You would think anyone with a high IQ has a guaranteed chance at success. The “smarter” you are at tests, the stronger your prospects - at least, that’s what a textbook-loving, entrance test-obsessed country like India has always believed.

It isn’t that simple, and leading the charge in busting these myths is none other than Mensa, the world’s oldest high IQ society.

Did you know that over 5 million geniuses in India remain undiscovered, and many live in urban slums?

Young minds as brilliant as Apollo astronauts—held back by circumstances that barely allow survival, let alone success. When told about their children’s gift, many parents -burdened with economic realities -wonder, “What gift?”

Mensa and its India chapter, Project Dhruv, is on a mission to discover India’s “uncut diamonds,” offering special scholarships to students who pass their tests, and a chance to transform their lives.

As a part of this larger dream, Mensa India Project Dhruv got in touch with the Indiahikes School of Outdoor Learning (InSOUL) to help expand their scholars’ horizons on an experiential learning trek.

A Himalayan trek designed not only to test, but to inspire.

What We Learnt? Tests and Textbook-Based Learning Are Unreliable Measures Of Success

The InSOUL team learnt a great deal as we planned for the trek and engaged with everyone from Project Dhruv.

One of our key takeaways was on ideas of intelligence and success. 

Reams of research exist on what makes individuals “smart” or “successful.” For the purpose of this piece, we explore two thoughts on why being cerebral isn’t enough.

1 - Having a high IQ is a great start, but it isn’t enough. And it doesn’t make you ready for the world.

David Perkins, from the Harvard Graduate School of Education sums it up perfectly, "A high IQ is like height in a basketball player. It is very important, all other things being equal. But all other things aren't equal. There's a lot more to being a good basketball player than being tall, and there's a lot more to being a good thinker than having a high IQ."

Tests do a great job of measuring skills like logic, abstract reasoning, learning ability, and how much information you can juggle in your head at once.

But they fall short in evaluating the skills that matter for making good decisions in the real world. They can’t tell you if someone is able to critically evaluate information, or resist knee-jerk biases that often lead us down the wrong path.

We rely on rational thinking every day — from making money decisions and choosing career moves, to handling tricky people at home or work. In a world that’s getting more complex by the minute, these skills help us make better decisions.

Tests and textbook learning don’t help or enhance these skills. Opportunities for real-world learning do.

2 - Great minds and thinking need more than IQ, they need strong Social and Emotional Learning and support.

Scholars as part of Mensa India Project Dhruv come with raw intelligence, but IQ isn’t enough. 

Mensa India operates on the conviction that intelligence needs perspective and confidence. It needs nurturing, opportunities, and encouragement. Most of all, intelligence needs a safe space to dream and experiment.

Intelligence also needs unfamiliar environments – unchartered places to apply old knowledge, unlearn, and build new knowledge.

A unidimensional classroom environment or chaotic/comfortable home environments aren’t ideal spaces for raw intelligence to bloom.

Outdoor Learning Aids Students’ Holistic Development

InSOUL believes that everyone needs to step outside the classroom to expand their horizons and gear up for the real world. 

Plus, parents and educators need all the help they can get to raise successful, happy, and well-adjusted children – a need twice as profound for the brilliant Mensa scholars.

InSOUL designed an experiential learning trek as part of this support with immersive activities and reflections to help students explore, stumble, try again, and succeed.

We could sense the fire in their bellies; young people carrying the weight of two generations’ hopes and dreams on their shoulders, eager to make something of themselves. Trekking brought out sides to themselves they didn’t know existed.

“The 5-day trek was more than an adventure, but a deeply transformative experience. What we carry with us as we return home is more than just memories—it’s a sense of inspiration, motivation, and strength that will continue to guide us. We return with a sense of belonging—a home within ourselves, knowing that those who trek together, stay together,” shares Komal Yadav, Vice President, Mensa India Dhruv Chapter.

InSOUL was honoured to join Mensa in their mission to lift young people up - to have played a small part in helping them dream a little bigger, climb a little higher.

Why tests, high IQs, and classrooms aren't enough for children's holistic learning

Tests And Textbook Learning Don’t Make Children Smart Or Successful

experiential_learning, outdoor_learning, 21st_century_competencies, life_skills_for_students, SEL

Tests And Textbook Learning Don’t Make Children Smart Or Successful. Here’s Why

Although the outdoors are ideal to make learning fun, hands-on, and imaginative, most of us don’t know where to start. 

The good news is you don’t need to be a naturalist or environmentalist to make learning outdoors fun for children. 

Children learn in dynamic ways if we can seamlessly weave preschool learning objectives into outdoor play. What's more, they forge a deep connection with nature at an early age.

Here are some easy and ways recommended by facilitators at the Indiahikes School of Outdoor Learning to turn your next outing to a park, lake, or forest into a sensory learning adventure.

Prompt: “Nature is full of different colours? How many colours can you find?”

Give children a list of colours to find as they walk in nature

Encourage them to collect nature items without plucking or uprooting. Items like twigs, fallen leaves, fallen flower petals, or rocks are ideal.

Ask them to identify the colour of the nature items.

Encourage them to talk about what each item looks, feels, and smells like.

Learning objective: Children will learn to match and identify colours in nature and use sensory-related vocabulary. 

Prompt:  Did you know you can find letters of the alphabet in leaves, rocks, and twigs? Can you find a stick that looks like ‘L’ or a rock that could be ‘O’?"

Encourage children to use leaves, rocks, sticks, and other outdoor treasures to form the letters of the alphabet.

Have children search for natural items that resemble letters, like a twig that looks like “V” or a round rock for "O."

They can also get creative by arranging sticks into letters like "T," “A” or "X."

Learning objective: Children will learn to identify and create letter shapes.

Name of activity: Find patterns in nature

Prompt: “The world is full of interesting shapes. But you have to look closely and pay attention. Let’s go looking for shapes and patterns.”

Help children look for dots, circles, lines, or spirals on trees, leaves, flowers, and insects.

On returning home/during circle time, ask children to draw each pattern they see and count the number of patterns they found

Encourage them to describe what they see and where they saw it.

Learning objective: Children will learn how to create and recognise various patterns while practicing their fine motor skills. The activity also supports creative self-expression and early mathematics concepts.

4. Listening skills and gross motor skills

Prompt: Let’s play Colour Hop! When you hear a colour, hop onto the circle with that colour and shout it out loud—can you catch the right colour each time?"

Use different colours of chalk to draw large circles on the ground in a circular formation. 

Call out the name of a colour and have the children hop onto the circle with that colour, then have them say the name of the colour.

Learning objective: Children will strengthen their listening skills, colour recognition, and gross motor skills.

Name of activity: Learn shapes with rocks

Prompt: “Can you find and place small rocks along the lines we've drawn?"

Use a stick to draw simple shapes such as circles, triangles, or squares in the dirt, or use chalk to draw simple shapes on a pavement. 

Have children identify the shapes and place small rocks along the outline to recreate the shapes. 

Learning objective: Children will practice their fine motor skills and learn to identify and create simple shapes.

Prompt: “Let’s draw faces in the ground with things we find around - rocks, grass, sticks, and leaves.”

Help your children gather natural materials outside, such as rocks, grass, sticks, and leaves.

Draw circles on the pavement with chalk to create heads. Alternatively, find an area with sand and draw circles with a stick

Have children create a self-portrait around the circle drawn in the sand/on the pavement using natural materials to make eyes, a nose, a mouth, ears, and other facial features.

Learning objective: Children learn to identify their facial features and practise fine motor skills.

Try these activities and let us know how it went.

Click here for more information on our programmes for schools

What To Do Outdoors With Children When You Don’t Know What To Do – For Preschoolers and Kindergarten

What To Do Outdoors With Children When You Don’t Know What To Do – Preschool And Kindergarten

Have you ever found yourself cringing through yet another icebreaker session at work? You know the drill, awkward introductions, trust falls, or maybe even an escape room challenge that leaves you wondering if these activities truly lead to better teamwork. 

Most of us have been there, assuming that the secret to a successful team lies in how much we like each other. But what if we’re missing the point entirely?

Renowned social psychologist and author Richard Hackman suggests that effective teamwork isn’t about how well team members click on a personal level. Instead, it’s about how the team is set up for success. 

Instead of relying on those awkward trust-building exercises, consider designing an environment that supports natural collaboration and thereby by better teamwork. 

This is exactly where the Indiahikes Collaborative Leadership Programme (CLP) comes in. Over six days in the Himalayas, teams face tough outdoor challenges where they learn, plan, and execute an expedition together. 

The goal is simple: reach a high summit as a cohesive team unit. The challenge lies in doing this by overcoming both natural obstacles and the complexities of working as a group. 

Unlike conventional team-building exercises, the CLP demonstrates that true collaboration is about working toward a shared goal rather than just liking each other. It’s a lesson that becomes clear when everyone’s success depends on collective effort.

In a journey where everyone’s progress is interconnected, success belongs to the team, not just the individual.

How Shared Experiences Lay the Groundwork for Building Stronger Teams

An interesting study by NASA showed that experienced flight crews who haven’t flown together are more prone to catastrophic errors than inexperienced crew members who have flown as a team, even for just one flight. 

While this sounds contradictory, it goes to show how important it is for teams to understand each other’s strengths and weaknesses. It becomes possible for people to do so when they go through and work through a shared experience. It is through such an experience that teams learn to communicate better and thereby perform more effectively. 

The Collaborative Leadership Programme (CLP) at Indiahikes is rooted in this idea. Lakshmi Selvakumaran, the head of Indiahikes’ Learning and Development Team, explains, “The CLP is ultimately about collaboration. Whether the team crosses a mountain pass or reaches a summit, their success is determined by how they’ve worked together throughout the journey. Traditional leadership often focuses on the individual, but collaborative leadership shifts the emphasis to the team.” 

The collaborative leadership approach inculcates a sense of shared responsibility, where everyone plays a critical role in tackling a challenge.

Shared Responsibility: The Core of Effective Teamwork

One of the most overlooked aspects of building a strong team is the concept of shared responsibility. A team’s bond around a common mission is far more important than their personal connections with each other. Mission cohesion, the alignment around a shared goal, is what drives success, not how much team members like each other. 

This is why icebreakers and team-bonding exercises often fall short. Without a collective purpose that everyone is committed to, a team can struggle to perform, no matter how well they get along.

In the CLP, participants are guided through the first day with structured learning on key trekking skills such as navigation, setting up camp, cooking, and backpacking. But as the days progress, they take full ownership of these tasks. 

Step by step, the CLP empowers participants to go from learning the basics to leading the way.

By the end of the program, it’s up to the team to decide how best to use their time, plan their route, and ensure everyone reaches the summit together. This shared responsibility forces them to collaborate deeply, making use of each other’s strengths while learning how to manage individual weaknesses.

Ultimately, a rigorous program like the Collaborative Leadership Programme (CLP) is not an isolated experience. It becomes a lasting influence on how participants approach their work, relationships, and leadership roles long after the program ends. 

Lakshmi Selvakumaran who recently returned from leading a CLP for IIM Lucknow at Hampta Pass shared that when they had to pitch the campsite after a long day of trekking, and in the rain, they made compromises for one another and those who were fitter and less tired, took up the challenge of setting up the campsite for the rest of their team. 

Pausing to reflect: In the stillness of nature, CLP participants gain insights through reflections.

How reflections are an important part of building a team

Daily reflections play a crucial role in this experiential learning process. Participants evaluate their performance as a team, discuss what went well and what could be improved at the end of each day. These discussions lead to a deeper understanding of the elements required for successful teamwork, helping them grow as a cohesive unit.

For example, in the last CLP, they could not make it to the pass crossing on time in spite of repeated discussions and confirmations the previous day that they would all wake up at 4 AM. It was 7:30 by the time they managed to leave the campsite for the Pass. When they finally couldn’t complete the pass crossing, it did lead to some insightful reflections. 

They mentioned that they underestimated the situation, and even acknowledged that some of them were too lazy to wake up on time to make it to the pass. Some were honest enough to mention that they were selfish and didn’t even think about others in their team. 

When they got a second chance to make it to the pass crossing, they did not see themselves as a team of 6 different groups, but rather as one collective team of 40 members and supported one another to reach the summit together. They waited for even the slowest members so that they could go up as a team. This is the kind of change we have consistently seen over 12 years of conducting the CLP.

The entire process of experiential learning is one where participants complete an activity, reflect on how they did it and what they could do differently, do it again and learn from this process. Learning is not limited to the specific situation in which it takes place. It can be carried forward to other areas of learning, work and life in general.

Sometimes games and energisers are used interchangeably for team-building. On the CLP, each of them has a distinct role by design to bring about collaborative leadership. 

In the end, the secret to effective group performance isn’t about icebreakers or how well people like each other, it’s about how well a team is designed to collaborate, how they share responsibility, and how they trust each other through real-world challenges. When teams come together around a shared mission, with each member fully invested in the group’s success, they thrive.

In a programme as intensive as the CLP which is based on an experiential learning model, the idea is to help participants take back experiences, reflections and insights about themselves, their strengths and weaknesses which will help them in different walks of life and different situations both in their personal and professional life. By understanding themselves better, they’re able to adapt, grow, and lead more effectively in any situation they encounter.

Why Icebreakers Don’t Build Better Teams

Anything that makes a child feel uncomfortable, anxious, or wrong is now deemed "bad." Remember when adolescence was a time to toughen up for life's rigours ahead? Is that era well and truly gone?

Today, we have a generation of parents that’s erased adversity. Instead of helping kids face risks, the aim is to simply push all challenges out of the way. 

Even playtime has become more structured, a far cry from the old “go outside and be back by dark” mentality that allowed kids to figure things out on their own.

Schools used to be one of the few places where kids could still face struggles, even fail and learn to try again. They seem to have fallen in line with the world’s aversion to risk.

No one wants to see their child injured, struggling, or emotionally hurt. These fears shape how we raise children, driving us to create safer, more controlled environments. 

Have we taken it to the extreme by eliminating any potential hardship—from the sting of failure and physical injury to emotional struggles?

Coddling Culture And It’s Harmful Effects

While the intention is to protect, the outcome is often the opposite.

Shielding children from every risk deprives them of opportunities to learn resilience, problem-solving, and emotional regulation.

Coddled children struggle to comprehend their environment, others, and their own selves. The lack of comprehension means they don’t learn how to communicate or solve problems on their own.  

Plus, there’s solid evidence that kids wrapped in cotton wool often push boundaries recklessly as teens when they finally break free from adult supervision.

Rethinking Risk, the Outdoor Learning way

Outdoor Learning approaches believe that risk is worth it. Risk is a powerful opportunity for growth, but finding a balance is essential. The key?

·        Create manageable risks as a toolkit that children can draw from throughout their lives

·        Guide children to assess risks thoughtfully instead of eliminating risks altogether

For example, the  Forest School approach is a stellar demonstration of how calculated risk-taking gives children the opportunity to shine.

Typical scenes at a Forest School - children climbing tall trees, playing beyond the watchful eyes of adults, cooking over open flames, and whittling sharp knives. 

To the outside eye, these activities might seem dangerous. So, how did risk become a foundational principle of forest schooling? Forest schools emphasise “managed risks.” 

An example is children climbing trees. Children climbing tall trees fills most adults with terror and dread. The tendency is for us to jump in and say, "Don’t do that! It’s dangerous!"

Forest School implores you to try a different approach. Have you considered looking up at the tree together and planning a route? 

Ask the child where they intend to place their feet and hands. Does the branch feel strong or weak? Will it support their weight? Can they test the branch first? Is the ground or the tree wet? Could it be slippery? Should they try a different tree?

They might decide to try another day. Perhaps they may still want to try, even if they’re unsure. Remind them that it’s fantastic to give it a go, but it’s equally brave to come down should they choose to, or ask for help if they need it. 

From river crossings and steep ascents to forest sections with no defined path - a trek has different levels of risks, and our facilitators approach each one accordingly. 

On our treks for children, the idea is to help children assess and manage acceptable levels of risk without jumping in to immediately help. 

Shachi Tripathi, Programme Designer and Trainer at InSOUL, shares a few tips for fearful adults, “It starts with awareness. If there’s a lizard inside your home, do you tell your child it’s dangerous because of your own fears? Probably. Take a larger view. Is the fear valid? What are the major and minor risks? Give children the chance to figure things out themselves.”

We believe completely eliminating risks isn’t just impossible but also dull and counterproductive to learning.

Step 1: Take a step back and assess whether you are projecting your own fears onto a situation.

Step 2: Assess whether the risk is appropriate to the child and to the environment. Objectively see what the minor or major risks are.

Step 3: Help your child take on safe responsibilities through dialogue. Discuss the risks together, give children the tools they need to handle the situation, step back and guide without intervening.

Practical Lessons for Parents and Teachers

Everyday environments (home, school) can adopt many strategies from outdoor learning to enable healthy risk-taking in children such as:

·        Encouraging free play and exploration

·        Guiding children through adversity

·        Teaching children how to assess and manage risks in different situations

The benefits are long-lasting and profound:

Resilient, capable children: Giving children the space to make their own decisions builds self-confidence, resilience, and decision-making abilities. They can see you trust them.

Success in life, love, and work: Sustained exposure to manageable risk enhances critical life skills such as taking academic risks, standing up for themselves, and navigating careers or relationships.

Yes, there’s always risk in climbing trees, playing with fire, or hiking in the mountains. But a balanced, responsible, and healthy approach to managing risk can turn fear (whether a child's or your own) into something memorable. 

The same is true in life. Healthy risk-taking builds confidence and resilience, preparing children for a world that might not always be easy or kind.

Completely eliminating risks isn’t just impossible, but also dull and counterproductive to children's learning and success.

Overprotecting Children Does More Harm Than Good

outdoor_learning, experiential_learning, treks_for_students, school_treks, risk_taking

Why And How To Stop Overprotecting Children; Because Risk Is Worth It

How do birds and wasps have anything to do with learning? Plenty, as it turns out. Educational learning theories have long posited concepts on what makes an ideal learning environment. But what if the ideal already exists?

First, a little context. A few months ago, almost everyone from the Indiahikes Bangalore office set off to Channarayana Durga, and it wasn’t on a trek. We were attending an introductory course on how to be naturalists.

“Excited” is too mild to describe what the team felt. It's not every day one benefits from the wisdom of expert eyes helping us weave together the sounds, sights, smells, and mind-boggling stories of the earth.

The expert eyes in question were Payal Mehta and Harsha J., naturalists who work with the Nature Conservation Foundation, among others. What a privilege it was to be learning from among the best in natural history, ethical guiding, and conservation in the country.

It was pitch dark when our vehicles announced their arrival in a swirl of dust. Payal and Harsha welcomed us, their warmth and enthusiasm shining through the darkness of the night. Just as we planned to turn in, a snake slithered its way into the campsite to say hello – seemed a fitting way to kick off the programme!

The next few days forever changed how we view the world and ourselves. We learnt every creature on this planet is a naturalist – instinctively aware of natural processes and rhythms. 

Humans were once naturalists too; once. As a species we have increasingly lost our ability to stay connected with nature. Yet, over just two glorious days in the wilderness, it felt like we had closed the gap a little. 

All we had to do was look at the world in microscopic detail. Ask a lot of questions. Think. 

Among the gazillion takeaways from those two days, a central idea remained - the earth makes room for every creature's needs.

Apex predators may dominate the food chain, but you don’t have to be one to thrive. 

You don’t need brute strength or force to succeed. What you need are 1) ideal conditions 2) interconnections and 3) alliances 

Here's why it got us thinking about learning environments.

1. Ideal conditions: There’s room for everyone here

What does this bird need? The ideal conditions (a cup-shaped flower) that suit its needs (easy to perch on and feed from) – which it did, for a few seconds before flying off into the forest.

Nature’s emphasis isn’t on the biggest, the strongest – it is on thriving as one is meant to. Harmony between you and your environment helps you become who you’re meant to be. 

Is there room for everyone in the world we’ve created?

Classrooms provide only one type of atmosphere – where the academically inclined, the most athletic, or the extroverted tend to thrive. 

Can classrooms consider the needs of everyone – the quiet child, the academically “weak” child, or the one with plenty to say yet could do with more time? 

We group children according to “ability” with little to no consideration for whether the learning environment supports their needs. 

Our classrooms mirror a world that doesn’t support a person’s need to show up as they are and just be; to be the best thinker, plumber, artist, designer, scientist, dreamer or adventurer they can be.

We’re bent on turning birds into tigers, and that’s where the problem lies.

2. Interconnections: Everything in nature is connected to everything else

Harsha and Payal regaled us with stories of interconnections in nature. While plenty of examples in nature exist, few relationships are as enduring (and dramatic) as the one between figs, wasps, and by extension, the world!

The fig’s flowers are hidden behind layers of plant tissue, accessible only through a tiny hole and difficult to pollinate. But there’s a purpose behind this complexity. By making pollination challenging, the fig ensures that only one kind of pollinator can reach its flowers - the fig wasp.

Fig wasps are perfectly adapted to this task. Often just a few millimetres long, fig wasps enter the fig through the small opening, sometimes sacrificing their own limbs in the process. Once inside, they pollinate some of the flowers and lay their eggs in others.

The larvae develop. Wingless males emerge first, mate with the females, and then create exit tunnels before dying – the ultimate swan song! The fertilised female wasps exit the fig, carrying pollen with them and ready to start the cycle anew.

This unique relationship makes fig trees vital to tropical forests. With fruit available year-round, fig trees sustain larger animals, who in turn disperse their seeds, preserving forest diversity. Meanwhile, other wasps have evolved to leverage this fig-fig wasp dynamic, adding even more complexity to the ecosystem.

Constructivist learning theories emphasise the need for learners to build upon previous experience and understanding to “construct” a new understanding.

In other words, we remember things and understand better when learning is an integrated system of knowledge. Yet we’ve ended up making sense of the world in subjects – Maths, Science, the Humanities, Sports, Arts, and never shall the disciplines meet!

Classroom learning rarely offers the big picture we so desperately need. What matters isn’t how much we know, it’s how much we can synthesise information and connect the dots.

Children who can’t make interconnections risk the danger of thinking in binaries. The same children grow up to become adults who can’t see beyond what they know - adults who may believe in “development” at any cost, look down on the arts, or believe nature is a backdrop to their lives; a place to “escape” to. 

How many children (and adults) know what happens to the plastic bottle they throw away? Or why climate change is a social justice issue as much as it is an environmental one? Or how lifestyle choices in the city can impact food and water security in remote mountain communities?

Education owes it to children to help them see the bigger picture - that everything is connected to everything else.

3. Alliances: We get by with a little help from our friends

When it comes to survival, it’s just plain smart for species to team up—for protection, help, sustenance, support, or guidance. Some friendships are obvious. Other BFFs (like the ones below) are unusual, but vital all the same.

We know the mistletoe plant as a whimsical, romantic Christmas ornament. In nature, it is a parasitic plant that grows on trees, blending in like an extra branch. 

How does the mistletoe spread its seeds? Enter the pale-billed flowerpecker, and its distinct pooping habits. 

Photo credits: https://ebird.org/species/pabflo1

The mistletoe plant produces a berry which is the primary food source for the flowerpecker. The seed, after being eaten by the bird, passes through its digestive system, shedding only its soft outer layer, making it sticky.

Most birds instinctively position themselves so their droppings fall to the ground—the flowerpecker is different.  

It turns sideways and defecates directly onto the branch, placing the seed exactly where it needs to be, where it firmly sticks on. The seed sends out roots that burrow into the branch, tapping into the tree’s sap, and—just like that—another mistletoe begins to grow.

The mistletoe depends on the bird, and the bird relies on the mistletoe. Without one, the other wouldn’t survive.

At the heart of nature is a simple premise: you give and you get. You don’t take.

Every creature has a role to play. It is this balance that keeps ecosystems running smoothly. Take out one piece, and the whole thing can quickly fall apart, unravelling into chaos.

A self-centred, hustling generation that can’t stop, won’t stop

Back in the “real” world, we’re told to get ahead at any cost, and it starts in school and at home. 

Competition has inherent value, yet how much is too much? The narrative today glorifies “beast mode” as the only way to live (ironically, real "beasts" operate the way they do only for food and survival). 

When hyper-individualism becomes the norm, it tears at social fabrics. You see it in how we treat public areas as personal trash bins, or a sense of entitlement overriding basic courtesy. It manifests online, where social media “cancel culture” runs on validation without affecting lasting change. 

You see it in how corporations sacrifice the well-being of entire communities for their bottom line. Even charitable acts frequently have ulterior motives.

When personal satisfaction trumps the greater good, community connections, family ties, and friendships take a backseat. Care and altruism disappear. Slowly but surely, we chip away at our own humanity.

The rhythm of nature vs. the environments we create

Two days of immersing ourselves outdoors reinforced what we at the Indiahikes School of Outdoor Learning strongly believe in - the outdoors help you learn how to learn. A more purposeful way of being automatically falls into place when you are outdoors. 

When you combine the outdoors with exceptional facilitation, the possibilities seem limitless! We've seen the benefits on our treks with children. We experienced it ourselves once again during the session with Payal and Harsha.

Among a myriad things, we learned to engage with our surroundings more deeply. We were more patient and observant than usual. The outdoors rekindled wonder and awe.

We found our feet in challenging, unfamiliar environments, all at our own pace. Plus, when the body and mind are free to amble, you return with a deep sense of having reconnected to yourself. Lest we forget, we are a part of nature. 

Debates on ideal learning environments rage on, when the ideal already exists - nature.

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