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.

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)

SEL, social_and_emotional_learning, outdoor_experiential_learning, experiential_learning, empathy_meaning, compassion_meaning, treks_for_schools, treks_for_students, school_treks, summer_camps, life_skills 

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

After more than two years of leading treks for hundreds of children, I’ve realised one thing for certain.

Taking children up and down a hill, conducting the Indiahikes experiences, and constantly attempting to capture their attention requires far more energy than running 30 km at a stretch!

Little did I know how the experience would be refreshingly different on a trek with children from The Montessori School.

I went as a trek facilitator for The Montessori School along with my team for the first time to Kunagalu Betta, a.k.a Puppy Betta as we fondly call it at Indiahikes. 

The trek was for a group of tiny children aged between 3 and 6 years. 

When I first heard about the age group, I was flabbergasted! No other school had sent students so young on a day trek before. I was curious to know what this school was up to.

But the very first group of children from The Montessori School took me by surprise. These young children - some who were just about learning to walk - were up there with us and their teachers, going shoulder to shoulder as if climbing up and down the hills was a common affair. 

I was surprised not just at their physical strength, but at their intellectual capacity as well. 

A 6-year-old could draw a portrait of a person like it’s not a big deal. A 12-year-old could converse with a 20-year-old on topics that only the brightest of minds could discuss.

The blistering sun was natural to them. Getting drenched in the rain was therapeutic for them. Playing in the mud and dust without worrying about their clothes, hands and face was their favourite playtime. 

What was more incredible was how teachers enabled their students to do all of this without holding them back.

I felt joyous and energetic after the trek. Where was my usual tiredness after trekking? I wanted to be a 3-year-old again and start my school life with The Montessori School!

When I came back to the office, I couldn’t stop talking about them all day.

Delving deeper into why trekking with TMS is different

A couple of months later, I had the opportunity to lead a trek for another group of children from The Montessori School. The children this time were between 6 and 12 years old and would be heading for an overnight camping trek to Channarayana Durga. This bunch of children were equally engaged and curious in the outdoors.

I also met the founder of the school, Ms Kavya, from whom I learnt how the school approaches learning. The Montessori system does not focus only on textbook education but gives a lot of importance to practical and real-world learning. 

At the age of three, a child is exposed to pottery, weaving, dance, music, and art. Children learn how to cook and wash dishes along with studying Maths, Science, English, History, Geography etc. 

I realised that the Montessori approach to education and Experiential Learning at Indiahikes share several key principles such as child-centred learning, hands-on learning, a connection with nature, and respect for a child’s independence. 

For us at Indiahikes, the task was to enhance what they were learning in school.  The school was already aligned with the Indiahikes way of learning outdoors.

We decided to approach this in different ways on our treks. 

The children at The Montessori School already have a strong connection with nature.  Our team used theatre to introduce sustainability concepts such as repairing, thrifting, and not using packaged goods.  The skit worked wonderfully. 

Some teachers told us they themselves had learnt something new through the skit. Additionally, our programme design discourages carrying packaged food on the treks. 

We assigned several roles and responsibilities to the children on the trek. After reinforcing their responsibilities once or twice, children automatically began to take care of each other on the trek. They checked whether someone needed water while trekking. They offered to carry heavy backpacks in case someone was struggling.

We encouraged the children to view nature not only as a playground but as a canvas. From mood boards to nature-based activities, the Indiahikes programme emphasises free expression -  play, explore, and just be. 

I have been fortunate to be a trek leader for The Montessori School on more than five treks around Bangalore. 

The school views Indiahikes’ Outdoor Experiential Learning as seriously as any other academic programme and wants the same facilitators to come along each time. 

I am thankful to the teachers ("aunties" and "uncles" as the kids address them)  for being so aligned with the Indiahikes way of learning in the outdoors. It always feels like we are one team with the same goals. The impact on the students is so much higher because of this. 

Among my many takeaways from trekking with the school, the biggest one is this. Parents and teachers must let children be themselves in the outdoors. This is where they get a glimpse of who they are and how much they are capable of!

If they fall, they learn how to get up and keep going. If there are obstacles, they will find ways to overcome them. Their strength and abilities will surprise you. 

What to expect when pre-school children go trekking.

My experience trekking with The Montessori School

montessori, outdoor_experiential _learning, experiential_learning, school_treks, treks _for_ schools, outdoor_leadership_ program, school _treks_india, best_school_treks 

What is courage? Is it dressed in tights and a cape? Is it always bold and big? Does courage sound like a thousand drums beating or does it also rise through the noise gently, like a soulful violin?  

When children trek, they are in for more than just fun. They come back learning some of life’s most profound lessons on the trail. Lessons on courage are among them.

Courage isn’t always what we think it is. Lessons from treks

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