Recently, we had students from a school join us for their first overnight camping trek in Kodaikanal. They were thrilled to visit a campsite so remote and pristine and were excited to have the adventure of a lifetime by camping with their friends in an outdoor setting.

Their first apprehension was, “Will there be snakes?” Then others chimed in, “I think I would die if I saw a spider in my tent,” and, “Don’t get me started on lizards.”

As a parent of a child growing up in the city, have you ever rescued your child from a fitful fright when they saw a spider or a lizard in their room?

These fears of insects and other creepy-crawlies are common. However, if you leave it unaddressed, these fears can turn into lifelong phobias, and prevent them from enjoying the outdoors and miss out on the wonders of nature. 

The natural world holds a magical charm that shapes their understanding of the environment and their relationship to it.

The first step in helping your children overcome their fears is to ensure that you’re not unintentionally passing on your own. Children are highly perceptive and easily pick up on how you react to the natural world. 

If you feel uneasy or fearful, begin by acknowledging where you are. Start with aspects of nature that you feel comfortable with, and when you're ready, work on confronting your own fears. By doing so, you’ll be better equipped to guide your child through theirs.

If you believe it is important for your child to witness and engage with the natural world around them, but a fear of insects and creepy-crawlies is preventing them from stepping outdoors, here are five tips you can use to help your child overcome their fears.

A child and a Trek Leader exploring the textures and movements of creatures along the trails.

Understanding the Fear
Start by understanding what exactly scares your child. Is it the sudden movements, the way these creatures look, or something they've heard? Listen to their fears without dismissing them. Let them know it's okay to be afraid but also explain that fear can be managed. The more they learn about these creatures, the less scary they become.

The joy children experience when they are able to face their fears! Picture Credits: Harsh Patel, Trek Leader, Indiahikes.

Harsh, a Trek Leader at Indiahikes, shares how on a recent trek to Coorg, the adults in the group were quite terrified of the leeches they might encounter on the trail. A 7-year-old trekker, Nila, did not know what leeches were. 

Harsh made sure to tell her that if she had any concerns on the trail, she should ask him. When she got a leech bite, she showed the blood to him. 

She was not scared, just curious. He picked up the small leech and asked her to hold it in her palm (since they cannot bite through the thick skin on the palm of our hands) and showed her how to observe the harmless creature, explaining how to deal with the bite. 

She later began seeing it as a largely harmless and, in her understanding, a friendly creature.


Little Nila, holding a leech. Picture Credits: Harsh Patel, Trek Leader, Indiahikes.

2. Educating Through Positive Information

Knowledge is a great antidote to fear. Share simple facts about insects, worms, and snakes. Explain how worms help keep the soil healthy and how snakes control pests. Use books, videos, and documentaries that portray these creatures positively. Seeing them in a non-threatening light can change their perception.

Here are a few examples of some facts that often get children curious and excited about the creatures:

Butterflies taste with their feet! They stand on a leaf to see if it’s good to eat.

Grasshoppers can leap up to 20 times their body length, the same as a human jumping the length of a basketball court!

Ladybugs play dead and release a smelly liquid to protect themselves from predators.

A young trekker holding a beautiful lady bug. Harsh Patel, Trek Leader, Indiahikes.

Children often develop fears based on myths and misconceptions. Help them differentiate between what's real and what's not. Explain that not all snakes are dangerous and that many insects are more afraid of us than we are of them. Teach them to identify which species are harmful and which are harmless. The more they understand, the less likely they are to react with fear.

A young trekker fascinated by the exoskeleton of a cicada. Harsh Patel, Trek Leader, Indiahikes.

Introducing children to insects and other creepy-crawlies doesn’t have to be scary. The key is to make it fun and gradual. Start small—look at pictures in books or watch animated shows that feature friendly insects. Cartoons like “A Bug’s Life” or the book “The Very Hungry Caterpillar” can make these creatures seem less intimidating and more relatable.

Your own garden can be a magical world of discovery. Spend time observing ants marching in a line, a butterfly resting on a flower, or earthworms wriggling in the soil. Turn it into a game of who can spot the most bugs. This not only builds curiosity but also reduces fear.

When your child seems comfortable, move to gentle, hands-on experiences. Let them observe a butterfly up close or watch a ladybug crawl on a leaf. There’s no need to force interaction; just being close to these insects helps them get used to their presence.

You can also demonstrate calm behavior when encountering insects. If you see a spider, instead of reacting with fear, point it out with curiosity: “Look at how it spins its web! Isn’t that amazing?” Your response teaches them that insects are a natural part of the environment.

Treks and nature walks are excellent places to introduce children to the outdoors. In the open environment of a trail, they can observe insects in their natural habitat such as caterpillars munching on leaves, or dragonflies zipping by. 

TMS Students on a day trek on the outskirts of Bangalore.

Trekking offers a balanced mix of excitement and learning, where children can explore without feeling confined or pressured. Being surrounded by other curious children also creates a supportive atmosphere, making it easier for children to overcome their fears.

By gently exposing them to the world of insects in a fun and safe way, you’re helping them build confidence and curiosity. Who knows? Your child might even grow up to be a little explorer, fascinated by the wonders of the natural world.

5. Celebrating Progress and Taking Small Outdoor Steps

Overcoming a fear of insects doesn’t happen overnight. It’s a journey made up of small steps. Celebrate each milestone, no matter how tiny it may seem.

Encourage them to share their experiences through storytelling. At bedtime, ask them to recall their outdoor adventures: “What did you see in the garden today?” Let them weave their observations into fun stories. You’ll be surprised by the imaginative tales they come up with.

By celebrating their progress and gradually introducing them to the outdoors, you help them replace fear with fascination.

Who knows? One day, they might just become fearless explorers, eager to learn about every creepy-crawly that crosses their path.

Helping your child overcome their fear of insects and creepy-crawlies is a game of gentle exposure, education, and patience. The more they understand and engage with the natural world, the less intimidating it becomes. By guiding them through this journey, you’re not just helping them overcome fear, you're opening up a world of curiosity, adventure, and wonder. Let us know if you have tried any of these tips and how it worked.

5 Steps to Help Your Child Overcome a Fear of Insects

What is the Role of a Teacher on an InSOUL Programme?

Teachers often accompany students when schools sign up for an InSOUL Outdoor Experiential Learning Programme. What role do you play in this unique learning environment?

Not long ago, we had a teacher join us on an InSOUL Programme who, instead of enhancing the experience, unintentionally disrupted it. She projected her own fears onto the students, intervened at the wrong moments, offering snacks while they were pitching their own tents, and even brought school politics and drama into the outdoors. 

Rather than encouraging students to step outside their comfort zones, she loudly complained about the struggle of doing so. While the students themselves were eager to learn, her presence acted as a dampener rather than a source of support.

Teacher and students excited and eager prior the start of their trek.

With facilitators, trek leaders, and safety experts handling different aspects, where do teachers fit into an InSOUL Programme?

Are you here solely to represent the school? To watch over students? Or is there something more?

A teacher’s role in the outdoors is far more than just observing. You, as a teacher, play a key part in shaping the learning experience. 

The first and foremost step in this is to understand that outdoor learning is not the same as classroom learning.

In this new learning environment, the four walls of the classroom dissolve, replaced by open skies and unpredictable weather conditions.

This physical shift alone plays a role in transforming the way students learn. 

It also changes the role of the teacher from that of an instructor to an enabler, someone who supports adaptability and helps build a genuine connection to the outdoors.

MIS students on an outdoor learning programme in the Himalayas. Picture credits: Vishnu Sivanandan

Support the Spirit of Adventure in Students 

As a teacher your instinct is to protect your students. 

In the outdoors however, learning happens when students take calculated risks. 

They must assess situations, make decisions, and face real consequences to their actions, all within safe limits.

Risk-assessment is a life skill. Children are built to exercise it. It is how they learn about the world around them and their own limits. It helps children build confidence in their own capabilities.

As a teacher, allow students to navigate challenges rather than stepping in too soon. Let them experience the joy of learning through trial and error.

If they want to pick up a millipede to observe the legs closely, let them. If they want to try climbing a tree, let them. We're always looking out for them, making sure they have a safe space to practice assessing risks on their own.

Students from The Aalam International School climb a tree in Odisha under the supervision of our trek leader. Picture credits: Ankit Chippa, Trek Leader at Indiahikes.

In the outdoors, things don’t always go as planned. A sudden downpour. A detour. A steeper climb than expected.

When it drizzles, do you rush students to shelter? Or do you embrace the moment? 

We have seen that students on their own are not averse to a little shower or trekking in misty weather.

Every challenge is an opportunity to teach adaptability. 

When students see their teachers handling uncertainty with calmness and curiosity, they learn to do the same. Adversity becomes a lesson, not an obstacle. 

It is in such conditions that you see your students grow, adapt and rise to the challenge. As Namitha Thimmaiah (Teacher at Daffodils School, Bangalore) said “Students on a trek become very independent. For the first time they learn to do the simple work on their own. 

It really boosts their self confidence. I have practically seen how trekking instills values of empathy and generosity in them. 

Students are always very comfortable in their house and they get what they want. But when they come out and trek they face all kinds of hardship, such as sleeping in a sleeping bag on the hard floor, using minimal water, washing their own plates etc. 

They get to know each other at a much deeper level. Trekking really helps students in their overall development.”

Mindset makes all the difference. A little challenge here and there can be a lesson in adapting, and every setback is a chance to learn.

Students trekking in the rain. Picture credits: Vishnu Sivanandan, photo trekker, Indiahikes

Model Curiosity – Learn Alongside Students

For teachers who join an InSOUL Programme, it is an opportunity to model curiosity. It is an opportunity to be more than passive observers and become active participants in the learning 

Don’t stand back as an observer. Engage with the environment. Ask questions. Explore.

When students see you excited about engaging learning, they ease into the experience too.

We’ve seen the opposite as well, with teachers clicking selfies or asking students to make reels. 

This takes away from the experience and it is disrespectful to the outdoor learning environment.

Instead, step in. Take part. Let your enthusiasm for the programme set the tone for students to follow.

In the outdoors, the teacher’s role shifts from instruction and delivering information to facilitating exploration and reflections. 

 Refrain from too much focus on maintaining “discipline” or punishing students who are a little extra excited. 

Be open to the possibility that students who are known for being troublemakers in school or students who are not engaged, could be very different in the outdoors.

The InSOUL team of trek leaders and  facilitators will take care of the mental, physical and psychological safety of the students as well as their overall experience. 

As a teacher joining the programme, encourage exploration and reflection and allow them the space to discover how they feel about their new environment and themselves.

Teachers don’t need to lead the learning experience but they need to be present, supporting how students experience it. Their attitude can shape how students see the journey.

On a trek and in the outdoors students start seeing their teachers beyond the “strict classroom authority” role. Trekking together removes barriers. It opens up conversations that don’t have space in the school setting. 

It is also an opportunity to see your students in a very different light and discover their skills and aptitudes outside of what you gauge in the classroom. 

Recently in Kodaikanal, a teacher who joined an overnight camping trek mentioned how one of the students who usually sleeps in class and is perpetually bored or distracted, came alive in the outdoors. 

He was always ready to help his friends, climbed confidently and was so immersed in all the natural elements he could find all along the trail. 

She said, "I have never seen him so engaged. I now know how to guide him in the future."

During a trek, students begin to see their teachers as approachable, relatable, even “cool.” And this dynamic often carries back into the school environment.

What we notice is that when teachers are onboard with the objectives of the outdoor learning programme, and are aligned with our approach to facilitation, the support makes a world of a difference in the success of the programme. 

An InSOUL Outdoor Experiential Learning Programme is full of opportunities, not just for students, but for everyone involved. 

As facilitators, each group we work with is unique, challenging us to grow in leadership and empathy. Likewise, teachers tell us how these experiences help them understand their students better and learn alongside them in a whole new setting.

So, the next time you join an InSOUL trek, step in fully. Be present. Engage. The impact will stay with you long after you're back in the classroom.

What Is The Role Of A Teacher Who Joins An InSOUL Programme

It's that time of the year again, and we couldn’t be more excited! DPS Bangalore North’s much-anticipated season of Day Treks around Bangalore is kicking off today, and it’s going to be BIG. 

How big, you ask? Nearly 3,000 students will be hitting the trails over three action-packed weeks!

Last week, our team visited the school to meet the students and share our excitement for this grand adventure. We gave them a glimpse of what to expect from their series of day hikes, and we’re just as excited as they are!

But this isn’t just about adventure. As Honey Chandra Ma’am, the coordinator from DPS Bangalore North, shared after their previous season:

“Life Skills play a very important role in the development of a child, and we at DPS look into various platforms to encourage our students to explore themselves and inculcate life skills that will help them become better individuals. Every year, we take our students on experiential learning treks with Indiahikes. From this experience, I have seen students learn to keep the environment clean. They feel motivated and gain a sense of responsibility for themselves and others around them. Trekking is fun, adventurous, and a great way to learn. I have also seen them develop stronger team spirit and cooperate better. Their self-esteem and confidence clearly improve. They begin to value basic essentials such as water, food, etc., and show more gratitude.”

This remarkable vision of outdoor learning didn’t happen overnight. It’s been championed by incredible leaders like Manju Arif Ma’am and Renu Dimri Ma’am, Principal at DPS Bangalore North and West respectively, who have created a legacy of championing learning beyond the classrooms.

Their unwavering efforts have led thousands of students to step outdoors, embrace nature, and thrive through experiential learning.

Now, the next chapter begins. And we can’t wait to see what this season of treks holds for these young adventurers. Here’s to another season of learning, adventure and fun on treks!

DPS Bangalore North’s Epic Season of Day Treks is Set to Begin!

Last week, we hosted a group of IAYP (International Award for Young People) participants from Chennai Public School Global for their Adventurous Journey in Kodaikanal. They included students from all levels—Bronze, Silver, and Gold.

Each level of the programme had its own set of requirements and challenges. To meet these needs, we carefully designed activities that offered a meaningful camping, trekking and learning experience unique to each level. 

As soon as the students arrived, their journey began with a trek to our campsite. There is no better introduction to the challenges of the programme than a steep climb that immediately pulls them away from the comfort and familiarity of life in the cities. This experience set the tone for the days to come.

The tough climb on rugged and steep terrain truly sets the tone for the adventure ahead at our Kodaikanal campsite.

Their first day at the campsite began with an orientation—an overview of what to expect, a tour of the basecamp, and a breakdown of the plan for the upcoming days. The excitement was palpable, even among those who were anxious about being in the wilderness, completely out of their comfort zone for the first time.

Over the next few days, the participants engaged in various activities designed to test their resilience, teamwork, and resourcefulness. They learned several essential outdoor skills, including:

For most students, this was their first time camping in nature. Some of them were skeptical about sleeping in tents, but on the final day a few students said “We loved how cozy the tents were and we loved the opportunity to chat with our friends at night”.

Students learn how to pitch a tent by working with each other.

Navigation: Students practiced navigating using both modern technology and traditional methods of reading physical maps. Understanding how to find their way outdoors proved to be a valuable and fun learning experience.

First Responder Techniques: Basic emergency response skills were taught through hands-on activities. The students learned essential principles for handling wounds and fractures:

Wound Management: Stopping bleeding, cleaning the wound, dressing it, and monitoring for infection.

Fracture Treatment: Padding, rigidity, adjustability, keeping fingers and toes exposed, immobilization, and checking Circulation, Sensation, and Motion (CSM).

The real test came during a simulated emergency situation, an exercise planned by us that felt all too real for the students. As they made their way back from the trek, a sudden shout broke the steady rhythm of their hike. 

One of our facilitators pretended to fall and injure his leg and shared that he couldn’t walk. Panic flickered across their faces for a split second before their training and instinct kicked in.

They didn’t hesitate. Two students dashed down to the campsite to fetch a stretcher, while the others assessed the situation. They wrapped the bandages with care. Moments later, the group worked together to carry him down the trail by taking turns, voices steady, movements coordinated. 

Their ability to act swiftly and support each other was nothing short of inspiring.

The students posing with Trek Leader and Facilitator Bijju Shekhar, after evacuating him safely to the base camp.

Igniting Fire & Cooking for Survival: Students attempted to light and maintain a fire and then cook food for everyone. The task tested their patience and perseverance, giving them a newfound appreciation for the people who prepare food for them daily.

Students chopped vegetables, made rotis and dal.

Understanding the Environment & Culture: Students were encouraged to study the natural surroundings and interact with local people, to gain insights into the ecosystem and cultural heritage of the region.

The programme was designed to promote leadership development, and provide opportunities for students to demonstrate their strengths and collaborate effectively within teams. As Award Leader Swrnalatha Ma’am said “The program was carefully designed to help students connect with International Baccalaureate Learner Profiles such as:

Inquirer: Seeking knowledge and solutions with curiosity.

Critical Thinker: Making informed, thoughtful decisions even in challenging conditions.

Principled: Taking responsibility and demonstrating integrity.

Risk-Taker: Stepping outside their comfort zones with courage and determination.

Caring: Showing empathy and respect towards the environment and their peers.

Open-Minded: Embracing diverse perspectives and learning from them.

Balanced: Understanding the importance of physical, emotional, and mental well-being.

They also strengthened International General Certificate Attributes such as:

Reflectiveness: Assessing their actions and learning from experience.

Communication: Conveying ideas effectively within their teams.

Adaptability: Adjusting to evolving situations with grace and flexibility.”

This immersive experience equipped students with practical life skills and fostered a deeper understanding of their capabilities and leadership potential. It highlighted the importance of teamwork, perseverance, and adaptability in overcoming challenges.

What 6–8 Hours of Purposeful Activity Looks Like

Participants worked together for different activities at the Indiahikes Kodaikanal Spice Valley campus.

Participants took complete ownership of the their daily activities including serving food to their fellow IAYP participants.

IAYP participants reflect on their experiences.

IAYP participants journeying in Kodaikanal.

IAYP Participants navigate the trail during their trek.

What 6–8 Hours of Purposeful Activity Includes:

Journaling and reflecting on their trekking experiences

For these students, the Adventurous Journey was more than a checklist of activities to fulfill their IAYP requirements. It was an experience that will likely leave a lasting impact on their approach to challenges, collaboration, and personal growth. 

Learn More About IAYP Adventurous Journey With InSOUL

A Photo Story Glimpse into CPS Global's Bronze, Silver, and Gold IAYP Adventurous Journey

Raising a teenager? "What exactly is going on in that brain of theirs?" is perhaps the biggest, most frequent question you ask yourself.

What fuels their impulsive decisions and dramatic emotions? Or their ability to argue constructively one moment and give you a big old shrug the next?

Teenager Motivation Isn’t as Mysterious as It Seems

It’s not that teenagers aren’t motivated. Far from it, in fact. It’s just that their ideas of motivation and ours might be operating in different universes.

Research shows that teenagers may lack the kind of motivation adults want — to study harder, achieve more at school, or be self-starters — but it doesn’t mean they’re not motivated.

Teens are driven -often fiercely- by the things that matter to them: love, respect, attention, the pursuit of pleasure, agency in their decisions, acceptance from peers, and independence.

Teens have plenty of motivation to do what they want and avoid what they don’t. Unfortunately for teachers and parents, that doesn’t always translate to good grades, tidy bedrooms, or building up a solid resumé.

In other words, a teen’s sense of adventure = adult anxiety.

Photo credits: Harshitha Polathula, Content Writer at Indiahikes School of Outdoor Learning (InSOUL)

Adolescence Itself Is An Adventure, According To Psychologists

Parts of the brain that manage impulses aren't fully developed until age 25. Psychiatrists point to a few universal truths about the teenage brain; specifically, a deep appetite and biological drive for “novelty seeking.” Teenage brains are wired to crave the dopamine rush that comes with new and risky experiences. 

In technical terms, adolescence is a time when the limbic system — the brain’s emotional and reward centre — develops much faster than the prefrontal cortex, the region responsible for rational thinking and self-control.

In everyday terms, this translates to teenagers acting first and thinking about the consequences later.

Photo credits: Usha Jangid, Summer Camp volunteer

Why Adventuring Outdoors Encourages Healthy Novelty Seeking

Powered by brains that thrive on rewards (peer approval, for instance) and avoid immediate consequences (like embarrassment) adolescence is both exciting and chaotic — a time of bold exploration and big missteps.

Outdoor learning is ideal to channel a teenager’s need for novelty. Here are 3 compelling reasons why:

Trekking in the wilderness hits the sweet spot. Adventure naturally caters to and satisfies teenagers' risk-taking needs. On an InSOUL programme, for example, treks might be structured but they are highly adventurous – fun with a thrilling element of risk.

Teens are free to explore and experience risk without being unsafe. Trekking safely channels their need for healthy exploration and independence.

A need to belong shapes most of their choices, and teens naturally look to their peers (not adults) for meaning and connection.

Adventuring in the outdoors gives teens what they crave most — connection and acceptance from people their age. Surrounded by peers who get them in an unstructured environment, adolescents feel valued, capable, and part of something bigger.

The chance to grow without the dangers of unsupervised experimentation

The impulsiveness of adolescence co-exists with an incredible capacity for creativity and problem-solving abilities. The combination of risk-taking and advanced thinking aids their growth. When outdoors, teenagers have the space to discover who they are and what they stand for.

Photo credits: Arjun Singh, Summer Camp volunteer

Teenagers’ raw energy needs guidance in the right direction. Adults need to encourage safe but exciting experiences that feed their need for novelty without putting them in harm’s way.

If we don’t, they are likely to find their own outlets, which may be far less healthy.

Outdoor adventures meet teenagers where they are, with opportunities that make the most of this extraordinary stage of life.

Inside The Teenage Brain’s Need For Novelty, And How Adventuring Outdoors Can Help

experiential_learning, outdoor_learning, indiahikes, indiahikes_school_of_outdoor_learning, treks_with_teenagers

Inside The Teenage Brain’s Need For Novelty, And How Adventuring Outdoors Provides It

Day hikes are a perfect introduction to the outdoors. They are short and sweet with just the right amount of challenge, learning and adventure to get children pumped for what nature, trekking and the outdoors have to offer.

The best part? A day hike is simple to organise. Just within a short drive from the city, students can immerse themselves in nature, all without disrupting their school routine.

At InSOUL, we often get questions from schools wanting to experiment with an outdoor experiential learning programme: “What happens on a day hike? What can we expect?”

Pre-Trek Preparation: Behind the Scenes at InSOUL

Schools often see day treks as simple hikes, but there’s much more behind the scenes!

InSOUL treks are carefully planned to align with school learning objectives.

Our Programme Coordinator guides schools from start to finish, ensuring a smooth experience.

We begin by understanding the school’s goals: teamwork, resilience, or nature connection and customise the trek accordingly.

The Coordinator meets with students and teachers via Zoom or in person to share key details: trek expectations, packing lists, weather updates, and fitness tips.

Schools receive a detailed checklist well in advance, helping students prepare for an enriching outdoor adventure.

Program facilitators work with the InSOUL team to match the learning objectives with the design of the programme.

They review learning objectives, school expectations, create a risk assessment and mitigation plan and plan for student-specific needs (e.g., allergies or medical conditions).

Briefing, context setting and setting ground rules:

The day usually begins at 6:30 AM with a briefing by the trek leaders with both the teachers and the students.

Trek leader and the team from InSOUL meet parents, students and teachers at campus prior to the trek.

Expectation setting with teachers and students:

Teachers are involved in a discussion on what to expect on the trek, our safety practices, what we expect from them and how we look at risk and how immersive our programs are. 

This is important, so that students are not confused by different messaging from the trek leaders and their own teachers who join the trek.

We then hand out our famous ecobags to all participants for the trek. Students are welcomed and learn a bit about who they are trekking with, where they will be trekking and how to follow a few basic safety protocols.

Students usually begin with a fun energiser where they are eased into what lies ahead, fun challenge and adventure. 

Students begin their day with a fun team game prior to the start of the trek.

Through this, they start the day on a high note and become comfortable with the idea of trekking with students other than their own friend group, as we form teams for the energisers themselves.

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