Outdoor Leadership Program for Schools

A bane of our present society is the absence of natural ways to get students accustomed to hardship. Doing it artificially often meets with rebellion.

On a trek, every aspect is a form of hardship. Students are out of their comfort zones right from the word go. From exerting their lungs and carrying their own backpacks, to sleeping on a hard surface in a sleeping bag. From toilets dug in the soil and no running water to freezing temperatures and having to wash their own dishes. From rising before the sun on the summit day and trekking 8-10 hours before they can rest.

Initially, there are a few complaints, but each day we see a change. Surprisingly summit day which is the toughest has the least complaints. In such a short time, they have become mentally accepting of hardship and after a point see it as a natural part of the day. Eventually attempts to avoid it disappear and students take on challenges head-on! To us, even if nothing else, this change makes the whole program worth it.

We have seen students very excited and full of energy at the start of every trek. An hour into the trek and we see many beginning to struggle. The questions start – How far more? When will we reach? 

We then introduce them to a magic formula. We call it baby steps. Take small steps, don’t rush, breathe naturally and keep walking. Very soon we see students who were out of breath and struggling beginning to look around, smile and enjoy the beauty around them. 

The actual impact of this formula is felt at the summit. Students stand in awe – their eyes large with disbelief that they had climbed all this way. Looking down they see their achievement and marvel at it. We often hear students say – if I have done this then I can do anything in my life!

This seemingly simple lesson is something that even adult trekkers take back with them. The impact on students is huge. They learn a deep truth – that nothing is impossible and all it takes is small steps towards your goal. You will get there.

We noticed that when expectations are set and the means to fulfill them are in place, students arise to fulfill them. We do this to enhance the expression of human values while on a trek.

Students are divided into smaller teams during the trek and each team takes on a specific role each day. The teams are mixed and usually, students who are close friends are put in separate teams. The trek leader explains the role and responsibilities of each team.

The specific responsibility of one of the teams each day is to see to the wellbeing of everyone. To see that everyone is doing well, to offer help to those who are struggling, to encourage them, and to offer help where necessary.

We have seen students initially uncertain about how to show empathy and compassion. Some are naturally empathetic but many are not very tuned to others’ needs. With the right nudges and accompaniment by the trek leader and other staff, students learn to put the needs of others before their own.

Needless to say, for many, it could be the first strong experience of joy that one gets from service to others.

This is something we all want our students to learn — but most parents and teachers as well do not allow it. We push them constantly and make sure they do not go through the pain of facing real consequences.

In the mountains, it is nature in its raw form. The consequences of what we do or don’t do is immediately seen. For example, those who do not heed our insistence on physical preparation, struggle while trekking. Those who have made the effort to prepare have a much better experience of enjoying the beauty on the trail.

Weather in the mountains is unpredictable and we have to get to the next camp before dark. We have to constantly manage the terrain. There are ups and downs. Rocks and boulders, streams to hop over.

Weather is a challenge. It gets very cold, rain falls, there could be snow storms too. So on the summit day of the trek, we have a strict turn around time. If for any reason some get delayed, then even if they are 200 feet from the summit they have to turn back. It is very difficult for us to enforce it – but we must.

So, very naturally, an understanding of consequences evolves. The connection between the actions and decisions made and their outcome becomes evident. This brings in a strong sense of responsibility in the students. This is again brought out during reflections. This is a strong life lesson.

The ability to bounce back quickly after a bad phase or a crisis is another area that students struggle with. When we help young people view challenges as a critical part of success, we help them develop resilience.  

We have seen that even four days in the mountains creates a shift in attitude towards challenges that come up constantly during a trek.

Every hour, every day students are faced with situations they have never dealt with before. They are completely out of their comfort zones. Pitching tents and sleeping in zipped up bags on hard ground, washing dishes in freezing water, cooking simple meals that they relish even if burnt or uncooked. They challenge their lungs and feet with long hours of trekking. They break mental frameworks to redefine needs vs wants, comfort vs necessities. 

As the days go by they see the changes in themselves as well. This observation and awareness is brought about during the reflection sessions with the trek leader. Crises are not the end of the world.They see themselves in a new but realistic positive light. They discover areas that they need to work on and feel confident that they can. They learn to keep things in perspective

Gradually they begin to feel a sense of control over their minds and bodies. They know they can reach out to others for support when needed. Experiencing the support of the team and discovering inner reserves of empathy makes students discover new strengths within themselves. They readily take initiative to solve problems.

Reflection is the key that is required in order to learn from experience. Without reflections after activities, the experiential learning cycle is incomplete and learning is left completely to chance.This requires taking time-out from “doing” and stepping back and reviewing what has been done and experienced.

Reflections are done individually as well as all together. Students are encouraged to verbalise their learnings and observations.

Team reflections,through simple questions, help in talking about what went well and what did not. They help in learning from mistakes and planning for the next day.

This daily practice helps students learn the Kolb process of learning from experience. They are facilitated to apply that learning to other areas of life and study.

For most students this is the first time they are experiencing nature in all its grandeur and majesty. Their minds expand and their spirits are elevated. They feel themselves connected with nature and as a part of the universe. Conversations and story sessions with the program facilitator further deepens their appreciation of the lessons nature teaches us. A deep sense of humility comes from realizing we are just a speck in the universe.

Throughout the program the students are involved in cleaning the trails and campsites. They are given eco bags to keep all non degradable waste. At campsites they segregate the waste and have sessions with the trek leader on what they can do for the environment in their lives.

Students these days are aware of the need to protect nature and many make efforts to do something about it. But it is quite rare to come across students who have been deeply touched by nature, feel closely connected to it and allow this connection to influence how they interact with it.

We have seen how a trek creates this deep connection. You can see their eyes bright with anticipation from the first sight of snow-capped peaks while traveling to the base camp.

Trekking through rich forests, alive with strange fragrances and bird sounds, triggers their excitement. Camping under the night skies and witnessing the grandeur of the milky way gives their imaginations a whole new dimension. Standing on the summit and seeing the amphitheater of mountains around them is an overwhelming moment for everyone. Some burst into tears. Most don’t understand why. This precious experience has touched their core. It brings to the surface feelings of gratitude and deep connection to the universe.

Schools are becoming increasingly aware of the benefits of nature as a classroom. Learning in the outdoors greatly increases the understanding of concepts as well as retention of learning.

Students sense of observation is sharpened and their curiosity is aroused. Trekking and camping in the wilderness – and cooperating to work together in teams brings out and polishes the qualities and virtues latent in children. These create the right setting for the facilitator to direct their attention to the learning objectives in mind.

Some schools send their students on these treks as part of their educational field trips. For some schools it is a co-scholastic program that enhances students’ life skills and impacts their attitudes towards the environment. It is an ideal CAS program for IB Schools. It also fulfills the criteria of the gold level of the IAYP program.

Though we decide along with the school on this, an ideal age would be 11 to 17. Again we have taken younger students as well – but this is done only after consultation with the school and taking all issues into consideration.

The best time for these programs is either in May and June or in the autumn from September to November. The snowy winter in December and January is also possible (and the settings are fantastic) but students need to be mentally and physically prepared for a higher level of hardship.

Our vision is for more students to reap the benefits of our programs.  Our costs reflect that. 

Main cost heads involve trek fee, transportation to the base of the trek and back and the trek fee payable to the Forest Department. 

The final cost is decided after the components of the trek are finalized with the school.