April 10, 2025 | India International Centre, New Delhi

On a proud and memorable day for La Martiniere Girls’ College, five remarkable students were honoured with the Duke of Edinburgh International Gold Award at a prestigious ceremony held at the India International Centre, New Delhi, on April 10, 2025.

The five Gold Award recipients from La Martiniere Girls' College: Shatakshi Shahi, Shinay Oberoi, Navya Khanna, Fadilah Farhat, and Zulekha Fatima.

The awards were presented by Mr. Naveen Jindal, Member of Parliament and Chairman of Jindal Steel & Power Ltd., who applauded the awardees for their dedication to self-development and service.

Each of the five students received the Gold Award Badge and Certificate, a recognition that celebrates commitment to service, skill-building, physical fitness, and adventure — the four key pillars of the Duke of Edinburgh Award.

IAYP participants from La Marts during their Adventurous Journey in the Himalayas.

Shatakshi Shahi took on the challenging Ali Bedni Bugyal trek, while Shinay Oberoi, Navya Khanna, Fadilah Farhat, and Zulekha Fatima completed the equally beautiful Dayara Bugyal trek, a high-altitude meadow trek renowned for its vast open landscapes. 

Living away from comfort, carrying their own gear, setting up tents, and navigating trails tested the participants while instilling a deeper appreciation for nature.

"I want to personally thank the Indiahikes School of Outdoor Learning from the bottom of my heart for organising these trekking trips for our college girls that played a vital role in the success of their Award journey" said Ms. Priya Dautlani, IAYP Award Coordinator from La Martiniere Girls' College in Lucknow.

The Indiahikes School of Outdoor Learning has been a trusted partner in outdoor learning and the IAYP Adventurous Journey for several schools across India, offering programmes that go beyond adventure, creating space for reflection, personal growth, and meaningful experiences.

The Duke of Edinburgh International Award is a globally recognised youth development programme that empowers young people to push their boundaries, build confidence, and make a difference in their communities.

La Martiniere Girls’ College and the Indiahikes School of Outdoor Learning take immense pride in the achievement of these five students. Their journey stands as an inspiring example for younger students, showing what’s possible when determination meets opportunity.

Five La Martiniere Girls’ College Students Receive Duke of Edinburgh International Gold Award

The past few months have been buzzing with energy here at the Indiahikes School of Outdoor Learning! We’ve had the joy of hosting students from different schools for their IAYP Adventurous Journeys, and each one has been an adventure in itself.

Back in January, we welcomed participants from Harrow International School for their Bronze and Silver practice journey at our beautiful Channarayana Durga campus near Bangalore.

Participants from Harrow International School at a rest point along the Channarayana Durga Trek.

And just last month, CPS Global School joined us at our Kodaikanal campus with participants from all three levels: Bronze, Silver, and Gold. Each group went through a carefully designed programme, to meet their level-specific needs, while still staying true to the spirit of adventure and learning.

Let’s just say, an Adventurous Journey with InSOUL is not a walk in the park. The journey begins with a steep uphill trek to our basecamp, a far cry from the comforts of city life. But that’s exactly what makes it powerful.

Participants trekking up a steep trail during their IAYP Adventurous Journey.

We’ve put together a photo story that captures some of the most incredible moments from their journey, snapshots of courage, learning, and laughter in the outdoors.

Read the full story here: A Glimpse into CPS Global’s IAYP Adventure.

Since then, we’ve also hosted Aachi Global School in Kodaikanal and another group in Coorg. It’s been heartening to see so many young people step into the outdoors, step out of their comfort zones, and step up as future leaders.

Aachi Global School's IAYP participants at the summit of Avocado Hill in Kodaikanal.

Chennai Public School's IAYP participants at the summit of Nelji Hill in Coorg.

And here's some more exciting news! In addition to being a Trained Activity Provider, we now have four certified Award Leaders in our team. They play a key role in supporting the design of impactful journeys, coordinating on-ground activities, and ensuring that every participant, teacher and support staff member understands the ethos of IAYP deeply and meaningfully.

Since 2023, we have been sending one member from the InSOUL team for the Award Leader Training.

Thank you for being a part of this growing movement of experiential learning through the outdoors. We’re just getting started!

The Latest News from our IAYP Adventurous Journey's 

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

A group of participants from Chennai Public School Global recently joined us for their IAYP (International Award for Young People) Bronze and Silver Adventurous Journey in Coorg. 

According to our Trek Leader Yashwant, the participants not only met but exceeded the requirements and expectations of the programme. 

Participants from Chennai Public School trekking together on the Nelji Hill in Coorg.

One student, during a nature walk, reflected, “Whatever we do, we do it for ourselves. Whether saving bees or saving fig trees, it’s all for our benefit.” Their words resonated with the group’s growing awareness of how intertwined their well-being is with the environment’s health.

Trek Leader Yashwant engaged in one of many conversations with the IAYP participants on the flora and fauna found in the region.

Yashwant and Vishal, our trek leaders, shared how touched they were, to see the impact of the Adventurous Journey on the participants when they raised how, more often than not, our attempts to “save the environment” do not come from a genuine love and concern for the planet that we share with other creatures.

Another student emphasised the beauty of hard work and resilience by sharing, “The harder the climb, the better the views. If we went up in a helicopter, we wouldn’t have savoured it so much.” The sentiment reflected their realisation that genuine achievement and fulfillment come through effort and perseverance.

Participants enjoying the summit views after a difficult climb. Picture Credits: John Xavier, Video Editor, Indiahikes.

The journey proved to be an incredible bonding experience. Students who often spent their meet-ups buried in their phones now found themselves cooking, chatting, trekking, and even playing games like UNO together. They noted that this was the first time they truly connected as a group while facing and overcoming various challenges together.

Participants pitching their tents and setting up campsite. 

Participants neatly arrange their prepped vegetables and spices. All participants eat in their own lunch boxes.

With continuous insights from our trek leaders about the natural world, the students became more conscious of the importance of conserving nature. What started as curiosity quickly grew into genuine admiration and love for the outdoors. 

They even handled instances, such as leech bites, with newfound resilience. While the initial panic was evident on the first day, by the last day, they remained calm, assured by sessions on insect bites and safety conducted by the trek leaders.

By the end of the journey, the students didn’t just earn their IAYP certifications; they gained invaluable life lessons about resilience, teamwork, and their relationship with the environment. 

More importantly, they left with a shared experience that brought them closer to nature and to each other.

Participants at the Coorg Nelji Hill Summit. 

Chennai Public School Global's IAYP Bronze and Silver Adventurous Journey in Coorg

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.

Many times, while trekking with schools, we’ve noticed a troubling pattern of teachers using ‘negative motivation’ to push students along the trail. 

It usually sounds something like this: “Aren’t you ashamed that a girl is trekking faster than you?”, or “You won’t get any cake if you don’t complete this,” or even, “You’re so slow, you’re completely useless here.” We’ve heard several variations of these taunts, intended to encourage, but often having the opposite impact.

What we’ve seen, time and again, is that this kind of motivation backfires. It leaves students feeling small, embarrassed, and discouraged. When other students notice a teacher teasing a fellow student, they are encouraged to laugh at them instead of helping them. And worst of all, it takes the joy and spirit out of the experience.

At the Indiahikes School of Outdoor Learning, we see trekking as a deeply personal journey, where every child finds their own pace, their own strength, their own story. 

We’ve found that when students are encouraged gently, when they’re trusted and supported, they often surprise us with how far they go. It’s this nurturing, respectful environment that builds confidence and resilience, not fear or shame.

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.

As Renu Dimri Ma'am, Principal of DPS Bangalore West says "When children feel learning is in their own hands and not controlled by teachers, it makes a huge difference. They come back much more engaged. Learning imbibed through first-hand experience remains with you forever. A classroom provides only one type of atmosphere where the academically inclined tend to thrive. Children who are quiet in class often get overlooked. The same children come back more confident after trekking. The trek perhaps gave them opportunities to achieve something significant, such as helping others".

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

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

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!

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

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