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. 

Above all, it changes how you view the self and other living beings. Each of us plays a part, although we may lead vastly different lives.

Which is real life, and which is just fantasy? 

Think of the reciprocity, harmony, and equilibrium of nature versus the environments we’ve created – fear, unhealthy competition, working in silos, and rampant consumerism.

Which environment would you rather your children learn in? Today, we’ll leave you with that thought.


Click here to know more about InSOUL programmes for schools, colleges, and companies

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

What watching birds and wasps taught me about ideal learning environments

What Watching Birds And Wasps Taught Me About Ideal Learning Environments

On September 27th-28th, Mrudula from InSOUL attended the IAYP (International Award for Young People) Trained Activity Provider (TAP) refresher course in Kolad, set amidst the monsoon-soaked Sahyadri hills. 

This immersive two-day program was important for ensuring that providers of the IAYP Adventurous Journeys (AJ) continue to deliver authentic, impactful experiences for young participants. 

The IAYP Award Programme, introduced in India in 1962, aims to help young people realise their full potential within the framework of Indian society. It focuses on improving their moral, social, and intellectual well-being, ultimately equipping them for life. 

This IAYP framework requires students to build life skills through genuine, hands-on outdoor expeditions. But many programs in India have strayed, undermining the essence of the AJ by cutting corners, reducing the rigour of the experience, or even using pre-filled report templates.

During the refresher course, participants experienced the full AJ themselves, including the report-writing process. Many reports were strictly reviewed and rejected, underlining how crucial it is to engage deeply with the journey. Rushing the training phase or allowing shortcuts to success was shown to be the root cause of substandard reports, a disservice to both the students and the program.

What Were the Key Learnings from the TAP Refresher Course

One of the most eye-opening revelations during the course was that 60% of student reports from India last year were rejected for not meeting the standards of an authentic AJ. 

This statistic highlights a concerning trend—many providers may be inadvertently diluting the AJ experience by offering overly comfortable setups or orchestrating activities that require little to no independent effort from students.

The refresher course emphasised the need to adhere strictly to the core steps of the AJ:

1. Training & Preparation: Students must fully understand the technical and theoretical aspects of their chosen activities.

2. Practice Journey: This step allows students to apply their learning in a controlled environment.

3. Qualifying Journey: Here, students shift towards self-sufficiency, testing their skills and resilience in real-world conditions.

4. Report: Students are required to complete 6-8 hours of purposeful activity daily and reflect on whether they achieved the objectives set at the start of their journey.

It became clear during discussions that one of the main reasons for the high report rejection rate is the rushed approach to the training and preparation phase. This foundational step is often under-prioritised, leading to substandard final reports. 

The course reiterated that every Trained Activity Provider has the responsibility to ensure all steps are thoroughly completed to maintain the authenticity and impact of the Adventurous Journey. Going forward, all Trained Activity Providers will have to confirm that everything students have written in their reports has indeed been completed and done so in the right spirit.

Upholding Authenticity: Challenges and Ethical Practices

Another issue raised during the course was the unethical practice of providing pre-filled report templates to students. This practice severely undermines the purpose of the AJ, as it robs students of the chance to reflect on their own learning and experiences. For the Adventurous Journey to fulfil its role in fostering independence and self-sufficiency, students must engage in authentic, hands-on experiences, free from shortcuts.

The TAP refresher course was an opportunity for providers themselves to reflect on these challenges and renew their commitment to maintaining the integrity of the AJ. Ensuring that students face real, unscripted challenges in the outdoors is crucial for their growth, both within the IAYP framework and beyond.

All participants in the TAP refresher course took part in a simulated Adventurous Journey (AJ).

As part of the refresher course, all participants underwent a simulated Adventurous Journey themselves. They were required to fill out reports, which were then rigorously reviewed and, in many cases, rejected with detailed feedback on why they did not meet the standards. This exercise provided valuable insights into the level of expectation placed on students.

How InSOUL is Prepared to Deliver the IAYP Experience

At InSOUL, we share the IAYP’s belief that the outdoors are an unparalleled classroom. Our programs are designed to challenge students in ways that help them discover their strengths, push their limits, and prepare for life’s uncertainties. 

Students exploring unfamiliar terrains together.

Our programs are meticulously designed to align with the IAYP’s Adventurous Journey objectives. Each trek has a defined purpose, focusing on self-sufficiency, and resilience-building. There is no room for excessive comforts or spoon-feeding. Our participants walk every step, carry their own gear, and pitch their own tents.

Students on an IAYP programme trekking with their own backpacks.

Students on an IAYP programme pitching their own tents. 

We have never believed in diluting the outdoor experience. We rigorously prepare students through fitness and gear sessions long before the trek, ensuring they are mentally and physically ready. A practice journey is an essential part of our program, either completed beforehand or integrated into the start of the expedition. Every element of our treks, from the unfamiliar terrains to the real-life problem-solving, is designed to push students outside their comfort zones.

We’re aware that there are shortcuts such as cutting down on preparation, giving students prefabricated templates, or curating an overly comfortable experience. At InSOUL, we condemn these practices. 

They not only go against the core values of the AJ but fail to deliver the transformative growth students deserve. Real-world challenges, effort-based journeys, and self-reflection are non-negotiable aspects of our treks, and this is what sets us apart.

The IAYP TAP refresher course reaffirms the need for providers to deliver authentic, ethically sound Adventurous Journeys. InSOUL is committed to ensuring that every student experiences the true essence of adventure—one that is difficult, immersive, and deeply rewarding.

Read more about how our programs are aligned with IAYP here

InSOUL at the IAYP TAP Refresher Course: Insights for the Future

Over the years, we’ve had the privilege of witnessing over 9,000 students join us on life-changing treks. Listening to these young adventurers share their experiences has been a source of inspiration, and we believe their stories deserve to be heard by everyone. 

For the students of Mussoorie International School (MIS), their April treks to Brahmatal, Kuari Pass, Kedarkantha, and Deoriatal Chandrashila were filled with moments that pushed them beyond their comfort zones, opened their hearts to the beauty of nature, and deepened bonds with their peers.

In this article, we’ve woven together their reflections, in their own words, to paint a picture of what these young trekkers truly learned. From overcoming personal challenges to discovering new skills, each student’s journey is a testament to the power of outdoor learning.

Fear is a natural response to the unknown, especially in the vast wilderness. For many, the prospect of facing these fears can be daunting, yet it’s through this confrontation that personal growth begins.

Saumya, who trekked to Kedarkantha, shared, “I confronted and conquered my fears during this experience. Specifically, I had a fear of heights, but I actively worked towards overcoming it and progressing forward. It helped me become more self-confident.”

For Jasmine, the trek was a revelation: “Despite being viewed as a stubborn and mischievous child in my family, this experience allowed me to uncover hidden abilities within myself. Taking on the role of a leader within my group revealed that I have the potential to be an effective leader.”

The act of facing fears head-on—whether it's the fear of heights or self-doubt—unlocks hidden reserves of courage and potential. In the mountains, far from the comforts of everyday life, these young trekkers discovered that their limits were far greater than they had imagined. The confidence and leadership skills they developed are lessons that will echo long after the trek, and equip them to face future challenges with newfound resilience and self-assurance.

Trekking in the Himalayas offers more than physical benefits, it stirs a deep connection with nature, which has profound effects on mental, emotional, and spiritual well-being. Studies have shown that this connection can significantly improve mental health and one’s attitude, and many of our students experienced this firsthand.

Back in their usual routines in the cities, any free time that students have is usually in front of a screen. It is very rare for students to get an opportunity when they have an extended break from their screens.

Trekking in the mountains is one such opportunity where students are immersed in the lap of nature for multiple days. It is a great opportunity for students to focus on the positive aspects of life, while challenging themselves physically. 

Shubhangini, reflecting on her Kedarkantha trek, said, “Participating in the trek helped me connect with nature. I learned to appreciate the beauty of trees and flowers. I also learned that learning happens when we step out of our comfort zone and are ready to take up challenges.”

Trekking is not a solo endeavor; it demands teamwork and collaboration, which are vital life skills. The experience of working together to overcome obstacles builds strong bonds and teaches valuable lessons.

Part of Outdoor Leadership Programme for Schools includes activities for smaller groups where students are required to collaborate with each other to achieve a shared outcome. By design, students are motivated to work together and not in competition with other students. 

In such a setting, students drop the existing roles they have learnt to play at school, and all students in the team learn how to take responsibility for a situation and delegate tasks accordingly. 

Students learn how to cooperate with one another for a common goal. In the mountains when they face the consequences of their actions and decisions, they learn the importance of good leadership, learn to develop their own leadership style and build confidence in the new skills which they pick up, such as communicating to achieve a goal such as pitching their own tent.

At the Indiahikes School of Outdoor Learning, we design treks to include spaces for reflection, which are crucial for personal growth. In Kolb's cycle of experiential learning, reflection plays a crucial role in transforming experience into meaningful learning. Simply having an experience is not enough; without taking the time to reflect, the insights and lessons that could be gained may be overlooked or forgotten. Reflection allows individuals to analyze and make sense of their experiences, connecting them to broader concepts or future actions. This process of thoughtful consideration is essential for deep learning, as it helps to solidify knowledge and prepares individuals to apply what they've learned in new contexts.

These moments of silence and introspection allow students to process their thoughts and emotions, leading to profound personal insights.

Ratanpriya found this during a silent walk at Kedarkantha: “The silent walk in nature provided me time for reflection, allowing me to get free from my negative thoughts.”

Similarly, Divya noted, “The silent walk allowed me to process my thoughts, introspect, and release all the negative emotions.”

At Deoriatal Chandrashila, Alyza underwent a significant transformation. She had been aloof and rebellious from day one. However, she was the first one to take up the responsibility of waking everyone up. During the debrief, she opened up to say, “I was far worse than this; I have been an aloof person since I was a kid. I am getting better and I thank the team for always being together with me, even when I was not with them”.

For Eitrika The journey itself was more meaningful than the destination. “The journey was better than the destination,” she summarised, highlighting a moment of solitude at Tilandi campsite as she watched the sunset while sketching.

Trekking in the Himalayas provides students with the opportunity to learn new skills, from survival techniques to practical life skills like packing a rucksack.

Asees appreciated the hands-on learning experience at Kedarkantha: “Being in nature and performing tasks the jungle way was a valuable learning experience for me. I gained knowledge about the proper walking technique, enabling me to walk faster and for longer periods comfortably.”

Liana spoke of how the trek helped her gain essential mountain survival skills, something she had always desired to learn, having grown up in a family that cherished the mountains.

Ultimately, the skills acquired during a trek are lifelong assets. They improve problem-solving abilities, and deepen one's connection to the natural world. Students return from these treks with not just memories but also a new set of tools that empower them to face future challenges with resilience and adaptability. Through these treks, they become more self-reliant individuals who are better equipped to navigate both the mountains and life itself.

Trekking is a powerful tool for building confidence and perseverance. The physical and mental challenges of the trail force trekkers to push beyond their perceived limits, leading to a stronger sense of self and resilience.

Sakshi learned the importance of persistence: “I learned the importance of not giving up and maintaining a determined mindset.”

Manya faced moments of doubt during the Kedarkantha trek but ultimately found strength in perseverance: “The trek provided me with a valuable lesson in time management and perseverance. Over the course of two challenging days, I faced moments where I nearly gave up. However, pushing through those difficulties and ultimately reaching the summit brought an immense sense of achievement.”

At Kuari Pass, the students' initial skepticism gave way to confidence as they successfully completed the trek, leaving them with a newfound belief in their abilities.

The confidence gained from pushing through these trials is not fleeting; it leaves an indelible mark, empowering students to tackle future challenges with renewed belief in their abilities. 

As we reflect on the stories shared by the students of Mussoorie International School, it's evident that their summer treks in the Himalayas were more than just a physical journey—they were a profound exploration of self, nature, and community. Each student's words are a powerful reminder of the transformative power of the outdoors, where challenges become opportunities, teamwork fosters deep connections, and moments of reflection lead to personal growth.

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