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

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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.

We then begin the trek and plan it in such a way that they have enough time to not just trek from the start to different points on the trek, but they have the time to engage and immerse themselves in what the trek has to offer.

We usually include one or two rest points along the way, where students can rest and where we engage them in different learning activities. We include some delicious snacks along the way to refresh and re-energise.

Activities during the trek correlate with the objectives: 

For different age groups we conduct different activities depending on the objectives and interests. 

For us at Indiahikes, sustainability is at the core of how we work. There are different ways we introduce it to different age groups. When we engage with our youngest trekkers, we aim to inspire a love for trekking and an understanding of how our actions affect the environment. 

We recognize that it is extremely important how we communicate the principles of sustainability to young students, to ensure that the message is both engaging and impactful.

For these students, our team has a lot of fun using interactive storytelling to highlight the dangers of irresponsible trekking and the environmental footprint it can leave behind.

We  introduce various activities as challenges to students, giving them a clear understanding of what lies ahead. This is one such example of what an entire day of activities on trek could look like.

This is an example of what an entire day of activities on trek could look like.

Depending on the age group, we sometimes choose to conduct a Do It Yourself (DIY) style trek, wherein our team does not lead the group. We divide the students into different groups and give them instructions on how they can lead the trek and navigate the trail by themselves. This is done under careful supervision of our team and we jump in, in case of any safety concern.

This challenges students to take on responsibilities and make decisions under real-world conditions. It also encourages them to take ownership of the trek and its outcomes. They get first-hand experience of what it would take to lead a team and what it requires, whether it is communication skills or the ability to collaborate to reach a common goal.

Example of a hand-drawn map which students used to navigate the trails at Hari Hara Betta.

Summit Experience: At InSOUL we do not look at reaching the summit as part of a competition. For the team sport that trekking is, we see the summit climb as an achievement of the entire team. A feat of collaboration between everyone involved.  

At the summit we usually have a homebaked sweet treat to celebrate the accomplishment and allow students the time to reflect by writing down their thoughts on a post card.

If you are curious about what profound thoughts a student can share after just a day in the outdoors, take a look at some of the post cards written by students below:

Poignant memories captured by a student at the summit.

The loop of experiential learning on a day trek closes with a circle of reflections where students share what they observed in themselves, in others and the trail. This is an important part of helping students remember and take back what they learn from the experience.

A day trek is the perfect way to get a different perspective, away from the classroom. Students get the opportunity to see themselves and their peers in a new light. The setting naturally allows for qualities such as leadership, care and empathy to shine. 

As Amita Mani Ma’am, Principal of Roopantara Centre for Learning says “On the trek I saw the stronger children helping the weaker ones. I saw kindness and I saw gratitude. This effect seemed to remain even after the trek where a new strong bond seemed to be formed between those who were mere acquaintances before the trek. The children felt more eager to come to school and were more attentive in class”.

In terms of safety, we take all possible precautions and have contingency plans for any  situation that may arise. 

Read more about safety on a day trek here

As for risks, they exist  even on the gentlest treks, but we believe it is an important aspect of engaging with the outdoors, and of childhood, where young students learn how to assess and manage risks themselves with minimal adult support and guidance.

Need help to plan your day trek with InSOUL?

What Happens on a Day Hike for Schools with InSOUL

Anubhav Jain went on his first Himalayan trek with us as an MBA student 10 years ago. He emerged from the trek a different person; knowing in his heart that one day, he must return and bring others on the very journey that changed him.

That moment arrived in December 2024. Standing at the edge of a dense Chhattisgarh jungle with his students on their first wilderness trek, he felt the same nervous excitement. And fear.

Was he crazy to bring his students here? Was it reckless idealism?

“I wondered if my zidd (stubbornness) would backfire. Is my love for the outdoors putting my students in ‘danger?’ But if not now, when? This is the age when children’s personalities develop. Who they become at this age – their thoughts and ideas – will shape the kind of adults they grow up to be,” shares Anubhav.

Photo credits: Yashwant Mithilesh, Trek Leader at Indiahikes

And with a leap of faith, students from The Abode, School of Dreams set off into the wild jungles of Chhattisgarh, wide-eyed wanderers and all heart.

The earlier one imbibes a love for the outdoors, the deeper the relationship with nature.

It certainly wasn’t the case for Anubhav. His love for the outdoors began a little later in life at the most unexpected place – an MBA programme!

He learned about the Himalayan Outbound Programme (HOP) with Indiahikes after enrolling in IIM Indore. It was a four-credit course and mandatory back then. The programme seemed like a fun trip, a chance for batchmates to hang out.

Four days into the Himalayan Outbound Programme changed everything for him.

“Goodness, we were clueless! It’s the same way you never know whether you like poetry or not until you read it. That’s how I stumbled into a love for the outdoors - accidentally, and what a great blessing in disguise,” recalls Anubhav.

Anubhav Jain with Izzat Yaganagi from InSOUL on the Himalayan Outbound Programme in 2014 | Photo credits: Anubhav Jain

“My first impressions of Anubhav during the HOP? I was deeply impressed by his humility and his curiosity. I clearly remember our conversations - even though it was 10 years back! Conversations that were philosophical yet focused on action that would bring purpose to life,” shares Izzat Yaganagi, Director at Indiahikes School of Outdoor Learning.

That was 2014. Anubhav loved the experience so much that he signed up as a volunteer for the HOP even after graduating from IIM. He volunteered thrice from 2015 to 2017. 

Each trek deepened his conviction in the transformative power of the outdoors. He felt an immense gratitude for having lived it firsthand—because only through experience can one truly grasp its impact.

Trekking Inspired Monumental Shifts In Perspective And Purpose 

Somewhere between his time as an MBA student and a volunteer on the programme, a profound shift in perspective took place.

On looking at “education” from a new lens

Anubhav studied outside his hometown, Kareli at a very young age. Kareli is 100 kilometres from Jabalpur in Madhya Pradesh. 

Like most places in India, the literacy rates on paper are stellar. The quality of education? Not so much. Doing well in examinations is considered important, and everything else is secondary.

The big dream was always to open a new-age school in Kareli. But the definition of education changed after attending the HOP. It began with the kind of people Anubhav met in the mountains.

“I met beautiful people who have achieved so much in life, working in the mountains with such humility. Many of your trek leaders had left conventional, lucrative jobs to work in the mountains. You had CEOs and directors of companies volunteering for the HOP, simply out of passion for the outdoors,” muses Anubhav.

With that, came new ideas about what education means. Education is not limited to fancy degrees and what books you read. Education must build character and humility – that one remains rooted no matter how far you go or achieve in life.

On learning how to lead with empathy and altruism

The challenges and activities on the HOP nudged new ways of thinking. On the HOP, teams must plan and execute a successful Himalayan trek. The mission is considered “successful” only when everyone in the team summits.

“We were already worried for ourselves – can “I” complete the trek? It turned into an emotional experience where you have to push your own self and also help somebody else do it. But our thought process shifted – it’s not you alone in this journey. Helping others began to recharge our energy, instead of draining us. The memory of literally carrying people along, motivating them, and witnessing their joy at the end was the sweetest memory. How difficult it is to be truly empathetic and altruistic,” says Anubhav.

Anubhav as a volunteer on the HOP | Photo credits: Anubhav Jain, Founder of The Abode School of Dreams

Coming Full Circle - What Trekking Has Taught His Students

Fast forward exactly a decade later in the jungles of Chhattisgarh, life had come full-circle. His students were trekking together for the first time – experiencing the same range of emotions he did.

Students from The Abode School learning camping skills | Photo credits: Yashwant Mithilesh, Trek Leader at Indiahikes

Some students were in the spirit of “I’m going to do this and I will reach first!” Some raced ahead while others lagged behind. Soon, tiny complaints began making the rounds. “Where are we?” “Why are we doing this?” “I’m homesick.” “See, I told you we shouldn’t have come here!”

The trek, the activities, and reflection sessions changed all of it.

Students immerse themselves in nature | Photo credits: Yashwant Mithilesh, Trek Leader at Indiahikes

Children understood what working together and healthy competition means

Everyone pushed their limits but never left anyone behind. When one person stopped, everyone stopped without hesitation. "Trekking helped them see that in order to do their best, they do not have to make others lose. Sab ka bhalo ho, apna bhi bala ho,” says Anubhav.

Children gained a deeper understanding of the world and themselves

“What years of teaching and preaching could not do, just one day of picking up trash as part of Green Trails at Indiahikes taught students why they should not litter. They began questioning what a tissue paper was doing in a forest so remote! And now, they are practising this in school as well. They have started questioning their own behaviours and realising that ‘I do not have to be this person,’” shares Anubhav.  

What kind of person do I want to be? The purpose of education is to nudge us towards the right answers. Being immersed outdoors is among the first but significant steps in that direction.

Children returned more confident with a spring in their steps

The Abode School of Dreams started with UKG, and the first batch joined the school in 2017. They are now in Grade 7. 

The entire class, as a family, trekked together. Nobody opted out. Many students were venturing out of home on their own for the first time. Every child has returned home completely charged and energised! 

"We had our annual function of the school on 8th January 2025. The children who went on the trek shone in a different way, despite still being tired or having fallen a bit unwell. They performed on the stage with so much confidence and spontaneity compared to their rehearsals a few weeks before the trek. Their self-worth has increased multifold. Parents have been calling us to share that the trek has completely changed their children," Anubhav explains.

Abode School students with our guide, Ram Gopal, on the Chhattisgarh Jungle Trek | Photo credits: Yashwant Mithilesh, Trek Leader at Indiahikes

Last we checked, students haven’t stopped asking when they can go on a Himalayan trek!

The seeds of an idea were planted in the Himalayas years ago, leading to the creation of The Abode, School of Dreams, fittingly named. A school where “Children come first,” which is a philosophy we at InSOUL whole-heartedly live by, too.

This story moved us in indescribable ways. We hope it moves others to walk their own paths of purpose and meaning.

For more information on our programmes for schools, universities, and companies, click here

This IIM Alumnus Had A Big Dream - Starting A School In His Hometown. A Himalayan Trek Redefined His Idea Of "Schooling"

This IIM Alumnus' Big Dream Was Starting A School: A Himalayan Trek Changed His Life And Ideas Of "Schooling" 

A few months ago, on the Dayara Bugyal trek, we met a young boy who couldn’t reach the top. The biting cold had gotten the better of him. He was crushed.
 
Initially, it seemed like fleeting disappointment. As we continued chatting, the boy shared how his father was upset and disappointed with him. His older daughter had made it to the top. Why couldn’t his son?
 
It was a poignant reminder of how deeply ingrained our idea of success is—reaching the top.
 
On treks, it’s the summit. In life, it’s top grades, top universities, top companies, and accolades. Of course, these milestones are worth celebrating, but are they the only ones?
 
Perhaps life’s pressures has limited our vision; so much, that we can only see visible, socially-celebrated markers of success.
 
What this parent didn’t (or couldn’t) see were the quiet, decisive wins for his son with every tentative step to the top, like:
 
- Resilience: The courage to push forward despite exhaustion and self-doubt.
- Confidence: The realisation that he can do difficult things, and is far more capable than he gives himself credit for.
- Adaptability: Learning to navigate discomfort and unforeseen challenges.
- Managing failure: That things go awry despite the best-laid plans, but you dust yourself off and keep going anyway.

More than lessons on the trail—they form the foundation of a life well-lived.

The value of the learning process over outcomes

On Experiential Learning treks with us, what happens enroute to the summit is as important as reaching it, if not more.

Success in Experiential Learning is measured by transformation—how deeply a learner engages with an experience, reflects on it, and applies that learning to new and evolving challenges.


David Kolb’s Experiential Learning Cycle emphasises this process:

Concrete Experience – Learning by doing something hands-on.

Reflective Observation – Thinking about what happened and why.

Abstract Conceptualisation – Connecting it to broader ideas and principles.

Active Experimentation – Applying that learning in a new setting.

Children trekking in the Himalayas - Photo by Pritish Bhanushali, Senior Video Editor at Indiahikes

“When things go wrong on treks, the learnings can be more impactful than when things go right. It depends on how you approach it, your attitude, and the process you follow of learning - what did not go right, and changes you make in how you do the same thing the next time," shares Izzat Yaganagi Director at Indiahikes School of Outdoor Learning (InSOUL).
 
Experiential Learning looks at success differently; where the "process of learning" - experimentation, trial and error, and reflections - form the core of the experience.
 
The view from the top might be incredible, but the strength children gain in getting there? Unmatched and life-changing.

Ideas of what success means through the lens of experiential learning

Why "Success" On An Experiential Learning Trek Is More Than Reaching The Summit

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After running two wonderfully successful Collaborative Leadership programmes for working professionals in 2022 and 2023 (read the report here), we have opened up another such programme this year after multiple requests came in.

A team activity as a part of the Collaborative Leadership Program. Photo by Jothiranjan, Chief Photographer at Indiahikes

What is the Collaborative Leadership Programme?

The Collaborative Leadership Programme (CLP) is an innovative, adventurous outdoor experiential learning programme. 

Participants from diverse backgrounds engage in a 4-day programme in the Himalayas where they strategise, plan and work together in teams to complete a Himalayan trekking expedition successfully. The programme is designed to foster collaborative leadership skills.

We have been running this programme for the students of a few Indian Institutes of Management for the past 12 years. The Indian Institutes of Management (IIM) of Indore, Lucknow, and Bangalore have been offering it as a credit course for many years.

Ever since, we’ve received numerous enquiries over the years to conduct open CLP groups. 

Today, we’re pleased to announce that this one-of-a-kind networking and leadership programme is now open to young working professionals!

Who can join the Collaborative Leadership Programme? 

This programme is open to young working professionals who are interested in a programme that is ideal for networking, testing their own leadership skills and building a more collaborative approach. 

It is also ideal for final year university students who are at the cusp of stepping into the modern work world as they gain and internalise the skills of collaborating with a diverse team before they actually step into one. 

When and where is the programme happening? 

We have opened up only one date, April 10th–15th, 2025, on the Dayara Bugyal trek. 

The fee for the programme is Rs 15,950 + 5% GST. 

It includes the programme fee and all expenses for the stay and food for the 4 days of the programme.

*At the end of the programme, all participants receive a certificate of collaborative leadership.

Participants in the Collaborative Leadership Programme. Photo by Jothiranjan, Chief Photographer at Indiahikes

How to register for the Collaborative Leadership Programme?

Here is the link to register for the Collaborative Leadership Program - https://indiahikes.com/registration?batchId=9152

We will be taking a maximum of 30 participants, and will not be opening any more groups. So register soon. 

What happens on the Collaborative Leadership Programme?

Participants interact closely while working together in teams towards a common objective - planning and completing a Himalayan trek. 

They discover their own strengths and weaknesses, understand the vital nuances of working with a new team and what it takes, and make adjustments that come out of awareness. 

This creates an environment where every member of the team participates proactively and leads in their area of expertise.

The design of the programme focuses on skills and behaviours imperative for the 20th century workplace:

Investing time to build relationships with teammates

Building trust through honest and transparent communication

Handling conflicts in a constructive manner

Sharing control and avoiding power struggles

Creating an environment that enables others to lead in their area of responsibility

Building connections with other teams and stakeholders

Being able to leverage the diversity in a team and tap its collective intelligence

These behaviours usually emerge only with years of practice while working in a team. 

With the Collaborative Leadership Programme the learning is condensed. The impact is immediate and long-lasting. 

This is because of the way the program is designed and facilitated. 

Participants getting ready to start their trek as a part of the Collaborative Leadership Program. Photo by Jothiranjan, Chief Photographer at Indiahikes

What makes the Collaborative Leadership Programme different?

The CLP is an Experiential Learning programme. The programme design along with the joys and challenges of a trek ensure that learning is accelerated.

In this trekking expedition, participants are completely out of their comfort zones. They are forced to confront situations and overcome challenges that they have never encountered before.

Overcoming these challenges tests and develops participants’ skills of collaborative leadership. Each day is designed to inculcate collaborative leadership skills in a progressive way. 

If you are a manager and would like to organise a special programme for your team, please email Ms Mrudula Joshi, Programme Advisor at the Indiahikes School of Outdoor Learning (InSOUL), at mrudula@indiahikes.com. 

Please contact me if you have any questions about the Collaborative Leadership Programme.

Collaborative Leadership Program Now Open to All Working Professionals!

Collaborative Leadership Programme Now Open to All Working Professionals!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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