What Happens When We Listen

I began my journey with Akanksha as a volunteer. At the time, I was working as a 3D animator and running my own studio. Yet, I felt a deeper calling toward counselling, which led me back to college to pursue my graduation and post-graduation in psychology. During this period, I also taught art part-time at Akanksha. In 2015, when a counsellor position opened up, I applied — and that’s how my professional chapter with Akanksha truly began.

At Akanksha, counselors drive student well-being goals across schools. Our work centres on children’s safety, emotional health, and voice. We believe in holistic development and strive to create safe, supportive, and compassionate school environments. Socio-Emotional Learning (SEL) is integrated into the daily timetable of every school.

Through SEL practices, students develop self-awareness and self-management skills. We encourage them to pause, reflect, and ask themselves questions such as: “Do I understand the emotions I experience? Can I name these emotions? Do I recognise my triggers, strengths, and safe spaces?”

We help students identify and regulate their emotions. Our safety sessions cover personal safety, consent, and boundaries. In the higher grades, we explore topics such as relationships, love, friendship, attraction, consent, and cyber safety. These conversations help students navigate adolescence with greater confidence and make informed choices.

We also place a strong emphasis on nurturing student voice and agency. One of the unique ways we do this at Akanksha is through democratic student councils. Traditionally, student councils have often focused on maintaining discipline, such as ensuring that students arrive on time or follow rules during lunch. Our approach is different. We want students to have a meaningful say in how their schools are run and the power to influence decisions that affect them.

After consulting students, teachers, and school leaders, we introduced a democratic system for electing student councils. Every student in Grade 3 and above can apply for roles such as President, Vice-President, or Opposition Leader. They share their motivation for taking on the role and campaign in their classrooms, giving students an opportunity to participate in the electoral process.

The impact has been remarkable. It has been fascinating to see the issues students bring to the table. In one school, the council raised concerns about sharp edges on benches; in another, students highlighted the lack of tumblers in the toilets. Students have also written letters to municipal officials about midday meals, opened a community centre to work with other children, and taught students in the younger grades. They have shared ideas about integrating technology and provided feedback on corrections in their books.

Members of the Academic Committee even participate in classroom walkthroughs alongside the school leadership team to assess learning environments and identify areas for improvement. During these observations, students look beyond the physical classroom and reflect on how teaching and learning take place. They notice whether all students are participating, whether the classroom feels safe and inclusive, and whether the learning environment supports curiosity and collaboration. They then share their observations with teachers and school leaders, helping identify practical changes that can improve the classroom experience for everyone.

Our larger goal is to nurture compassionate, informed citizens. I aspire for every student to understand the power of agency: to make informed decisions, take ownership of their learning, and think critically rather than simply accepting what is presented to them as right or wrong.

Over the past two years, we have seen how believing in children and giving them opportunities to express themselves can transform their confidence. When we ask, “What do you think?”, we invite them to take ownership of their growth. I remember a student who once hesitated to speak up. Today, he confidently shares his ideas, encourages his peers to express themselves, and even represents his school in front of board members.

We want our students to think collaboratively and advocate for better experiences and opportunities for themselves, not out of entitlement, but through creative problem-solving and by engaging with adults as equal partners. To me, this is nation-building at a micro level.

It is the potential to create a lasting impact on children’s lives, coupled with my love for this work, that has kept me at Akanksha all these years. The organisation’s faith in me continually reminds me that I have the power to make a meaningful difference. This role calls for creativity, curiosity, and constant reflection. It continues to challenge me to learn, evolve, and grow alongside the children I work with.