A mother reached out to us a few months ago, enquiring about the Indiahikes Summer Camps for children. She wanted to know if it would help her 12-year-old, Aarav (name changed) come out of his shell. Aarav was painfully shy and unable to connect with other children. 

Aarav excelled in his studies, but showed no interest in games or playing with friends. He spent all his free time indoors with his gadgets. He avoided visitors and usually locked himself in his room until they left, even with close family. A family friend who was a therapist recommended taking him into nature and away from the city.

We suggested taking Aarav on a family trek, where there would be other children, other parents, and activities designed for bonding. 

Aarav's mother called us after the trek. The experience was more than she could have imagined, despite initial resistance from him. It was like she was experiencing her son for the first time! 

He began to speak more freely, he expressed his thoughts and feelings during reflections, and he volunteered to serve meals at campsites with the other four children who were there.

We knew the impact would not end after the trek. We also knew Aarav and his family had discovered a powerful social-emotional development tool – trekking. 

Success in school, work, and life is often determined more by emotional intelligence than academic excellence.  

This isn’t news, but the rate at which the world has changed means that children must have stronger 21st-century competencies: resilience, responsible decision-making, self-awareness, self-management, relationship management, creativity, and collaboration skills.  

Teaching approaches such as Social and Emotional Learning (SEL) are dedicated to building children’s self-awareness and interpersonal skills. 

Why treks are ideal for building social and emotional skills in children

Treks accelerate children’s social and emotional learning for several reasons: 

Treks are a refreshingly safe space for children. Children can break free from traditional roles they often play in classroom settings. Athletic, academic, artistic, popular, or quiet - a trek forgoes all labels. 

Adolescents face immense pressure to fit in while also figuring out their own identity. Trekking provides an environment where social pressures like their appearance or having to constantly achieve or compete become irrelevant.  On an Indiahikes trek, reaching a summit might be the end goal, but it doesn’t define the journey. 

Treks allow room for natural consequences. There are no simulations or role plays.

Learning happens organically as children navigate the ups and downs of a trek. The beauty of the mountains plays its part in boosting the brain. Plus, the design of our treks enhances lessons on empathy, teamwork, and perseverance through activities and reflections.

Beyond the physicality of it, trekking is a raw, unfiltered experience. Emotions will surface as one walks and must be addressed - whether you want to keep going or turn back. There is no hiding from or suppressing what you feel.  

Let’s take you through the different ways SEL presents itself on an Indiahikes trek.

Frequent tantrums, outbursts, difficulty calming down after being upset, or becoming overly agitated in response to minor stressors are common in children. They might also face difficulties transitioning between activities or coping with unexpected changes. 

We make space for and address all these emotions on our treks. 

Children learn how to take a breath and respond, instead of react

There are always children who walk faster than others in the group. Some tend to get frustrated with anyone they think is slowing them down. 

While honesty is a virtue, children with very strong personalities sometimes have trouble expressing frustrations appropriately. How do we help such students?

Indiahikes trek leader, Panchami Gaitonde says, “Everyone walks together on the trek no matter what. Plus, we assign important roles and responsibilities to each one. When children feel a sense of ownership about the trek and others, they approach challenges differently. Consequently, the words they use to express their emotions dramatically change – “You’re so slow!” becomes “You can do it,” “Don’t you know how to walk properly?” becomes “Do you need to rest?”

Children learn to adapt to change and overcome difficulty 

“Sometimes we need to have difficult conversations with children. Say, a child is struggling throughout and we’ve assessed they might not be able to make it to the top. Some children understand while others struggle with it. What helps is a continual conversation on the expectations and goals of the trek. We reinforce the importance of the journey throughout. I’ve also found that modelling the desired behaviour is crucial. The best way to help children adapt is to show them how, which they have ample opportunities to observe first-hand from us or their peers on a trek,” says Sharwari Brahme, trek leader and Head of Green Trails at Indiahikes. 

Children learn how to express their emotions 

We love how unfiltered children can be. They have plenty to say but don’t always know how to express their emotions or which words to use. On an Indiahikes trek, we channel children’s honesty into focused articulation.

“We have regular reflection and debriefing sessions where trek leaders encourage children not only to share feelings but articulate them using different mediums – through words, art, colours, elements of nature, or phrases in their mother tongue,” shares Sharwari.

What is the meaning of empathy? More than just social nicety, research on the science of empathy shows it is crucial for success and happiness in personal and professional spheres. In children, it plays a vital role in academics and preventing bullying in schools.

Showing care and kindness to others is a core objective of our treks. We work towards this consciously through several activities and experiences.

Children meet people from different cultures, ages, and religions

“Children spend a lot of time interacting with the Indiahikes guides on a multi-day Himalayan trek, most of whom have been born and raised in the mountains. They are amazed at how fit our guides are and how they’ve led hundreds of treks. They are curious about their lives and the work they do. Some of the older students go back from a trek with new perspectives on what rewarding careers and lives can look like,” shares Sharwari. 

Children learn that empathy must extend beyond who and what they know

Rutvid Dholakia, a teacher from Shishukunj School, Gujarat concurs, “I remember how some of our students began complaining about their heavy bags on the trek until they saw the locals carrying firewood on their backs. The students saw first-hand the hardships other people face, and how their lives in the city were so much easier in comparison. They also realised the meaning of compassion since some parts of the trek would not have been possible without the help of mules.” 

Children show care and concern for others

By day 2 or 3 of a trek, minor concerns like aches or pains are replaced by caring for one another. 

“Children show immense care, even at the cost of being ‘unpopular.’ They proactively ask us to come check on a friend who’s not feeling well but trying to hide it. Some of them take us aside privately, telling us how they’re concerned about a classmate who’s secretly carried cigarettes on a trek,” shares Sharwari.

The mountains, being out of familiar surroundings, the programme design and facilitation of the activities – all of it works to bring out the best already inherent in children.

Children taking care of each other after a long day of trekking | Photo credits: Vishnu Sivanandan

Every parent hopes their child will demonstrate responsible behaviour, not just because they're told to but because they recognise the need. Parents are often stunned to discover a new side to their children while trekking.

Everyone pitches in on an Indiahikes experiential learning program. Camping and tent etiquette are a core part of learning for children | Photo credits: Vishnu Sivanandan

“This experience has left us, as a family, wanting to do many more treks! I think I have understood more about my children’s capabilities. My children now understand more about nature and are also more conscious about other things like water wastage and garbage disposal,” shared Srivatsan Iyer who had come on an Indiaikes trek with his family.

Sharwari adds, “On Day 1, we usually see parents trying to get their children more involved on the trek. By Day 2 or 3, children become proactive about things like waking up on time, drinking water, or packing their tiffin. Many of them start taking care of their parents.”

Children experience a rush of happy hormones while trekking. This surge of endorphins, dopamine, and serotonin is further amplified by activities we design to foster a deep connection with the natural world.

They become more attuned to their surroundings, actions, and the people around them. This heightened awareness sparks new thoughts and behaviours, encouraging them to explore, learn, and grow in ways they never imagined.

Beautiful things happen when we give children more agency and independence over their learning. 

It is the essence of Indiahikes' approach to outdoor experiential learning. Learning actively through experience differentiates outdoor experiential learning from traditional classrooms. 

The key to helping children manage their emotions is to create a safe environment for them to express themselves.  Treks with Indiahikes remove the need to constantly compete or perform. They are a mix of adventure and learning where we set the stage for children to build emotional strength and resilience, in addition to lifelong friendships.

Trekking seamlessly integrates Experiential Learning with SEL

How Treks Enhance Children’s Social and Emotional Learning (SEL)

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How Treks Strengthen Children’s Social and Emotional Learning (SEL)

In May 2023, an enthusiastic group aged 13 to 69 from the Shishukunj Schools in Gujarat went on their first-ever Himalayan trek organised by Indiahikes. This is the story of how they forged an enduring connection with the mountains, with others, and with their own selves - despite numerous uphill battles. 

Shishukunj And A Radically Different School Of Thought

Shishukunj believes in education that is holistic, healing, and abundant in possibilities. More than ever, the world needs individuals who question present-day realities instead of conforming to them. The school believes in diversifying children’s potential instead of viewing them as cogs in a wheel.

At the heart of Shishukunj’s education philosophy lies a fundamental question: what does it mean to be a good human being? A question that drives every endeavour at the school. 

Embedded deep in the pedagogy and learning are the importance of human connections, a relationship with nature, and a culture of outdoor pursuits.

The school approached Indiahikes to organise a Himalayan trek for students of its various centres in Gujarat.       	

From the outset, the aim of the program was clear: to use trekking as an immersive experience to connect to nature, the community, and oneself.

The students eagerly looked forward to the Gaumukh Tapovan trek, an adventure known for its scenic beauty and challenging terrain. 

But unforeseen weather conditions made it unsafe to proceed with the original plan. The trek leader recommended switching the trek location to Har Ki Dun.

While most schools struggle to cope with last-minute changes in plans, Shishukunj took the news very well. The larger purpose behind the trek took precedence over being fixed on one particular trek. 

It would be the first big trek for most students. Many had never travelled without family for extended periods. Some students would be boarding a train for the first time. Some of the school’s well-wishers were flying in from overseas to accompany children on the trek. Although most of them were seasoned trekkers, this would be their first trekking experience in India.

Keeping in mind the unique needs of its students, Shishukunj identified numerous goals for the program, namely:

·   	Experience a shared physical and mental challenge

·   	Interact and mingle with co-students from various Shishukunj centres, all from varied socio-economic backgrounds

·   	Discover new things about each other

Beyond Comfort Zones: The Joys of Experiential Learning in Trekking

Experiential Learning is at the heart of the Outdoor Leadership program at Indiahikes - a methodology that emphasises the joys of “learning by doing.” Trekking and related activities provide numerous avenues for physical, emotional, and social development.

From enjoying a shared experience and learning to deal with hardships to moments of introspection, trekking pushes students beyond their comfort zones.

What’s more, this immersive approach fosters complete engagement and joy. Students tackle thoughtfully designed challenges and engage in a cycle of planning, action, and reflection.

The program contained four essential components with carefully-designed experiential learning activities under each one.

1. Developing empathy and building camaraderie

As students trekked on, step by determined step, exhaustion gradually settled in. Despite each student battling their individual struggles, a wave of mutual support washed over the group.

“We got up, started walking, kept walking, kept getting tired, and kept trying. A few students were crying visible tears of pain, and a few of us were crying inside. And then suddenly, what we had hoped would happen, happened - everyone started helping out each other with words, with actions, with a sip of water, with a bit of advice, with an arm around each other, with a small bite of food.” Rutvid Dholakia, teacher

“We always like being around familiar people back in the city. Yet, we don't have time for each other, let alone new people. I saw how children opened up to each other during the trek. I knew it would happen in a quieter place without judgment. It’s been brilliant on the trek. I thought the process would take more time!” Priyasha Sharma, teacher | Photo credit: Shishukunj Schools

Children exhibited care not only towards their friends but also towards other students—peers they had never interacted with before. Additionally, they felt a sense of responsibility for the adults participating in the trek, often looking out for their well-being.

“We saw a few of the other trekking group people struggling and just by looking at them, their body language, we could feel their struggle and there would be a word of motivation, or an offer of a sweet or just a question of ‘do you need something?’ – it was wonderful to see such concern surfacing up, the higher we went.” - Rutvid Dholakia, teacher.

The trek naturally makes students and teachers feel more connected to each other | Photo credit: Jothiranjan

Children became more environmentally conscious, urging their friends to pick up litter along the trail and advising against consuming packaged food from dhabas.

“Not only did we have to carry our own personally generated plastic waste back to Dehradun, but we also had to clear up the campsite of plastic waste which was left by other trekkers…Leading by example, the trek leaders started picking up trash…Hard plastics, soft plastics, tetrapaks, metals, glass, landfill material - these were the main categories of generated waste, and students learnt by seeing the waste just how much we generate.” Rutvid Dholakia, teacher

After gentle prompting, students began to show a greater interest in nature, the villages nestled in the mountains, and the unique way of life in these regions. 

This newfound curiosity inspired them to ask questions and engage in meaningful discussions. It fostered a deeper understanding and appreciation of their surroundings.

On treks like Har ki Dun, students come across ancient Himalayan villages and get a sneak peek into their culture | Photo credit: Jothiranjan

5. Journeys Within: Self-Expression And Personal Growth

The trek provided opportunities for quiet introspection and self-awareness, usually scarce in the humdrum of everyday life. Students were remarkably expressive during daily reflection sessions. 

The group openly discussed the day's triumphs and obstacles, allowing everyone to articulate their thoughts and emotions.

The reflection sessions also served a greater purpose. It encouraged many students to break down barriers and build new, meaningful connections.

“We had a quick session of reflection on how day 1 was - what were the challenges and what were the highlights for each of us? A process of reflection is critical for learning, and in this case, it also helped many students open up, speak and share in front of strangers and connect over similar challenges and highlights. Slowly, as students shared their experiences, everyone realised that we're all very similar underneath our societal makeup.” - Rutvid Dholakia, teacher

“A big takeaway for me was the children's capacity for joy and love. Children are able to break walls and barriers so easily.” - Priyasha Sharma, teacher

A glimpse of daily reflections | Photo credit: Jothiranjan

6. Discovering a new world and a new-found appreciation for life

Students expressed their astonishment at the different trees, waterfalls, terrain, and ways of life – so different from what they were accustomed to seeing in Gujarat. 

The immersive experience expanded students’ understanding of the world in ways they had never imagined. It is one thing to learn from textbooks, and quite another to see the world unfold in front of your eyes. 

In many ways, the experience also made them appreciate things they had taken for granted back home. 

“For the group, who were coming from the heat of Gujarat, clean, flowing and cold water was nothing short of magic. The trees were distinctly different now, the language had changed from the already different Hindi spoken in the northern plains to a slightly mountainous /pahaadi accent, the features and dress of the local population had changed, and so had the music in the cabs!  Some of them began complaining about their heavy bags on the trek when they saw the locals carrying firewood on their backs. The students realised that their lives are easier in comparison to the hardships other people face.” - Rutvid Dholakia, teacher

Being in a remote setting in the outdoors, away from the chaos of city life makes students appreciate and be grateful for the simple things in life | Photo credit: Jothiranjan

Children embraced uncertainty and change during the trek. From unpredictable weather to living with the bare necessities at camp, students gained the confidence to face new challenges with an open mind. 

Sometimes, things beyond our planning can yield far better results. 

“The unexpected snowfall and snowball-playing session connected the students much better than we could have imagined…Additionally, the students indirectly became much better at problem-solving. They learnt to manage without electricity, or hot water. They learnt that it's ok when things don’t go as planned. ‘We'll find another way.’” - Rutvid Dholakia, teacher.

8. Developing resilience and overcoming self-doubt

As the reality of ascending to an altitude of over 12,000 feet became more real, internal voices of self-doubt and fear emerged. 

The students pushed on, regardless – making sure to help each other along the way. The rewards were well worth the climb, both literally and metaphorically.

"Sometimes I felt like giving up while on the trek. It was very hard. But an inner voice told me to keep going. I never knew I could do something like this. It gave me a lot of self-confidence...  I usually find it difficult to interact with other people. And yet, I met so many new people on the trek and got to know them better." - Avani, Student

9. Collaborating and working together as a team

Without collective effort and encouragement, the journey would have been much more challenging. Students learnt the value of teamwork by supporting each other up the mountain. 

The trek brought out the importance of discipline, following instructions, listening to your body's needs, and collaborating as a team.

Trekking is as much an individual activity, as it is a group activity. The focus was going to be on teamwork. There was no such thing as reaching 1st or 2nd since the team climbed together.

These lessons of teamwork and collaboration extend beyond the trek. It served as a reminder of how people can overcome obstacles when we work together, share our strengths, and ask for help when needed.

“The children were so proactive in helping each other on the trail. They helped others who were struggling with heavy bags without us adults having to prompt them.” -  Geetaben Jagani, teacher.

10. Respect for individual abilities and decisions on the trek

Some students chose not to attempt the final climb. Instead of viewing it as a failure, everyone recognised the tremendous dedication behind their efforts. 

The trek not only helped students understand their abilities better but also recognize and accept other people’s abilities without judgment.

The trek provided an immersive and transformative experience for the children, allowing them to understand the multifaceted nature of leadership. 

Through observation, problem-solving, and self-reflection,  they discovered that true leadership begins with leading oneself.

“ Students tend to see leadership as someone taking charge of other people. But on the trail, it wasn’t about which person took the lead or how many people were picking up litter, etc. If someone wanted to do something, they went ahead and did it.”  Priyasha Sharma, teacher.

“Back in the classrooms, we usually worry about filling up free time for students, since the assumption is that they will be bored. That was not the case at all during the trek. Children were highly engaged in the activities they themselves chose to do. They were spontaneous and adapted well.” Geetaben Jagani, teacher.

“I used to think that leadership was about having power over others. After the trek, I realised that true leadership is in how you share your strength with others and help them. A leader thinks not only about themselves but about the community and environment.” Arzoo, student

12. Discovering interconnectedness, and how actions have consequences

Discussions arose about the challenges of life in the mountains. Students realised how their actions in cities have far-reaching consequences on the climate. 

Our choices impact even the most remote and pristine places where people lead simple, nature-connected lives. Being in the mountains gave them an opportunity to learn about climate change first-hand.

Shishukunj and Indiahikes recognise the transformative value of being outdoors. Traditional education systems seldom have spaces where children can face their fears head-on, learn to collaborate instead of compete, or understand that actions have direct consequences.

One of the best ways to prepare children for the world is by taking them out into that very world, specifically into the mountains. 

At Indiahikes, we believe everyone must trek - including children. Trekking gives invaluable life lessons that extend beyond the mountains. We hope the experience will empower children to navigate the complexities of the world with confidence and compassion.

When students connect with the mountains and themselves

12 Lessons That Shishukunj Schools In Gujarat Took Away From Trekking

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Late in November 2021, Indiahikes conducted two extensive workshops for teachers on How to Facilitate Experiential Learning for students. The workshops were held in Mussoorie and Bangalore. Teachers from over 18 schools participated in the workshop, travelling from Lucknow, Mumbai, Delhi and several other cities.

Teachers who attended the workshop at Mussoorie International School, Mussoorie.

Teachers who attended the workshop at Delhi Public School, North in Bangalore.

“Most educational institutions lay a strong emphasis on academic qualification. But very few of them give children the atmosphere required to develop their interpersonal skills and understand their strengths and weaknesses,” says Izzat Yaganagi, the head of the Experiential Learning division at Indiahikes. 

“These qualities cannot be honed through textbooks or practised in simulated conditions. Children need to be immersed in a real-life experience that carries a seed of possibilities that can reveal and enhance the child’s natural strengths. A trek offers that experience,” she adds. 

To spread awareness on Experiential Learning and how to go about it, Indiahikes conducted its first-ever Experiential Learning Facilitation Workshop for teachers in November 2021.

The Workshop took place at two different locations. The first one happened in Mussoorie in association with Mussoorie International School and the second one was in Bangalore in association with Delhi Public School, North. 

Teachers from schools like Athenia School, CMS Lucknow, Sarla Birla Academy, Jagsom School of Management participated in the workshop. 

Teachers from various schools across the country participated in the workshop held at Mussoorie International School, Mussoorie.

Teachers from over 18 schools participated in the workshop. 

The training was conducted by Gerrit Onstein, an outdoor educator from the Netherlands, with over 30 years of experience in outdoor education. He’s also a mentor and trainer for trainers and teachers who work experientially with young people in the outdoors.

In the training, the teachers were introduced to the concept of Experiential Learning and the theory behind it. They participated in Experiential Learning activities themselves to get an in-depth perspective into what the students go through during this program. 

The Teachers were made to do some experiential learning activities to get a hands-on understanding of what the students go through in such a program.

The objective was to enable teachers to take Experiential Learning forward in their schools. 

Experiential Learning requires specially trained people to facilitate learning. We were happy to see that after the training, the teachers were enthusiastic to dive deep into Experiential Learning and take it forward in their own schools. 

Teachers participating in one of the activities during the workshop held at Mussoorie International School, Mussoorie

Indiahikes will continue to organise such workshops across the country, to help spread awareness about Experiential Learning and enable schools to take it forward independently.

Teachers reflecting after another activity was conducted with them in the workshop.

Izzat Yaganagi, Head, Experiential Learning, shares interesting observations from the training 

“Many schools are becoming aware that only academic learning is not enough for a child. They need holistic development. To develop a well-rounded personality values like humility, generosity, empathy and care need to be honed too. 

At the training, I observed that schools are now more open to this thought. It is a good opportunity to integrate Experiential Learning as a part of their curriculum. The schools can take students outdoors and later on to Himalayan treks as well. 

Meaningful learnings from such outdoor activities beautifully complement academic learning. They connect with nature. That way we do not need to tell them how to protect Earth, they would naturally do it on their own.” 

If you are a part of an educational institution and would like us to conduct this workshop then you can write to izzat@indiahikes.com

Indiahikes conducts Experiential Learning Facilitation Workshop for Teachers from 18 Schools

A common question asked is, how do we keep your students safe in the Himalayan Mountain Challenge program.

To answer this we need to give you a bit of a background.

Indiahikes is India’s largest and safest trekking organization. More than 20,000 trekkers trek with us every year. They do so not because we are the largest but because of our legacy.

Indiahikes has defined the safety norms for trekking in our country. We have brought in most of the safety systems, protocols and equipment that are now considered the standard requirement for safe trekking.

Since 2012 we have had more than 4,000 students from the top IIMs of our country with us on the Himalayan Mountain Challenge Program. We have never had any trouble so far, though most of these students had never trekked before and none of them were accustomed to such an environment.

We begin interactions with students a month in advance to prepare them physically and mentally for the program. Many issues that can arise from lack of preparation are taken care of through these interactions.

The mechanism of safety that we follow is very important for you to know. For this we need to take you through the 3 pillars that uphold safety on all our treks — it stands on:

Outside the facilitators, their fellow members, our Trek Leaders play a pivotal role in keeping your students safe on the trek. It is not easy to be a Trek Leader with Indiahikes. There is a long, stringent and a difficult selection process. 

After this they undergo a rigorous 8 month induction and training program before they are certified as Trek Leaders at Indiahikes. Only those Trek Leaders who are the best of our team are selected to lead the Himalayan Mountain Challenge. 

All our Trek Leaders are certified mountaineers with a Basic Mountaineering Course or Advanced Mountaineering Course. Among them, the ones who are Wilderness First Responders (NOLS-certified) are assigned to lead your students.

Apart from the Trek Leaders we have technical guides, trek guides, program facilitators and assistants who accompany the students. All of them are given specialised training in handling emergency mountain situations. If a situation arises, anyone of our team members will be able to evacuate your students to safety even in the middle of the night. 

Ultimately, even an expert team such as ours cannot keep your students safe unless they follow stringent safety processes. These are processes that have been developed by us for over ten years. They have been put in place after considering every scenario and evaluating every risk of a trek. 

Our risk assessment and management systems are extensive and deep, as you will discover when you sign up with us. There is a process for preparing students, a process to monitor the health of students 3 times a day, a process for management of accidents, a process for managing altitude sickness, a process for evacuation. There are processes for even trekking, and a separate process for difficult sections. Any potential risk is nipped in the bud.

Our extensive trek experience matters here. The trekking trails your students trek on are not new to us. These trekking trails have been nurtured and developed by us for many years. We have our own base camps on these trails. 

From the time we pick up your students till they return back to the town, they are our responsibility. 

On the trek we have a staff to student ratio of 1:5. Which means for every 5 students of your institute, there is an Indiahikes staff monitoring them closely. Students’ health is monitored 2-3 times a day. 

Most of the modern safety equipment used in the Indian trekking community has been introduced by us. This has fundamentally changed how trekking is done in our country.

In all of our treks, we carry a high altitude medical kit, an evacuation kit, a technical kit, radio equipment and oxygen cylinders (pulse oximeters and BP monitors are standard equipment carried by our Trek Leaders, including ropes and carabiners). 

These three pillars together —  people, processes and equipment — keep your students safe on our programs.

Many a times we get asked about the safety of students on a Himalayan Mountain Challenge. Read on to know how we keep your students safe!

How We Keep Students Safe During the Himalayan Mountain Challenge Program

How An Experiential Learning Trek In The Himalayas Can Change Your School Students

Adi was a troublemaker at school. Teachers were at their wits’ ends trying to deal with his anger outbursts and untidiness. When not daydreaming, he was constantly distracting others. He usually got excited with anything new – but could seldom see with a task to completion. He did not have any friends and was teased by the other students. Needless to say, his grades suffered. His school signed up for Experiential Learning treks with us.

Before the trek started, Adi’s teacher took me aside and said he needs to be watched closely. They did not want him to misbehave or push anyone on the trekking trail.

This was not something we were unfamiliar with, having had 7,085 students trek with us over the last 4 years. We did what we usually do when we have high energy students like Adi, we assigned him a responsibility.

We asked him if he would be our Green Trails leader. Everyone was given an Eco Bag to pick litter on the trail. He was in charge of ensuring that when Eco Bags were full, students would empty them into a larger sack and was so excited about his responsibility!

He was everywhere. Picking garbage, pointing it out to others, going out of his way many times to pick plastic that was strewn off-trail.

We began to see something change. Not everyone was agile and nimble-footed as he. Some were finding the terrain and slope difficult. We saw Adi helping anyone who was struggling. He held their hands in slippery sections and offered his water to those who did not have enough.  He even offered to carry the bags of those who were struggling.

This was a side of Adi that no one had seen before. He was enthusiastic, kind-hearted, helpful, and took his responsibility very seriously.

We later heard from the school that Adi was a changed person in class and on campus. He had a certain confidence about him and he took charge of cleanliness even in school, chiding anyone who littered. He was getting recognized for this – and it began to reflect in his grades as well.

Adi discovered the joy of shouldering responsibility. His talents and strengths were given a chance to shine. Others got to see who he really is inside – and began to treat him differently. The experience and confidence it brought got transferred to other areas of his life.

He will still have challenges. But this gift he received on the trek – could very well be the turning point in his life.

This is a true story and we have seen many Adis on our treks. From the Experiential Learning Programs, we have so many stories of others who overcame limitations, fears, and lack of confidence. They took this experience back with them to their lives.

There is a growing awareness in educational circles that the mental, emotional and spiritual well being of students are as important as academic excellence. Whether in school or pursuing a professional course, the need for a different set of life skills is becoming increasingly evident.

While academic excellence has its place, we are seeing an alarming rise in students who lack self-confidence, who crumble under the slightest emotional disturbance and whose sense of entitlement has tied the hands of parents and teachers alike.

It’s time to think out of the box, look out of the box, and take students out of the box.

| What We See As The Present Need Amongst Students

We see a strong need for students to be able to learn new skills, attitudes, and qualities to grow and make a positive difference to the world we live in.

1. They need to see the natural consequences of their actions and not consequences imposed upon them by adults.

2. They need to experience and get accustomed to hardship.

3. They need to build resilience by facing challenges, struggling, and moving forward.

4. They need to experience the fruit of persistent effort and see that small consistent steps in the right direction – can lead to a huge victory!

5. They need to experience confidence of the spirit that comes from breaking through the limitations of the mind and body.

6. They need to experience what it is to be in awe and wonderment and to feel the joy and peace of discovering who they are in relation to the universe.

7. They need to be in situations that evoke empathy and compassion and offer the opportunity to express it.

8. Finally, they need to experience the outcome of daily reflections as a process of striving for excellence.

In the Experiential Learning Programs we design, we consciously build in the above mentioned experiences. Though the trek may just last 6 days we have found that the impact of this experience creates a shift in their approach to learning and growth for many years to come. It triggers the change in them.

We at Indiahikes see trekking and camping as a unique tool that has the potential to bring about change in students. It is not easy for such changes to come about through classroom learning or other simulated experiences.

The beauty and majesty of nature and the mountains create the perfect setting for a powerful experience. Strong emotions of joy and wonderment, that trekking invariably gives rise to, cements that experience into the conscious and subconscious mind.

1. The opportunity of getting accustomed to hardship

Here's how an experiential learning program in the Himalayas can change your school students. Read more to know how your school can benefit from it too!

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