online SEL curriculum is restricted to short
tasks done by children in isolation or in small groups with
or without a f acilitator. The challenges f aced in delivering
social-emotional learning programs online remain the same
as delivering a regular school curriculum such as limited
access to phone or data, lack of interaction with teachers Children try to eat a biscuit dangling from a string without using their
and other children – the core of social-emotional learning. hands during an activity. Photo by Prayas

Karnataka-based organisation Makkala Jagriti, which

means 'Awakening of Children' has been engaged in COVID-19 has signif icantly affected the delivery of social-
delivering an online curriculum focused on social-emotional emotional learning program for Children with Disabilities
learning since the lockdown. The team too found that data too. Before the lockdown, children with disabilities
and device were big challenges in the delivery of their interacted with teachers, support staff, and peers who
program, but there was also an unexpected positive understood their difficulties. The sudden disconnect has
outcome. made many parents anxious about the f uture of their
children’s education.
Addressing the physical, emotional, and social Diana f rom Fourth Wave Foundation says, "Many parents
aspects of developing sexuality in Children with were in a state of shock with the thought of remote learning
Disabilities requires counselling and guidance. In the and how children were going to keep up. They were also
school environment, our teachers deal with these concerned about managing the new learning format and if
situations. But some parents find it difficult to they could support their children and adapt quickly, fearing
understand that it’s a very normal thing in the home dropout in case of non-connectivity."
setting, and don’t know how to deal with it.
As part of their remote learning curriculum, Fourth Wave
Foundation has been focusing on three key areas under
- Kalpana from Prayas social-emotional learning - self-awareness, self-
management, and decision-making. Of all the three,
Sunayana from Makkala Jagriti says, " Our focus was on
decision-making is perhaps the most critical and takes a
addressing the social-emotional learning of parents and
long time to instill. Decision-making skills give children the
children by conducting activities and sessions to help them
ability to communicate what they need and when –
de-stress. One of the unexpected outcomes of the online
perhaps, the most critical skill in times of the pandemic.
sessions has been the involvement of parents in tasks
given to children – that was a positive sign as it has helped Diana says, "In the offline learning environment, we instill
in building a stronger bond between children and parents. these important decision-making skills in the children. But
Having said that, online classes are not a reality for the in the remote learning environment, it is challenging to
children that we work with.” deliver the curriculum around this. We hope, that by the
time children return to the centers, they don’t forget
Makkala Jagriti seeks to create holistic learning platforms
everything that they had learnt. It will require a lot of effort
and empower socio-economically deprived children. The
to bring children back to their earlier levels after things get
organisation uses a curriculum that helps children in
normal."
developing twenty-two life skills. The curriculum blends
more than one life skill such as empathy and inter-personal The challenges f aced by Children with Disabilities are f ar
skills or self-awareness and problem-solving, etc. so that more pronounced and requires expert intervention for them
there is repetition and reinforcement. The Makkala Jagriti and their parents.
team encourages teachers to appreciate children, help
In Jaipur-based Prayas Special School, that works with
them in building confidence; besides, parents too are
children with intellectual disabilities - some with multiple
informed and encouraged to build a relationship of trust
disabilities - parents had to be counseled on how to keep
with their children.
Samuhik Pahal 14

Ground Zero

their children transitioning into teenage more engaged.

Kalpana f rom Prayas Special School says, "Addressing the
physical, emotional, and social aspects of developing
sexuality in children with disabilities requires counselling
and guidance. In the school environment, our teachers
deal with these situations. But some parents find it difficult
to understand that it’s a very normal thing in the home
setting, and don’t know how to deal with it. We advise all
parents to support children in engaging with nature, make
art, dance, or listen to music."

The shift we see in the (education) department is

significant. We certainly see more awareness of social-
emotional learning. Given the present scenario, we
anticipate that teachers will have to focus on this for a
large part after the school reopens, such as reflecting
on emotions, facing boredom, designing specific
sessions for when schools open– all these initiatives
will be essential.

- Sunayana from Makkala Jagriti

Teachers at Prayas are encouraged to visit the children's

Learning on WhatsApp. Photo by Ap ni S hal a
home to talk to the parents whenever they can, as often
parents don't disclose their issues over the phone. The
teachers have also been advised to ref er cases that need
support to the in-house physiotherapist or psychologist to present scenario, we anticipate that teachers will have to
address the challenges faced by parents. focus on this - such as reflecting on emotions and facing
boredom etc. - for a large part, after the schools reopen.”
The discourse around social-emotional learning in India
has been around for 6-7 years. But it has been a challenge The COVID-19 situation has allowed educators to test their
to implement these programs even in normal social-emotional learning curriculum for the online mode
circumstances. The overall emphasis on social-emotional and understand its limitations. For now, it does not seem
learning in the National Education Policy (NEP) 2020 is a like digital media can be depended upon for delivering a
welcome change. For instance, the focus on developing curriculum that largely benefits f rom human interaction. But
character and enabling learners to be compassionate, perhaps, after schools reopen, it could become an
caring, rational, and ethical is laudable. There seems to be important tool to help children reintegrate.
some openness within the education department on the You can reach out to Apni Shala at [email protected];
benefits of using social-emotional learning and prioritising SNC at [email protected]; Art of Play at
it. [email protected]; Makkala Jagriti at
[email protected]; Fourth Wave Foundation at
Sunayana from Makkala Jagriti says, "The shift we see in [email protected]; and Prayas at
the (education) department is significant. We certainly see [email protected]
more awareness of social-emotional learning. Given the
Samuhik Pahal 15

Updates

Surviving to flourish
Notes from the 19th Annual Wipro Education
Partners’ Forum 2020

T
he Wipro Partners’ Forum is organised every year organisational culture and team dynamics etc.
with the aim of learning f rom the experiences,
approaches and perspectives that our partners Sharing happened around domains of work that lend
bring f rom varied contexts and subject domains. themselves to the more informal modes of work
These have been occasions for ref lection and exploration engendered by the pandemic or have become
and not for the usual stock-taking and have helped us increasingly more important due to it. These include social
share with each other a diverse set of orientations to -emotional learning, libraries, children’s literature, the arts,
development, education and society, and to deepen our etc. Given that the National Education Policy (NEP) has
knowledge and understanding of social issues. The Forum been in existence for a few months, the session on NEP
is usually held in Bangalore, as a residential retreat, as a tried to discuss some common concerns surrounding it, in
community building exercise. This year, the COVID-19 addition to deliberating on a few of its salient aspects.
pandemic forced us to re-imagine the Partners’ Forum, Around 360-370 people attended the Forum, with around
and as a result we tried out an online version for the very 150 participants attending some of the parallel sessions. A
first time. large number of the sessions were about providing
This year’s Forum had the theme ‘Surviving to Flourish: perspective, raising questions and sharing stories. The
Adaptations in the times of COVID-19.’ We requested a videos will be available after a month or so. We will share
diverse set of organisations to share their experiences. relevant links with the partners’ network when they are at
These ranged from very early-stage institutions to older hand.
ones; from groups working with Children with Disabilities
to those who focus on children in tribal areas; f rom those Share your thoughts with us!
for whom libraries are an important arena for
interventions, to those who explore the interface between Samuhik Pahal is undergoing a process of
the arts and education, and to some who work intensively transformation. We will be back in a new avatar after a
on social-emotional learning. couple of months. Your feedback has been central to
The challenges faced by our partners by the COVID-19 the journal’s evolution. Please fill in a survey about the
pandemic are unprecedented and unique. They have periodical and help us put your needs and priorities at
adapted to these through two principal modes: the f irst the focus of the journal’s relaunch. The link to the
can perhaps only be termed as ‘externally oriented’ and survey follows…
has involved changing programmatic models and
interventions; the second is more internal and is related to
Samuhik Pahal 16

Readers' Survey Link

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Cover Photo:
Children learning about emotions at a BMC school
(pre-COVID).
Photo by Apni Shala, Mumbai

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