Complaints about our children are usually a reflection of our own limitations

Every so often, I hear complaints from parents about their children’s behaviour. I, too, have not been immune to complaining about my children. But what I have come to realize is that this complaining on our part is not so much an issue of our children’s behaviour or mental state, rather it’s an issue of our limitations.

Parents often deliberate over how their children are impatient, discussing how they refuse to wait for anything that doesn’t serve their own purpose and happiness. However, this makes me think about how we don’t teach them to be patient. How we, ourselves, sometimes have been impatient with our children and fail to realize that they’ve learned to be impatient from us. Do we constantly demand that they follow our instructions as we tell them to? Do we demand that they should do what we say immediately?

By coaching parents and helping them understand, by asking the right question, we can help create a roadmap towards creating a shift in the parents’ behaviour and subsequently create a shift in the children’s life and behaviour too. 

As parents, teachers and caregivers, we hold positions that highly influence a child’s development. Therefore, it’s important for us to understand and determine the channels through which children receive information that designs their behaviour or that which leads to behavioural change. This information can help ascertain why children behave the way they do and how we can help aid their growth and development.

If a child’s internal representation system is diagnosed, it can become a wonderful tool for empowering educators and parents to present their language in a way that helps them reach the child effectively. By understanding how children perceive the world, we can aid the development of a rapport that helps with the creation and innovation of a child’s life and also the life of the people around that child.

However, this process is best started at an early age. The early years of a child are the formative years and they are critical in shaping the child’s development. That being said, there are ample case studies that validate how an ecosystem designed by an adult impacts the child’s neurology. 

To get a better reference on how children behave and what we, as adults, do to influence their behaviour, we can think about how we behaved when we were young children. By understanding what we did and why we did it, we can paint a clearer picture about why our children behave the way they do, while considering our impact on their behaviour. Children learn from their parents, but parents aren’t always aware of what they are teaching their kids. It’s not just our words, our actions and behaviours can be learned as well.

So, the next time you think about how your child is behaving badly, try considering why that is and what you could have done to cause it. We need to be better role models for our children. At House of Learning, we help parents see the bigger picture of their child’s development. To take a look at everything that influences your child’s development, get in touch with us. 

Children feel what you’re thinking, even if you don’t say it

As parents, we love our children more than we could ever express. We want to be there for them whenever they need us and support them in whatever way we can. However, sometimes our actions betray our words. Our emotions can get the best of us and our body language speaks volumes even when we’re mindful of what we say. Unfortunately, children often pick up on these unintentional signals, which can later have a dramatic effect on their well-being and development.

Parenting can often be a complex journey that is rife with diverse experiences, but the destination we reach may sometimes be a wrong turn that we make when we let our emotions take the wheel. It is indeed important to be mindful of what we say to children but is also equally important to be conscious of the environment that we create for our children.

Children must feel secure and happy, to be honest about how they feel and what they want to do.  However, when we don’t respect their emotions, we cater to their doubts instead of their confidence. When we shout, yell or get annoyed, we contribute towards creating an atmosphere that a child may not find supportive. Therefore, it becomes incumbent on parents to educate themselves on how to create a conducive environment for their child’s growth and development.

What we often fail to take into consideration is that children start developing much before we take notice of it. 4 weeks after conception, the neural tube along the baby’s back starts closing and the baby’s brain and spinal cord begin to develop from it. Thereafter, the heart and other organs also start developing. Structures necessary for the development of the eyes and ears start forming too. By the 10th week, the baby is a recognizable human and starts developing features that will be evident at the time of its birth. Babies begin processing information much before they are born; studies have found that babies start to listen and learn words while still in the womb.

Are we being careful with regards to the information that we provide to these developing children? We need to plan to become resourceful parents even before a baby is born. We need to ensure that the stimulus that we provide to our children helps further their growth. It is at this point that we need to ponder over how we can be resourceful parents.

We need to be mindful of more than just what we say; we need to take into consideration how we feel because our emotions, in turn, will affect the way we act and how we make our children feel. Although the concept seems simple, it’s a complex process that requires continuous effort and practice.

Training ourselves to be mindful of our emotional states and body language, especially when we’re caught in dicey situations, can aid the development of children. By focusing on our emotional states, but not giving in to them, we set a precedent for us to be honest and supportive. Being a resourceful parent is about taking control of your emotions and reacting appropriately while keeping in mind the best outcome for the children. After all, children can tell when we’re honest with them and when we say things we don’t mean. So, to aid the development of our children and ensure that their growth is not hampered by our well-intentioned actions, we need to take a hold over our emotions and respect how they feel. What we say, do and think can affect their behaviour, but it is not out of our control. By becoming resourceful parents and being aware of our emotional states, we can do our best to give our children the care that they deserve.

Enabling a transformation for a more prepared future

Our current education system is not only one that aims to shape our students’ lives, but also attempts to shape the future. However, this approach to learning is not only flawed but also frail. As much as we try, we can neither predict the future nor mould it completely to our liking. Technology has disrupted convention and it continues to do so at an alarming pace; what we think is assured today may not be so tomorrow. That being said, while we make note that the future may not turn out as we wish, we can be positive as even if we cannot predict the future, we can be prepared for its unpredictability.

Disruptive changes to business models will bring about a drastic change in the landscape of employment. A popular estimate, as stated in the world economic forum in the ‘Future of Jobs’ report, claims that 65% of children entering primary school will work in completely new job types, which do not currently exist, in the future. Therefore, to ensure that learners today are prepared for a future tomorrow, the Indian education system must be able to endow students with the skills that will be essential for future ‘unknown’ careers.

The system will need to foster a sense of creativity and lifelong learning to harness the talents of the youth for future economic prosperity. To that end, the draft National Education Policy (NEP 2019) is a step towards evoking the transformation that our frail system needs. The daft calls for changes in pedagogy and the development of teaching capacity and skills, and facilitates increased interaction in classrooms and schools through teaching approaches and modernized facilities. But, a sizable wrench in the system is that the previous budget allocated to schools had undercut the implementation of these provisions. It did not completely facilitate an opportunity for growth.

Now, the budget for 2020 has allocated Rs 99,300 crores for the education sector and Rs 3000 crore for skill development. It is a step towards the paradigm shift that will bring about the transformation for a more prepared tomorrow, which will constitute a better rate of employment. But alas, there is still one question left unanswered.

Why has there not been a budget allocated specifically for pre-primary and primary years?

Early years development makes the youth more resourceful and enables a better foundation for future learning, which is critical for being prepared. Education is a key component in enabling the future workforce of our nation, and it needs to start with an enhanced early years education. After all, those are the years that aid the designing of a child’s blueprint. So, we need to start a conversation to enable its development. Ultimately, to encourage a transformation of the academic system, the focus needs to be put on early settings as well as higher education. Together, they both further an improvement in learning outcomes.

AT HOL, we advocate for better provisions in the early years of learning. However, it is up to all of us to enable the transformation of our current system and to enable the transformation of education, as a whole.

Inculcating internationalism – a spirit of unity and acceptance

Acceptance and tolerance have become a necessity for humans, as a whole, to live in peaceful co-existence. Various cultures are fighting against oppression, seeking liberation and acceptance in a world where diversity is being blatantly rejected. However, cultural diversity is at a high-point, and it has become evident that we need to promote a spirit of unity to create a world where we can work together and cooperate with one another. The challenges that we may face as inhabitants of this planet will require a unified front.

To that end, it has become incumbent on schools to raise global citizens. ‘Internationalism’ as a concept helps promote a spirit of unity and acceptance. Taught in classrooms, it emphasizes why children need to learn to be more compassionate as well as more aware of things happening all around the world.

However, as a concept taught in classrooms, it does not provide the depth that children need to experience and understand prevalent issues. While letting children explore and debate over national issues is pertinent, children, as well as other individuals, need to travel around the world, meet other people and experience different cultures to broaden their view and have a deeper understanding of what they have learned. Travelling provides a deeper capability of reflection, as it enables first-hand experiences and perspectives.

It is time that we let children who study various aspects of the world experience it. Education needs to move from books to the real world, from history to the present and future, and from theoretical to practical and experiential. Education needs to become about opening the world to our children; the students who want to learn more and do more.

The more children travel, the greater their chance for opportunities to connect with other people of different religions, cultures, upbringings, and skills. Travelling enables children to experience different styles of thinking and perspectives on society and the world, at large. It brings forth a realization that the world is bigger than we know. Just like the frog in the well, our children too need to get out to understand the world they live in. We must give our children a better view of the world than that through a map.

Such a global perspective can be brought into classrooms only if introduced at a school level. That being said, the path to reaching a global understanding doesn’t have to start big. We can start by enabling collaboration on a smaller scale. Practices like meetings between students with different subjects, one class learning or interacting with another class, inter-school collaborations, co-creation, etc. can pave the way for internationalism and the development of global citizens. We need to create a forum to usher in a change that isn’t only applicable to our settings, but more importantly, to our mindsets.

This sort of internal change, once initiated, can become innate. It can become a generally accepted practice and spread across schools. Today schools are slowly attempting to make international trips a possibility, however, funding can be a major issue, as can be parental acceptance. So, connect with us. At HOL, we help schools, teachers, and parents understand how to bring about a change that will benefit the children.

DISHA – The Resourceful Direction


3 Days Retreat Program by Sonal Ahuja (27-29 March 2020)

DISHA means direction.

Don’t you feel that our life is actually a direction that we take?  Be it a profession, parenting, friendship, business, learning or anything that we do in our life. Every act of ours tells us to move in a particular direction. The direction that we CHOOSE for us. 

Sometimes our own choices lead us to the unresourceful direction and we start doubting our capabilities. Isn’t it??

But I must say that changes in your life begin with changes in you.

And also the time we take to actually start working on very thoughtful CHOICES FOR OUR LIFE.

The program that we will embark together is going to be the most transforming experience for all. We will be exposing the group to the most beautiful ecosystem that will play a trigger for all to shift their states and start designing a new blueprint for their life. 

For Educators, it is going to be a program that will install new capabilities to be able to build great rapport with students and colleagues. 

For Parents, it will play like a magic wand as it will help parents to understand children better and offer their children a relationship that they can use for their growth.

For Entrepreneurs, it will help them compress their timeline and reach their set goal much faster.


Not at all a lecture-based setting. This is going to be a very comprehensive and enjoyable journey for participants. I have always believed that your success can break you free from the time and money loop And that it can save a failing relationship. People who are in struggle also end up spending less quality time with their loved ones.

I want you to know WHY it is important to Accelerate Your Success as well as HOW you can do it and WHAT you need to do now to get this in your life IMMEDIATELY. 

So just dive in this program so that I can meet you and bring those shifts. This is the reason we keep our batch size very small. Just 12 of you and ME.

Be with yourself for 3 days at the beautiful destination KOTABAGH, UTTARAKHAND.

Just choose right and be on the path to success. Remember I said changes in your life begin with changes in you.

So what are you waiting for?

Using words to bring a change

Our nervous system, including our senses, gathers around 11 million bits of information per second about what is happening around us. However, this vast amount of information can overload our mind and thus our brain filters or condenses it down to about 40 bits per second for conscious processing.

The senses through which we experience the world and bring information to our conscious mind is called ‘Representational System’. We rely upon this system to gather information through the things we see, hear and feel. It is this information that we process that adds to our learning. It’s interesting that this type of learning, through our senses, is almost like we have a magical stick in our hand to gather information. And what’s more, is that we can make use of this information while we are communicating with our children and raising and educating them.

I often find myself surrounded by questions like ‘Have we ever thought about what kind of images we are creating around our children?’, ‘How are we making our children feel?’ and more importantly, ‘Have we ever tried to be selective in choosing our words while communicating with our children?’

Feelings as well as the words we use and hear, those spoken by others and the ones we say to ourselves, affect the designs of our internal dialogue and the images that we create in our heads. Our brain uses both external senses and internal feelings to create the representation of the world we experience. This is similar for children, but the world they experience and the representations that they create are different from that of an adult.

If you find yourself struggling to have a beautiful relationship or an effective channel of communication with your children, being considerate of the words you use when you speak to them could help you. This can apply to parents as well as educators, who wish to gain the respect of children in the classroom. It is important to understand that using the right words can always produce better results than labelling children and calling them names, which can be the outcome of ineffective communication.

I had a realization during a conversation with my daughter. She recently mentioned that she will be graduating soon and told us the date of the graduation ceremony. Without even thinking twice, I subconsciously made a mental reminder saying “I must go”. This sudden unintentional declaration made me realize that I had already created a negative feeling that painted an uphill struggle of managing my time. However, had I said, “I am going to book my flight by Monday”, I could have embraced a different outlook on the matter. The latter would have painted a picture of a more approachable or clearly doable plan. As human beings, we are driven by the images that we create in our minds; our bodies will always follow what we see ourselves doing in our imagination. We paint the picture of what we will do by how we think and what we say. And it is this understanding that will help us improve our relationship with our children.

How many times have we witnessed young children doing exactly the opposite of what they were told? Exclamations like ‘don’t touch the water’ and ‘no more chocolates’ do not work because words like ‘don’t, ‘no’, ‘never’ and so on do not have any illustrative representations. Children cannot imagine ‘not’ doing something, but their minds can make pictures from the remaining words, i.e., ‘touch the water’, which is exactly what we do not want to happen.

In the same manner, what we say to ourselves or what we tell others can have a result that we do not wish for, should we not be careful of how we use or frame our words. The example above, though just a small representation of what could happen, applies to so much of everything we see and do each day. The words we use can have bigger repercussions on the world we experience, which is even more drastic in the case of the aftereffect of wrong words used while communicating with children. For them to process the information correctly, we need to paint a better picture. However, to do that, it’s important that we first understand a child’s neurology.

The right words and the right images will help produce resourceful actions. And I hope to help you find the right words to communicate better, both with yourself and others. It is my wish to train parents, educators and anyone who is closely associated with children, to bring a positive and beautiful change in the brain architecture of the upcoming generations.

Breaking the barriers we place on the youth

Society today is afraid of individuals that aim to disrupt the paradigm and break the norms of what has been established as ‘safe’. It’s afraid of change and the fact that the youth do not conform.
However, this fear is not one that is new. From as far back as the 4th century BC, there were researchers who questioned the boldness of the youth, even claiming them to be anti-social.
“What is happening to our young people? They disrespect their elders, they disobey their parents. They ignore the law. They riot in the streets, inflamed with wild notions. Their morals are decaying. What is to become of them?”
“The young people of today think of nothing but themselves. They have no reverence for parents or old age. They are impatient of all restraint . . . As for the girls, they are forward, immodest and unladylike in speech, behaviour and dress.”
These statements, by public figures like Plato and Peter the Hermit respectively, are in the same tune of the lamentations of society today. This disapproval of the youth has been a common sentiment of many renowned figures throughout history. We are in the midst of what has become a historically nurtured and culturally damaging phenomenon – ephebiphobia; the fear of youth. And this issue is continually getting worse.
However, to understand how we, as a society, can deal with this phobia, it’s important to first establish its root cause.
We follow a ‘no-risk’ culture, where even children’s behaviour is at times constrained. We raise and educate children “in captivity” to quell our own anxieties, which have been fuelled by instances and crimes of violent natures. In fear of being ‘unsafe’, we’ve even labelled children as troublemakers or failures because we worry about their outcomes and often fail to see their potential. Even little children have become victims of our ‘ephebiphobic’ culture, with impatient and quick-tempered teachers treating them like nursery hooligans.
While it can be admitted that there are some young people that are excessively violent and aggressive, this does not mean that every youth is a threat. We need to stop generalising. The few who are destructive are those that have been raised in deprivation and who have been shunned by society and made to feel worthless; they are incredibly vulnerable. Yet, society sees all young people as pestilent, creating devices like the Mosquito, a device designed to deter ‘loitering’ youth. However, not every youth is the same; we must realise that each one of them is a separate individual with distinct personalities and beliefs.
Our distorted perception of the youth, as a whole, has created a self-fulfilling prophecy for many, even as individuals. Why would they bother to try when they are told that they are failures? Why bother to strive when their existence is seen as a nuisance?
So many young people are eager to have their shot at life, but they often give up because of the restrictions placed on them. This starts from school, where they are blocked by an education system that narrows the definition of achievement and success. Their education revolves around targets and testing and narrowly defined notions of academic competence. Later they face rejection from a society that discriminates against them and reprimands them for participating in the development of the social and cultural landscape, which they wish to see fulfilled.

We need to bring about change. And this change needs to start with their education.
We need to stop labelling children for behaviours that need to be addressed. These labels end up sticking with them and hindering their success. Even labels like ‘failure’ in primary and secondary education can impact the hope for further or higher education. Children that misbehave often do so because they are struggling in their learning environment. They need the help of child development specialists who can understand their needs.
Additionally, learning environments can become stressful when based on targets and tests. In such cases, children are often groomed to embrace a herd mentality, which becomes a problem for children with learning disabilities. Instead, we need to embrace diversity and individuality. Every class can have a huge diversity of educational requirements and often, the children require one-on-one support. If they do not receive this support, they get lost in huge classrooms and develop behaviours to deflect from their struggles. The youth need to be encouraged, not deterred.
It has become imperative for us to individualise teaching again. We need to recognise that each child has unique potential and encourage their unique talents. The focus needs to be on each individual child and we need to look at child development from the perspective of differences, not similarities.
To truly empower the youth and embrace individuality, we need to start accepting a broader criterion of success that encompasses more than just grades and money. Schools need to meet the needs of complex learners who require help. Many students carry diverse life experiences and it is up to us to use these experiences to help them achieve success or to deter their growth.
We need to move away from being an ‘ephebiphobic’ society and start empowering the youth and embracing individuality. Society must as respectful to the youth as they expect the youth to be respectful to them.

Learning through reflections

We often ponder over the meaning of life; asking ourselves questions that contemplate the fabric of our reality. When we’re stuck, we seek out changes that can carry a sense of purpose, so that we may feel fulfilled and content with the life we live.

Ultimately, what each one of us seeks is happiness. And in today’s world, it has become critical that we teach our children how to be happy.

For starters, when children do what they are good at or what best serves the application of their talents, they can find happiness. However, for us to help them find those practices, where we can celebrate their skills and talents with them, we need to first start celebrating our own capabilities. 

We need to find the change that can help us feel fulfilled, and to do so, we need to understand that there is nothing external in this world that can bring a permanent shift in our life. Even practices like reading books or seeking the guidance of coaches or gurus cannot bring a permanent change within us. They will not help us find the happiness that we seek. 

True change comes from an internal shift that one gains through real-life experiences and reflections based on them. These reflections help us understand ourselves. However, to work towards the path of self-reflection and make life easier, for both us and our children, we need to begin the process of learning once again.

Only once we open our minds to continue learning, will we be able to bring about a change that will come from learning through reflections. When we expose ourselves to situations and conditions, we present ourselves with the opportunity to reflect and grow. 

Ask yourself this question. How many times have we, as educators or parents, positioned children in specific circumstances and expected them to learn from it?

For a long time until now, my answer was not at all. We do not give our children, nor ourselves the freedom to learn from experiences. And that’s because we’re so busy and engrossed in seeing what’s happening around us instead of internally reflecting. We are collecting information out of everyone else’s experiences and neglecting our own. On top of that, we delete, distort and generalize the information we collect. Now, while it is beneficial to learn from another’s experiences, it is important that we learn from our own as well. Gaining knowledge from others can work in our favor, but we need to keep an open mind to learning on our own. 

We need to live first and then teach later. 

To find happiness, we need to learn to accept. It is important that we celebrate our children for who they naturally are. However, this behavior takes practice; it needs to be lived through and accepted by us as adults.  

There are various ways to learn to grow from reflections and impart those values to children. To experience the joy of self-reflection, connect with me. Let’s begin this journey together and amaze ourselves.

Strategies to get the best out of your teachers

Today’s education requires teachers to constantly improve as much as it requires students to keep acquiring skills. To ensure the best learning experience, it has become necessary for teachers to be on top of their game.

Here are six strategies to help get the best out of your teachers:

Strategy 1: Helping them realize why they are in this profession.

For teachers to make use of their full potential for teaching, it is important that they realize ‘why’ they are in this profession. They need to have a clear understanding of the reasons that give meaning to their teaching. This definition of ‘why’ will help them think about their purpose as teachers.

The role teachers play is one that is critical to society as well as to the future of the nation. Unfortunately, today, most individuals pursue the teaching field because of the emoluments and comfort that it brings. However, this has more to do with redesigning the school culture, as it contributes to what kind of people a school is going to hire.

Educational institutes usually prefer teachers who live nearby, have the right qualifications, agree to the emoluments the school offers and come from different branded schools, which is considered experienced. It is very rare to see schools hire teachers after knowing them as a person or after knowing their purpose as an educator; such factors are rarely considered important.

In a way, to create a meaningful change in the teachers, it depends on the school’s strategy to adopt a culture that will nurture such empowered and resourceful teachers. Creating meaning and giving purpose to teaching is the primary factor; it helps lay the foundation towards getting the best out of teachers.

Strategy 2: Giving them the flexibility to be themselves and teach in their own way.

Just as students have different preferences when it comes to learning, teachers have their own preferences when it comes to teaching. Allowing teachers to be themselves and explore subjects and concepts on their own terms can help benefit the educational experience of the class.

This flexibility is beneficial as it allows teachers to respond appropriately to students based on their abilities, needs and interests. Flexibility in instructional approaches enables students to follow the teachings as the method can be adapted to meet the students’ needs.

Strategy 3: Promoting interaction in the form of co-creation days.

Education is done with students and not to them. Co-creation is a collaborative initiative that involves teachers and students working together to improve the education imparted to students. It promotes a deeper relationship between the students and the teachers, to aid the overall teaching and learning of a class.

During co-creation days, both students and teachers can share their own experiences and preferences about teaching with each other. It helps students get the education they desire and teachers to bring out the best in their teaching.

Strategy 4: Opening channels for feedback.

Allowing teachers to monitor other teachers’ classes can open channels for self-improvement and for providing feedback. Teachers can give feedback to their co-workers on their ways and strategies. This provides an opportunity for improvement in teaching methods and learning strategies.

Feedback is an essential part of building a conducive learning environment; for teachers to bring out the best in their teaching, they need to be open to feedback.

Strategy 5: Documenting self-reflections to adapt teaching methods.

Nowadays, teachers have to adapt to the classroom to ensure that lessons taught align with the learning preferences of the students. However, to achieve that goal, teachers must become self-reflective educators. Teachers, today, need to be constantly improving and increasing their effectiveness. To that end, documenting self-reflections can be a positive step towards improvement.

Documenting self-reflections can help teachers adapt their lessons to meet the students’ needs. Observations on how lessons can become more engaging or how students can become more involved can greatly enhance the potential for improvement. These realisations can be checked by school heads and applied in classrooms. Thereafter, reports on the impact of their application can be logged.

Additionally, self-reflections can become an important toolset for teachers to analyse their teaching, understand their strengths, and identify opportunities for improvement.

Strategy 6: Recording classroom video-shoots to enable self-reflection.

Classroom videos are an effective means to help teachers self-reflect. It paves the way towards the formation of new neocortical connections since teachers who see their own videos or teachings, from an outside perspective, can catch hold of subtle nuances with greater clarity. This strategy will help bring changes that are more impactful to the classroom.

Pre-training and post-training video shoots are methods to keep helping teachers to enhance their capabilities.

Do you have any strategies to bring out the best in your teachers? Let us know in the comments. 

The rise of alternative schools

The colonial-era set the precedent for mainstream education in India, but such settings were far from the norm of the education that was practised before the influence of the British. Later, in the early twentieth century, prominent figures like Rabindranath Tagore, Jiddu Krishnamurti, Maria Montessori, and Sri Aurobindo started unconventional models of schools to overcome the drawbacks of mainstream education. Since then we have seen a significant rise in the number of ‘alternative schools’ in India.
An alternative school is a type of school that steps away from the conventional practices of mainstream education. Such schools are designed to accommodate a deeper education, one which covers the academic, behaviour, social and medical needs of children and adolescents.
The need for alternative schools has risen out of the general dissatisfaction with the rigid standards of traditional or mainstream education, which do not adequately address the needs of students that require more than just academic support. These schools have been developed to assist students with educational goals that cannot be effectively met in traditional schools. They are characterized by their small class sizes, personalised learning programmes, flexible schedules and low student-teacher ratio, to provide more individualized and differentiated education.
The viability of alternative schools has often been scrutinized because of the unconventional approaches they employ. However, students in alternative schools show the same potential, if not more, for success as mainstream schools. Let us take a look at this case study to understand the benefit of alternative schools.
Ray was an 11th-grade student in an alternative program, Marietta Alternative Placement (MAPs), in Marietta City Schools in Atlanta. He came from circumstances that can be considered profoundly unfavourable (violence, drugs, a broken family etc.) for an average student. Before he transferred to the program, he was a student in a conventional school in Texas and although he was a straight-A student, he wasn’t given the attention he needed to overcome the other aspects of his life that impeded his growth and success.
On joining the MAP program, Ray was given the appropriate support he needed to move ahead in life. Through the academic support of the program, he completed the coursework and tests and achieved the required credits for him to graduate within just a few months. Additionally, besides academics, he was given support for his mental health as well. The program ensured that Ray interacted with counsellors to talk about and deal with his issues. Although Ray did not stick with one particular counsellor, he was provided with multiple options to address these issues.
The point in focus here, was that the student’s potential was impeded due to social and personal circumstances that would have otherwise deterred his success. But for Ray, he was able to find the right balance of support and challenge to help him rise above his obstacles.
The alternative school program helps students rise to their challenges by helping them grow academically, emotionally and socially. More importantly, it gives them the support to overcome critical out-of-school challenges and find their way out of complicated circumstances. Today, the availability of alternative education is prominent, but it will take a change in our mindset to embrace its potential.