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.

Scholars as part of Mensa India Project Dhruv come with raw intelligence, but IQ isn’t enough. 

Mensa India operates on the conviction that intelligence needs perspective and confidence. It needs nurturing, opportunities, and encouragement. Most of all, intelligence needs a safe space to dream and experiment.

Intelligence also needs unfamiliar environments – unchartered places to apply old knowledge, unlearn, and build new knowledge.

A unidimensional classroom environment or chaotic/comfortable home environments aren’t ideal spaces for raw intelligence to bloom.

Outdoor Learning Aids Students’ Holistic Development

InSOUL believes that everyone needs to step outside the classroom to expand their horizons and gear up for the real world. 

Plus, parents and educators need all the help they can get to raise successful, happy, and well-adjusted children – a need twice as profound for the brilliant Mensa scholars.

InSOUL designed an experiential learning trek as part of this support with immersive activities and reflections to help students explore, stumble, try again, and succeed.

We could sense the fire in their bellies; young people carrying the weight of two generations’ hopes and dreams on their shoulders, eager to make something of themselves. Trekking brought out sides to themselves they didn’t know existed.

“The 5-day trek was more than an adventure, but a deeply transformative experience. What we carry with us as we return home is more than just memories—it’s a sense of inspiration, motivation, and strength that will continue to guide us. We return with a sense of belonging—a home within ourselves, knowing that those who trek together, stay together,” shares Komal Yadav, Vice President, Mensa India Dhruv Chapter.

InSOUL was honoured to join Mensa in their mission to lift young people up - to have played a small part in helping them dream a little bigger, climb a little higher.

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

Tests And Textbook Learning Don’t Make Children Smart Or Successful

experiential_learning, outdoor_learning, 21st_century_competencies, life_skills_for_students, SEL

Tests And Textbook Learning Don’t Make Children Smart Or Successful. Here’s Why

Although the outdoors are ideal to make learning fun, hands-on, and imaginative, most of us don’t know where to start. 

The good news is you don’t need to be a naturalist or environmentalist to make learning outdoors fun for children. 

Children learn in dynamic ways if we can seamlessly weave preschool learning objectives into outdoor play. What's more, they forge a deep connection with nature at an early age.

Here are some easy and ways recommended by facilitators at the Indiahikes School of Outdoor Learning to turn your next outing to a park, lake, or forest into a sensory learning adventure.

Prompt: “Nature is full of different colours? How many colours can you find?”

Give children a list of colours to find as they walk in nature

Encourage them to collect nature items without plucking or uprooting. Items like twigs, fallen leaves, fallen flower petals, or rocks are ideal.

Ask them to identify the colour of the nature items.

Encourage them to talk about what each item looks, feels, and smells like.

Learning objective: Children will learn to match and identify colours in nature and use sensory-related vocabulary. 

Prompt:  Did you know you can find letters of the alphabet in leaves, rocks, and twigs? Can you find a stick that looks like ‘L’ or a rock that could be ‘O’?"

Encourage children to use leaves, rocks, sticks, and other outdoor treasures to form the letters of the alphabet.

Have children search for natural items that resemble letters, like a twig that looks like “V” or a round rock for "O."

They can also get creative by arranging sticks into letters like "T," “A” or "X."

Learning objective: Children will learn to identify and create letter shapes.

Name of activity: Find patterns in nature

Prompt: “The world is full of interesting shapes. But you have to look closely and pay attention. Let’s go looking for shapes and patterns.”

Help children look for dots, circles, lines, or spirals on trees, leaves, flowers, and insects.

On returning home/during circle time, ask children to draw each pattern they see and count the number of patterns they found

Encourage them to describe what they see and where they saw it.

Learning objective: Children will learn how to create and recognise various patterns while practicing their fine motor skills. The activity also supports creative self-expression and early mathematics concepts.

4. Listening skills and gross motor skills

Prompt: Let’s play Colour Hop! When you hear a colour, hop onto the circle with that colour and shout it out loud—can you catch the right colour each time?"

Use different colours of chalk to draw large circles on the ground in a circular formation. 

Call out the name of a colour and have the children hop onto the circle with that colour, then have them say the name of the colour.

Learning objective: Children will strengthen their listening skills, colour recognition, and gross motor skills.

Name of activity: Learn shapes with rocks

Prompt: “Can you find and place small rocks along the lines we've drawn?"

Use a stick to draw simple shapes such as circles, triangles, or squares in the dirt, or use chalk to draw simple shapes on a pavement. 

Have children identify the shapes and place small rocks along the outline to recreate the shapes. 

Learning objective: Children will practice their fine motor skills and learn to identify and create simple shapes.

Prompt: “Let’s draw faces in the ground with things we find around - rocks, grass, sticks, and leaves.”

Help your children gather natural materials outside, such as rocks, grass, sticks, and leaves.

Draw circles on the pavement with chalk to create heads. Alternatively, find an area with sand and draw circles with a stick

Have children create a self-portrait around the circle drawn in the sand/on the pavement using natural materials to make eyes, a nose, a mouth, ears, and other facial features.

Learning objective: Children learn to identify their facial features and practise fine motor skills.

Try these activities and let us know how it went.

Click here for more information on our programmes for schools

What To Do Outdoors With Children When You Don’t Know What To Do – For Preschoolers and Kindergarten

What To Do Outdoors With Children When You Don’t Know What To Do – Preschool And Kindergarten

We’re all too familiar with the scenes inside an average Indian classroom - textbooks, notebooks, the sciences vs. humanities, and rote learning.  But a radical shift in the Indian education system is in the offing thanks to the National Education Policy (NEP) 2020.

NEP 2020 has a clear vision for Curriculum and Pedagogy in Schools. “Learning should be holistic, integrated, enjoyable, and engaging.” 

A standout feature of the policy document is its clear emphasis on Experiential Learning.

“In all stages, experiential learning will be adopted, including hands-on learning, arts-integrated and sports-integrated education, story-telling-based pedagogy, among others, as standard pedagogy within each subject, and with explorations of relations among different subjects.” - Section 4.6

It's gratifying when government policies align with our Outdoor Experiential Learning programs.  Over 12 years ago, Indiahikes began with one simple conviction —Everyone Must Trek, because trekking transforms the body, mind, and spirit.

We saw trekkers coming back from the mountains with renewed energy, purpose, and insights about the self. We envisioned outdoor learning programmes to amplify these takeaways. Children would benefit the most from such a programme.

Thus, Outdoor Experiential Learning at Indiahikes was born in 2011. Over 8000 students from leading schools across the country have trekked with us since then. 

Read on for an overview of our programmes and how they meet the goals of NEP 2020.

Overview of Experiential Learning (EL) at Indiahikes

Too many young people today struggle with self-confidence. Many crumble under the slightest pressure since they are unaccustomed to hardships. Others have never experienced the joys of working together towards a common goal.

Indiahikes believes Experiential Learning can help students view their own selves and abilities in a new light. 

Our programme combines the joy and adventure of treks with targeted learning objectives.

Immersive, accelerated learning: EL delves faster and deeper into aspects that might take time to emerge in classrooms or at home.

Real-world contexts: There are no simulations or role plays on a trek. Our programme design ensures that every action and consequence is real.

The role of the facilitator: EL affects enduring change to mindsets and behaviour through “learning by doing.” Expert facilitators guide participants toward sustained behavioural transformation.

How Experiential Learning at Indiahikes aligns with NEP 2020

How NEP 2020 and Outdoor Experiential Learning at Indiahikes align

1. NEP Section 4.4 Holistic development of learners

1.1 Learning how to learn - “To move the education system towards real understanding and towards learning how to learn - and away from the culture of rote learning as is largely present today.”

Regular treks tend to have a singular focus. Everyone gets to the summit or navigates from one point to another. 

At Indiahikes, the focus is on the learning process rather than outcomes. Reaching the summit might be the end goal, but the journey there is far more significant.

Trek: Children embark on an invigorating trek to the Himalayas or hills close to the city. 

Activities: Driving the trek are carefully-designed learning activities with specific takeaways.

Reflections: Guided reflections with a trained facilitator enable students to act on learnings.

Children form ideas and learn through experience. Since experience is dynamic and unique each time, so too is the resulting knowledge.  

Our treks develop children’s skills and behaviours to respond to different situations. Through experience and reinforcement comes the ability to apply new knowledge.

1.2 Holistic learning and developing 21st century competencies - “The aim of education will not only be cognitive development, but also building character and creating holistic and well-rounded individuals equipped with key 21st century skills.”

Treks are ideal backdrops to strengthen children's Social and Emotional Learning. 

Trekking elicits joy and adrenaline. It also brings up doubt, anxiety, fear, or frustrations. 

Our programme design uses the joy and adversity inherent in treks to reinforce learning. 

Children experience real-time obstacles and learn how to overcome hardships together. 

We design activities and reflections that help children recognise and address their emotions without fearing judgement. 

Consequently, children learn and imbibe 21st century Life Skills through first-hand experience, crucial skills such as:

2. NEP Section 4.5 Enhance essential learning and critical thinking

Learning core essentials - “Curriculum content will be reduced in each subject to its core essentials, to make space for critical thinking and more holistic, inquiry-based, discovery-based, discussion-based, and analysis-based learning.”

Treks are ideal learning grounds since the outdoors are unpredictable. Our EL treks combine this element of unpredictability with thoughtfully-designed learning activities.

Learning on our treks is both student-led and facilitator-led. We create an environment where students can actively explore and question. 

Our facilitators set the stage for discovery, gradually fading into the background and allowing students to take the lead in their own learning journey. 

While on the trail, children encounter real-life challenges that need thinking through and solving on the spot. Students step out of comfort zones, ask questions, collaborate, and solve problems together. 

Facilitators step in during guided reflection sessions to nudge learning in the right direction. They enable students to see the world differently and think deeply. They help students make connections between various experiences on the trek. 

“Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.”

Practising compassion and kindness for the self and others is a core objective of the program through myriad activities and experiences.

The goal is getting to the summit together. The activities and experiences we design ensures this. Nobody gets left behind on an Indiahikes trek, unless it’s a medical emergency. 

Children get to know their peers better in the outdoors.

On a multi-day Himalayan trek, they come across people they otherwise might not in their daily lives. They meet people across cultures, ages, and religions. 

These interactions build students’ curiosity and empathy beyond who and what they know. These qualities go a long way towards fostering healthy, positive relationships in the working world. 

4. NEP Section 4.23: Curricular Integration of Essential Subjects, Skills, and Capacities

Environmental awareness - “Certain subjects, skills, and capacities should be learned by all students to become good, successful, innovative, adaptable, and productive human beings in today’s rapidly changing world.”

NEP 2020 lists several essential skills every student must learn, which includes environmental awareness and resource conservation. 

Caring for the environment is the essence of treks with Indiahikes

Children learn about sustainability concepts such as thrifting, repairing, and recycling. All our treks are zero plastic. 

Being outdoors brings theoretical concepts alive for students. Through activities, storytelling, and reflections, our facilitators help students see interconnections - how they are part of nature, not separate from it. 

Camping in the wilderness immerses students in minimalist living. They camp near water sources and observe first-hand how water is a finite resource. Camps at Indiahikes use specially-designed contraptions to conserve water. 

Students actively participate in “Green Trails” – an Indiahikes initiative to leave the mountains better than we find them. Through Green Trails, Indiahikes trekkers have removed over 1 lakh kilos of waste left behind by others on trekking trails. 

The younger generation today is more aware about environmental degradation than others.  Ironically, they are also the most disconnected from the natural world. 

Beyond present-day buzzwords, we believe building connections with the environment begins with a simple step – take children outdoors more often.  


Through Outdoor Experiential Learning, Indiahikes envisions a generation that continually discovers the self and others, forges friendships, finds community, and builds enduring relationships with the natural world.

We believe it echoes what the NEP reiterates is the true purpose of education, “to develop good human beings.” 

A standout feature of NEP 2020 is its emphasis on Experiential Learning. Indiahikes' Outdoor Programmes for Schools align perfectly with the vision of NEP 2020.

How Experiential Learning At Indiahikes Aligns With NEP 2020

Kavya Chandrashekhar is Founder and Montessori Guide at The Montessori School (TMS) and Kriyasthala, and Executive Director, Montessori Institute of Bangalore.   With decades of experience - from early childhood to high school programmes - her strength lies in understanding the needs of children from birth to 18 years.

Ms. Chandrashekhar is a passionate advocate for outdoor learning beyond the customary visits to parks, lakes, or gardens. The children from TMS and Kriyasthala regularly go on treks instead. 

From toddlers to teachers, parents and guardians – the community has actively taken to the scenic hills around Bangalore for years now.  Some have even gone on a Himalayan trek. 

Inspiring, pathbreaking - just some of the adjectives that come to mind when we see an entire school trek together!

Curious about how all of it began, we had the pleasure of chatting with Ms. Chandrashekhar on what brings these remarkable children back to the hills every year.

What is the value of outdoor learning for children, especially in a world that increasingly places little to no emphasis on it?

“What is learning?” is the first question we must ask. I think our idea of learning needs a radical shift. We are conditioned to believe that tests and testing are the way to measure a child’s progress. In my two decades of experience of working with children, I know that this belief compromises a child’s learning outcomes; it's almost a disservice in honouring their natural human development.

Learning is a multifold approach and learning in the true sense happens everywhere, all the time. It is imperative that we clear our lens and look at learning as a multifold, multidimensional curve supporting human development in every form.  This will then enable each one  of us to consider outdoor experience as learning. 

We’ve seen that many people tend to view outdoor learning as an “outing” without meaningful outcomes - simply a means to take children away from the class for a break.

Learning inside and outside should be seamless for healthy human development. If  children are engaged and have choice in their learning then we do not have to impose an adult-led break to support optimal human development.  In the redundant educational model, we put a lot of undue, unwanted milestones as a checklist on children. There is no research which proves that if you crack all the tests, you will be happy and successful. Questioning the predominant traditional education outcomes makes one uncomfortable because we are trapped to believe that is the most sure way to be successful. 

Fun times outdoors for Kavya Chandrashekhar and the children

"Our role as educators and parents is to show or highlight to children what they may not be seeing." 

It’s rare for schools to include treks into the curriculum and across all age groups! What inspired you to integrate trekking as a regular part of learning? 

The inspiration came from the fact that I myself enjoy spending a lot of time outdoors. Secondly, just observing children these days - almost confined to the indoors, to their gadgets and devices - breaks my heart because they don't know any better. 

One of my mentors said, our role as educators and parents is to show or highlight to children what they may not be seeing. To do that,  it is important we consistently clarify to us the true meaning of education. 

It is up to us to show them the way. We can't make children do what we want them to do, but we need to open up the doors for possibilities. What they do after that is their independent decision or choice. But if you don't even show them the door - the door to numeracy and literacy, the door to empathy, kindness, and communal living; how will they be able to make informed decisions about what they want and what brings them immense joy. 

And in what ways does trekking align with the values and belief systems of the school?

For us, being outdoors is a solid check system on how your body is doing. It indicates to us if we are taking care of our body. With trekking, you get to know where you are with your body.

It’s vital for us to build a generation of people who can take care of themselves, who can take care of others, and who understand the value of interdependency. This is the ethos we follow inside a Montessori classroom as well.

I think no other experience teaches that than being outdoors – treks bring out everyone’s true nature. Think about it. You’re outdoors. You might be doing very well on a trek. But are you willing to stop, pause, and help someone struggling?

We believe in the goodness of human nature and we want children to experience that day in and day out. The learning must happen both indoors and outside.

Trekking is a good check point on whether our robust Montessori pedagogical principles reflect in other settings.

The goal is to get children to be capable of feeling, “Yes, I can do this and help everyone along!” 

True. Plus, the outdoors provides a setting for children to learn new behaviors and attitudes or reinforce what they learn in school.

Yes, because nature is unpredictable. Anything can happen. Within your own environment, you can still have self-control and system checks, but nature is very unpredictable. It's very free flowing. You have to go with the flow. Human nature is what comes out when you have to go with the flow. For us, all of those things are important.

As a team leader, the other indirect benefit of the treks is an indicator of your own team's well-being. When a trek is coming up, the educators know that they need to be in good health and shape! I struggled initially to convince my team members that this is something we will be doing long term. There was a little bit of resistance. But they’ve been going on treks for the last three to four years and have seen the value and benefit. My goal through this is to get a community of Montessori Educators to priortise self care, we need our educators to be committed to their wellbeing if we want to offer the best to our children. 

That must have been quite an undertaking for you to get everyone on board.

Yes. But the experience broke plenty of myths for me. I used to think the younger team members could navigate the trek well  and others would have a challenge, but it's not true. Sometimes it’s the opposite. I think it's a reflection of how you care for your body. Good health and fitness were yardsticks I had in mind for the team. I tell them very clearly - everyone has to take time to participate in the trek, and they all put in effort and take it up.

Why did you choose the Indiahikes Experiential Learning Program for your students?

We have certain value systems and beliefs and we wanted to collaborate with people who share and complement our values. We felt Indiahikes was a perfect fit. When I first spoke to Izzat from Indiahikes, I didn't have to spend a lot of time explaining what we needed for the children.  She got it immediately. It worked really well because we could plug in exactly what we wanted.

I wanted it to be a long-term collaboration and not a one-off thing. For something like this, you will not see results after one trek or even after a year.

The other big thing that makes it sustainable is the pricing that Indiahikes offers. It's a very sustainable option for many organisations. 

Additionally, it’s another way for us to have a knowledge exchange with people outside the Montessori sphere who share the same values – to engage in collaboration, engage in understanding. We don't know everything and seek to learn from others as well.

The children have been trekking with Indiahikes for a few years now. Can you share how they have benefitted from trekking?

The biggest takeaway for us is community building - the way children lend support, are empathetic and understanding to each other. For them, trekking isn’t about reaching point A, but how are we going to get to point A? Together.

It’s never an independent journey. It's a community journey, and that gets stronger and stronger with each trek.

Some children are outdoorsy. They say yes to it all the time. But success to me lies in the progress of the ones who feel like physically they're not capable.

Certain temperaments don't like that kind of strenuous physical stretching. They say they’re tired. They say they will never ever go on a trek again. I've seen these children come back to trekking a fourth, fifth, and sixth time!

Maybe because the whole community is doing it. The community is so excited about the trek which rubs off on the others too. The other takeaway is the children’s organisation and planning skills - on a trek, they’re clear about why they're doing what they're doing.

Overall, the treks are a nuanced experience. With every trek, they're getting better and better at it. Children get used to physical exertion and are accustomed to overcoming hardships.

Looking ahead, how do you envision outdoor experiential learning with Indiahikes evolving at your school?

Our goal is to get the youngest children (ages 1 to 3) and their families to go on an easy walk to start. We want to explore the program for the younger children a bit more.

For very young children especially, we see how crucial it is to talk about the possibility, as you previously mentioned. To encourage children (and their parents) to try in the first place.

Yes, one must. Our program covers children from ages 1 to 18. The 6 to 12 age group is going on very well with fantastic turnouts. We don’t have enough children between ages 3 to 6 going out and about more often. We don't have enough parents and children signing up. Plus, the toddler community is what I want to target in the coming year. That is my vision for 2024.

We have added an adolescent program this year since we see it as a continuous learning. I would like to build on the skills for the 12 to 18 year age group too. These are the possibilities.

Any final thoughts on the big vision for outdoor learning?

I think the biggest outcome for us across all programs or any collaboration that we do is this: how will my skills benefit the community at large? It's not just learning the skill so that I can get better at it. How can I inspire ten more people to be engaged in it? That is really the big vision.

Thank you so much for your time and sharing your thoughts, Ms. Chandrashekhar. It was a pleasure.

Indiahikes believes everyone must trek. When schools like TMS and Kriyasthala trek together mindfully as a community, it’s as if the vision is unfolding right before us. 

We're thrilled to see a growing awareness among schools about incredible learning opportunities in the outdoors. It’s a privilege for us to partner with schools to turn those possibilities into reality.

Are you an educator keen on getting your students outdoors to learn?

Write to us at izzat@indiahikes.com and we’ll make it happen.

Real-world lessons on empathy, kindness, and community living

An educator explains why everyone in her school treks, from toddlers to teachers

An Educator Explains Why Everyone In Her School Treks, From Toddlers to Teachers

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.

Trekking seamlessly integrates Experiential Learning with SEL

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