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1. Problem Statement ⚡ Emotions play a powerful role in shaping our thoughts, actions, and relationships. Yet, in today’s busy world, their impact on our choices and productivity is often      overlooked. Every human being experiences emotions - happiness, sadness, anger, fear, excitement, that guide how we react and make decisions. However, many children are unaware of the importance of recognizing and managing their emotions. Emotions significantly influence daily activities, yet their impact on productivity and decision making is often ignored. Understanding emotions helps us reflect on our behavior, make better choices, and build stronger connections. This project encouraged students to explore an important question: How do emotions affect our daily routines, decisions, and overall well-being how can we manage them effectively to live balanced, happy lives? 2. Project Description 🎭 Students of Grade 7  undertook a Unit Integrated Project titled “How Do Our Emotions Shape Who We Are?” The project aimed to help students explore how emotions develop as we grow and how they evolve into emotional intelligence  - the ability to understand, express, and manage one’s own emotions while empathizing with others. Through interactive activities and reflective discussions, students learned that emotions are a natural part of being human and that developing emotional intelligence is key to personal growth, better communication, and overall well-being. ✨  Activities included: • Emotion Awareness Session: Students identified different feelings - happiness, sadness, anger, fear and discussed how emotions influence actions and decisions. • Science of Emotions: Students explored how emotions are connected to brain activity- the amygdala processes emotions like fear and joy, while the prefrontal cortex  helps control and understand them. They learned that positive emotions promote motivation and creativity, while negative emotions help us reflect and grow. • Survey: Students conducted an Emotion Awareness Survey  in their community to understand how people express emotions and whether emotional awareness improves relationships. A community survey was conducted with questions like: Do emotions affect your relationships? Do you think emotional awareness can improve surroundings? How do you express emotions when you’re happy or upset? Results: Around 80% agreed that emotional awareness can improve surroundings, though many were unsure how to express feelings openly. • Creative Expression: Students designed posters, wrote reflections, and shared slogans such as “Emotions Make Us Human - Cherish Them, Understand Them, and Let Them Guide You.” • Reflection Circle: Students shared how understanding emotions made them more aware of their reactions and more empathetic toward others. 3. Project Goals / Objectives 🎯 This Unit Integrated Project aimed to help students understand how emotions influence behavior and how managing them enhances well-being, focus, and harmony. Objectives: 💡  Understand the Role of Emotions: Help students analyze how emotions influence their choices, actions, and relationships. 🧠  Develop Emotional Intelligence: Encourage self-awareness, empathy, and emotional regulation. 🌈  Recognize All Emotions as Valid: Teach that both positive and negative emotions have value and purpose. 🎨  Promote Emotional Expression: Encourage students to use healthy outlets such as art, music, writing, or discussion to express feelings. 💬  Strengthen Empathy and Relationships: Promote understanding of others’ emotions to build compassion and teamwork. 💪  Enhance Well-being and Performance: Support emotional balance to improve focus, confidence, and productivity. 4. Process and Timeline 🗓️ • Introduction and Discussion: Students began by discussing what emotions are and how they influence thoughts and behavior in daily life. • Research and Science Integration: They studied the science behind emotions  and learned how the brain processes feelings, the amygdala  triggers emotional responses, and the prefrontal cortex  helps control them. • Survey and Analysis: Through the community survey, students discovered that 80%  of respondents agreed that emotional awareness can improve surroundings, but many lacked skills to express emotions properly. • Creative Expression: Students used drawing, journaling, and role-play to depict various emotions and healthy coping mechanisms. • Group Reflection: Each group presented its findings, focusing on how emotional intelligence builds better decision-making and teamwork. 5. Student Reflection 💭 ❤️  Emotions Make Us Human: Every feeling - joy, sadness, anger, fear, has a purpose. 🧠 Awareness Builds Control:  Understanding emotions helps us respond wisely rather than react impulsively. 🌍 Empathy Builds Connection:  Recognizing others’ emotions strengthens trust and relationships. 🎭 Science Meets Emotion:  Understanding how the brain manages emotions helps us stay balanced. 💪 Emotional Intelligence Matters:  It improves communication, resilience, and decision-making. They concluded beautifully- “ Emotions make us Human. Cherish them, understand them, and Let them Guide You. ” 6. Closing Thought 🌟 “How Do Our Emotions Shape Who We Are?” was not just a project , it was a journey of self-awareness. Students realized that emotions are a vital part of human life and that learning to manage them leads to better health, confidence, and relationships. At Ashraya , we nurture emotional intelligence as a core life skill. By helping children understand and express their emotions, we empower them to grow into mindful, empathetic individuals capable of handling life’s challenges with strength and compassion. 7. Call to Action ✊ Let’s create a world where emotions are understood, expressed, and celebrated, not confined or silenced. ✨  Recognize your emotions: Every feeling is valid and worth listening to. ✨ Express freely:  Emotions aren’t just spoken or written, they can flow through art, music, drama, and movement. ✨ Practice empathy:  Understanding others’ emotions builds harmony and connection. At Ashraya , under the Department of Psychology and Counselling , we promote Arts-Based Therapy (ABT)  - offering children a safe, creative way to express feelings beyond words through art, music, drama, and movement , building confidence, emotional balance, and self-awareness. 👉  Support Ashraya’s mission  to nurture emotional intelligence, creativity, and compassion in every child. Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ As our grandparents grow older, daily tasks like ensuring home safety, conserving water, or keeping their surroundings clean can become challenging. They often face difficulties in monitoring home security, handling household chores, or responding quickly to unexpected situations such as rain or overflowing water tanks. This led to an important question: How can we design a smart system to safeguard homes by detecting rain, unauthorized access, and to assist in home cleaning, while conserving resources and providing timely alerts? Through this project, students explored how technology and innovation  can make life easier, safer, and more convenient for the elderly. They used basic scientific principles and electronic sensors to create practical, working models that enhance comfort and security, proving that simple technology can solve real-life problems. 2. Project Description 🎭 Students of Grade 8  undertook a Unit Integrated Project titled “Smart Living Systems - Using Technology for Safety, Comfort, and Care”  under the theme How Can Technology Make Life Easier for Our Grandparents? The project aimed to apply scientific concepts to create devices that improve the quality of life for senior citizens, focusing on safety, convenience, and resource conservation. ✨  Activities included: • Survey and Research: Students conducted a survey to identify common household challenges faced by the elderly, such as managing overflowing water tanks, securing homes, or handling cleaning tasks. • Design and Innovation: Based on their findings, students designed three working models : Water Security System  – to prevent overflow and wastage. Home Security System  – to detect unauthorized access. Smart Vacuum Cleaner  – to assist in home cleaning. • Model Demonstration: Students showcased their working prototypes, explaining the scientific principles behind each model and how they can be used in daily life. • Presentation and Discussion: The class discussed how such technology-driven solutions can help grandparents live independently while staying safe and comfortable. • Reflection and Sharing: Students reflected on how innovation, when guided by empathy, can create meaningful impact in the lives of others. 3. Project Goals / Objectives 🎯 This Unit Integrated Project aimed to encourage students to use science and technology for social good  by designing practical, easy-to-use systems that enhance safety and convenience for elderly family members. Objectives: ⚙️  Promote Technological Innovation: Encourage students to apply scientific knowledge creatively to solve real-life problems. 💧  Prevent Wastage and Conserve Resources: Design systems that monitor and control water levels, avoiding overflow and unnecessary waste. 🏠  Ensure Home Safety: Develop simple home security systems that detect unauthorized access and alert users. 🧹  Enhance Daily Comfort: Introduce tools like smart vacuum cleaners that simplify cleaning for elderly individuals. 🧠  Strengthen Scientific Understanding: Help students connect physics and electronics principles with practical applications in everyday life. 💡  Encourage Empathy and Responsibility: Foster awareness that technology should serve humanity, especially the vulnerable by promoting safety, dignity, and independence. 4. Process and Timeline 🗓️ • Observation and Problem Identification: Students identified daily challenges faced by grandparents, such as household maintenance, security, and cleanliness. • Survey: A detailed survey was conducted within the community ( refer to attached report “Situation Under Control” ) to gather data on common home-related issues among senior citizens. • Design and Experimentation: Students used basic electronic components like sensors, alarms, and motors to design three functional prototypes. • Testing and Analysis: Each model was tested for efficiency and accuracy in simulated real-life situations, followed by troubleshooting and improvement. • Demonstration and Exhibition: The models were displayed in the classroom, and students explained the working principles to their peers and teachers. • Reflection: Students reflected on how science can be used to create compassionate solutions that make daily life easier for the elderly. 5. Student Reflection 💭 Through this project, students realized that technology is most powerful when it solves human problems . 💡  Innovation with Empathy: They learned that inventions can bring comfort, dignity, and safety to the elderly. ⚙️  Science in Action: By creating real working models, students understood the link between theoretical science and real-world applications. 🌧️  Practical Awareness: The systems they built for detecting water levels, motion, and cleaning- directly addressed issues that affect daily living. 🌍  Responsibility Toward Society: The project inspired students to think about how science can be used to make life better for people across all age groups. 6. Closing Thought 🌟 “ Smart Living Systems – Using Technology for Safety, Comfort, and Care ” showed students that technology is not just about machines, it’s about making life easier, safer, and more meaningful. By combining creativity, science, and empathy, they built systems that protect, conserve, and support the elderly, proving that innovation guided by compassion can create true change. At Ashraya , we believe that empowering students with such skills not only develops scientific curiosity but also instills the values of care, respect, and service to others. 7. Call to Action ✊ Let’s use technology not just for convenience, but for compassion. ✨ Innovate with empathy- create tools that make life safer for the elderly. ✨ Conserve water and resources through smart systems. ✨ Use science to protect homes and improve everyday living. When technology serves humanity, progress becomes purposeful. ✋  Take the pledge:   “Use Science Smartly - Innovate for Safety, Comfort, and Care.” 👉  Support Ashraya’s mission  to nurture young innovators who build a safer, inclusive, and sustainable future. Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ Every child deserves the chance to receive inclusive, equitable, and quality education , yet many families still struggle to find schools that truly support their children’s needs. In our communities, parents often face confusion about how to choose the right school. Some schools rely only on textbook-based methods, while others promote Activity-Based Learning (ABL)  and Inquiry-Based Learning (IBL) - approaches that make education joyful and meaningful. However, there are still schools where children face harsh discipline, limited extracurricular opportunities, or a lack of Child Protection Policy (CPP)  and inclusion practices. This raises an important question: How can each and every child get access to inclusive and equitable education that ensures learning, growth, and safety for all? Through this project, students explored what “quality education”  truly means, realizing that the right school is not just about academics but about nurturing curiosity, creativity, and character in every child. To strengthen their understanding, students also learned about inclusive education , which means ensuring that all children, regardless of their background, gender, or abilities- have equal access to quality education . It values diversity, encourages empathy, and ensures that no child is left behind. 2. Project Description 🎭 Students of Grade 7  undertook a Unit Integrated Project titled “Help Parents Choose the Right School for Their Kids”  under the theme Quality and Inclusive Education. The project focused on helping parents and the community understand how to identify schools that offer a balanced and nurturing environment for both academic and emotional growth. ✨ Activities included: • Community Survey: Students conducted surveys among nearby schools and within their community to understand different teaching styles, whether schools used textbook methods, ABL, or IBL and to assess classroom environments and child safety practices. • Awareness Campaign: Students interacted with parents to spread awareness about the Right to Education (RTE), emphasizing that education is every child’s right  and every parent’s fundamental duty  to ensure their children attend schools that provide safe, inclusive, and meaningful learning experiences. • Discussion & Analysis: In class, students discussed their survey findings, comparing schools that foster creativity and inclusion versus those that depend only on rote learning. • Creative Expression: They designed posters, slogans, and charts to highlight the values of child-centered learning and the importance of balancing academics with extracurricular growth. Examples included: “Every Child Deserves a Happy School!” • Role Play & Presentation: Students presented a skit showing two types of schools - one that emphasized strict rules and memorization, and another that encouraged curiosity, collaboration, and compassion. The performance demonstrated that true quality education inspires both heart and mind. 3. Project Goals / Objectives 🎯 This Unit Integrated Project aimed to help students and parents understand the key principles of quality and inclusive education , and their shared responsibility in ensuring it for all. Objectives: 📚 Increase Access to Education: Ensure every child has equal access to schools that foster learning, inclusion, and holistic growth. ✨ Improve Educational Quality: Promote modern, student-centered approaches such as Activity-Based Learning (ABL)  and Inquiry-Based Learning (IBL)  that make learning engaging and purposeful. 🌈 Support Inclusive and Equitable Education: Encourage schools to embrace diversity and support children of all abilities and backgrounds. 💡 Promote Lifelong Learning: Inspire curiosity, creativity, and critical thinking beyond textbooks, encouraging continued learning through online education, adult programs, and community learning centers. 🏫 Strengthen Community Involvement: Empower parents to take informed decisions, understanding that it is their constitutional duty  to choose schools that respect every child’s Right to Education  and ensure joyful, safe, and inclusive learning spaces. 4. Process and Timeline 🗓️ • Observation & Survey: Students surveyed nearby schools and local families to understand the real picture of education today, including teaching practices, learning environments, and safety measures under the Child Protection Policy (CPP) . • Research & Group Discussion: They analyzed their data and discussed how schools can become more inclusive, equitable, and child-friendly. • Activities and Initiatives: In classrooms, students participated in group discussions  on the importance of education and role-playing exercises  to understand different perspectives. At the school level, they helped set up inclusive clubs and support groups , and organized events to raise awareness  about equal education and inclusion. • Creative Work & Presentation: Each group created charts, slogans, and performances to show how education quality depends on both teachers’ efforts and parents’ choices. • Reflection: Students reflected on what makes their own school an example of joyful, balanced, and value-based learning. 5. Student Reflection 💭 📖  Education Is Every Child’s Right:  Every child deserves access to schools that provide equal learning opportunities and respect their individuality. 🎨 Parents Are Key Partners:  Parents have a crucial duty in ensuring their children attend schools that nurture not only intellect but also empathy and confidence. 🧩 Joyful Learning Builds Character:  Activity-based and inquiry-driven learning develops curiosity, teamwork, and creativity. 🌍 Equality in Education Matters:  Every child, regardless of background, should learn in a safe, inclusive, and encouraging environment. 💪 Change Begins with Awareness:  By spreading awareness, students can guide their communities to make better educational choices and create positive change. 6. Closing Thought 🌟 Our students and parents realized that a truly good school doesn’t just produce high marks , it builds strong minds, kind hearts, and confident voices. Quality education  is the foundation of equality, and when parents make informed, value-driven choices, the entire society moves forward. At Ashraya , we believe that education must light the path to empowerment and that begins with the right school for every child. 7. Call to Action ✊ Let’s join hands to ensure that every child learns in a school that educates with heart and purpose. ✨ Choose schools that nurture curiosity and compassion. ✨ Support learning spaces that value both knowledge and kindness. ✨ Encourage parents to make education a shared family responsibility. When we stand for quality, we stand for every child’s right to dream, learn, and thrive. ✋ Take the pledge: “Every Child Deserves a Quality Education - It’s Their Right and Our Duty.” 👉 Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ In today’s fast-changing world, where global trends, digital media, and modernization dominate young minds, many children are slowly becoming aloof from their cultural roots . Our generation is learning to move forward, but often without looking back. Gen Z , though creative and tech-savvy, is growing increasingly distant from the traditions, values, and stories that once defined our communities. Festivals are celebrated without understanding their meaning, monuments are visited without knowing their history, and traditional arts are fading into memory. Our children must realize that culture is not old-fashioned , it is our identity.  Without understanding where we come from, we risk losing who we are. Preserving cultural heritage means valuing the wisdom, creativity, and unity passed down through generations and ensuring it continues to inspire the future. This project encourages students to reflect on an important question: How can we, as a community, preserve our local cultural traditions, monuments, and natural heritage while ensuring they remain alive for future generations? 2. Project Description 🎭 Students of Grade 9  undertook a Unit Integrated Project titled “ Preserving Our Heritage ” . The project helped students understand that cultural, historical, and natural heritage is the foundation of national pride and identity. It encouraged them to explore ways to celebrate progress while protecting the past. ✨  Activities included: • Heritage Site Visits: Students visited four important heritage sites - Shaniwarwada, Pataleshwar, Parvati Hill, and the Red Fort.  Each location taught valuable lessons about India’s architecture, culture, and the need for preservation. • Research and Documentation: Students studied the history and condition of these monuments, noting signs of neglect and identifying steps for improvement , such as regular inspections, legal protection, and accessibility for senior citizens and persons with disabilities. • Community Letter Writing: Students wrote a formal letter to the Pune Municipal Corporation , requesting immediate restoration and maintenance of these heritage sites. They cited the Red Fort as a positive example of effective preservation. • Creative Expression: Students composed poems, performed skits, and created posters with messages like “Protect the Old, Let It Thrive – To Keep Our Culture Alive.” • Survey and Awareness: A community survey was conducted to understand how people view cultural preservation. Students discovered that many value India’s heritage but lack awareness about their role in protecting it. • Presentation and Reflection: Groups presented their findings, ideas, and creative performances to inspire others to value and protect cultural identity. 3. Project Goals / Objectives 🎯 This Unit Integrated Project aimed to instill awareness, pride, and responsibility among students toward protecting India’s cultural and natural heritage. Objectives: 🏛️  Understand the Importance of Heritage: Help students recognize how monuments, festivals, and traditions reflect our identity and shared history. 🌿  Preserve Cultural and Natural Landmarks: Promote awareness about maintaining and restoring heritage sites and protecting local traditions. 🎨  Balance Progress with Preservation: Encourage students to understand that modernization and cultural preservation can coexist- progress should honor our roots, not replace them. 🤝  Promote Community Engagement: Inspire participation from families, schools, and local authorities in heritage conservation. 💡  Develop Skills and Citizenship Values: Build teamwork, leadership, research, and communication skills while fostering civic pride and responsibility. 📚  Advocate for Heritage Preservation: Motivate students to be ambassadors of culture, spreading awareness that heritage protection is a national duty  as much as a personal responsibility. 4. Process and Timeline 🗓️ • Exploration and Observation: Students began by visiting the selected heritage sites and documenting observations related to their structure, cleanliness, and maintenance. • Survey and Research: They conducted surveys within their community and among visitors at heritage sites to assess awareness and attitudes toward heritage protection. • Documentation and Awareness: Students compiled their findings and created posters, charts, and poems to communicate their learning. • Letter to Authorities: Students drafted and sent a letter to the Pune Municipal Corporation , urging restoration of the sites and regular upkeep. • Creative Presentation: A group performance- including a skit and a poem, highlighted how neglect threatens heritage and how community participation can save it. • Reflection and Sharing: The project concluded with an interactive session where students shared how this experience reshaped their view of culture, modernization, and identity. 5. Student Reflection 💭 📜  Heritage Is Our Identity:  Our culture connects us to our ancestors and shapes our values. 🏛️ Preservation Needs Participation:  Monuments and traditions survive only when communities take responsibility. 🌿 Modernization Can Honor Tradition:  True progress respects the past while building the future. 🎭 Art Keeps Culture Alive:  Poetry, music, and drama can powerfully express pride in our roots. 💪 Youth Can Lead Change:  Awareness and small actions like clean-up drives or writing to authorities, can make a big difference in preserving history. 6. Closing Thought 🌟 “ Keep Our Culture Alive – Preserving Heritage for Future Generations ” was not just a project , it was a journey of rediscovery. By walking through the corridors of history and engaging with their community, students realized that heritage is not just about old walls and artifacts , it is about identity, belonging, and pride. At Ashraya , we believe that preserving culture is as essential as promoting education. When children learn to respect and protect their heritage, they carry forward a living legacy of wisdom, creativity, and unity. 7. Call to Action ✊ Let’s pledge to keep our culture alive , not just in museums, but in our minds, homes, and hearts. ✨  Restore  what time has worn. ✨ Respect  the traditions that shaped us. ✨ Revive  pride in our monuments, art, and values. When we protect our heritage, we protect our story- the story of who we are. Together, let’s pass on this priceless gift to the generations to come. ✋ Take the pledge: “Keep Our Culture Alive – Preserve It with Pride!” 👉 Support Ashraya’s mission  to nurture awareness, respect, and collective action for cultural preservation and education. Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ In many parts of our country, not every child is given the same chance to dream, learn, and grow. Opportunities are often shaped by where a child is born, the family they belong to, or most deeply, by their gender. For our students from marginalized communities, these challenges are not distant ideas; they are lived realities. In several Denotified and Notified Tribes such as the Waghri, Sikligar, Mahar, Matang, and Pardi communities, age-old customs and local power structures often decide a child’s future, especially for girls. Even today, girls are frequently pulled out of school at a young age, engaged early, and taught that their only role is to marry, cook, and care for others. A simple friendship with a boy may lead to punishment, while dreams of studying further are dismissed as unnecessary. Women in these communities continue to face the burden of repeated pregnancies, malnutrition, and domestic violence, with limited support or independence. It is vital to question such unfair traditions and work toward a world where every child, boy or girl, can explore their potential without fear or limits. 2. Project Description 🎭 To explore this important issue, the students of Grade 4 undertook a Unit Integrated Project titled “Equal Wings, Equal Skies” under the theme Gender Equality . Through this project, they learned that access to opportunities cannot be based on gender , every child deserves the same respect, fairness, and freedom to learn and grow. ✨  Activities included: • Class Discussions:  Students shared what equality means to them and spoke about common beliefs in their community about what boys and girls “should” or “should not” do. • Stories & Reflections:  They listened to stories of girls who broke social barriers and boys who supported fairness and equality. • Posters & Slogans:  Creative posters carried strong messages like “Equal Chances for All!”  and “Girls Can Do Anything!” • Role Play & Skit:  Students performed a short, musical skit illustrating how gender bias affects opportunities and how education brings change. During the skit, the children’s dialogue beautifully captured the essence of equality: “Gender equality means boys and girls are equal! Everyone should get respect, education, and opportunities. No work is only for boys or only for girls. Both are important for family, school, and society!” • Survey:  A Community Gender Equality Survey (2025–26)  was conducted in the school and nearby communities to understand local attitudes toward gender roles. • Community Sharing:  Students presented their findings, songs, and posters to neighbours and parents, encouraging open dialogue on fairness and respect. The skit ended with all students together saying: “Let’s open every door, For girls and boys and so much more! Equal wings, equal skies- Let every child rise and fly!” 3. Project Goals / Objectives 🎯 This UIP was designed to move beyond awareness, to confront gender discrimination promote constitutional values , and empower children  to stand for equality. ⚖️  Understand Gender Equality: Enable students to grasp that true equality  means valuing boys and girls equally, recognizing that both deserve the same rights, respect, and opportunities in every sphere of life. 👫  Demonstrate Equal Abilities: Through stories, creative activities, and performances, showcase that talent and potential know no gender  , both boys and girls can study, lead, cook, repair, and achieve with equal competence. 💬  Promote Respect and Fairness: Encourage students to become champions of equality  within their families, classrooms, and communities, fostering everyday actions of respect, inclusion, and empathy. 🚫  Challenge Gender Stereotypes: Address and question long-held social beliefs that limit what boys and girls “should” or “should not” do, replacing them with the understanding that every skill and dream is for everyone. 📚  Uphold Equal Rights: Instill awareness that equality and education are fundamental constitutional rights  , safeguarded by the Right to Equality  and the Right to Education  and that every citizen has a role in upholding them. 🌸  Empower Girls’ Futures: Motivate girls to pursue learning, independence, and leadership with confidence, inspiring them to imagine possibilities beyond imposed boundaries  and claim their rightful place in society. 🌈  Celebrate Identity and Resilience: Remind every child that their individuality is a strength and that their voice, courage, and choices  can transform families, communities, and the future into one that celebrates equality for all. 4. Process and Timeline 🗓️ • Observation & Discussion:  Students began by identifying gender-based roles in their homes and community. • Storytelling:  Real-life stories of women leaders and supportive men were discussed to highlight how equality benefits everyone. • Poster & Slogan Creation:  Students made vibrant posters with messages like “Equal Wings, Equal Dreams”  and “Respect Has No Gender.” • Survey:  The Community Gender Equality Survey  revealed interesting insights: 1.  Only 45%  of respondents agreed that boys should learn cooking and girls should learn to fix things. 2.   90%  of parents said they talk to their children about respecting all genders. 3.   70%  agreed that boys and girls should share household responsibilities. These results showed that while awareness is increasing, patriarchal attitudes still persist. • Skit & Presentation: Students performed their skit “Equal Wings, Equal Skies”  in front of peers and community members, promoting a message of equality, respect, and shared responsibility. • Reflection & Sharing:  Through group discussions, students shared how they could apply equality in daily life — by sharing chores, supporting siblings, and standing up for fairness. 5. Student Reflection 💭 Through this project, students realized that: 💡  Equality Begins at Home:  True change starts when families treat boys and girls with the same expectations and respect. 💪 Education Empowers Change:  Learning gives both girls and boys the confidence to challenge unfair customs. 💬 Voices Bring Transformation:  Open conversations can help communities reflect and evolve. 🌍 Rights Belong to Everyone:  Every child deserves dignity, education, and opportunity. 🎶 Together We Rise:  When both boys and girls grow equally, society becomes stronger, kinder, and more balanced. Closing Thought 🌟 “Equal Wings, Equal Skies” was not just a school project- it was a journey of awareness and courage. It inspired children to question inequality, challenge stereotypes, and spread the message that equality is everyone’s right. At Ashraya , we stand beside our girls as they pursue education and independence, and our boys as they learn respect, fairness, and empathy. Through sustained learning, discussion, and community engagement, we continue to nurture a generation that values justice and compassion. Call to Action ✊ Let’s work together to build a future where every child truly has equal opportunities to learn, dream, and lead. By teaching respect, breaking stereotypes, and celebrating fairness, we can create a society where every child- boy or girl, can soar freely. ✋ Take the pledge: “Equal Wings, Equal Skies – Every Child Deserves to Fly!” 👉 Stand with these young changemakers. Support Ashraya in empowering children to become advocates of equality and dignity for all. Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ Ashraya works closely with children and families from Denotified and Notified Tribes such as the Waghri, Sikligar, Mahar, Matang, Pardi, and others , belong to communities often described as marginalised within the marginalised . In these bastis, issues related to dietary practices, health awareness, and hygiene concerns are widespread. Tobacco chewing, smoking, irregular meals, lack of exercise, and poor hygiene silently creep into daily life. These habits may seem harmless at first, but they are invisible invaders —slowly weakening bodies and increasing the risk of diseases like cancer. What makes the situation more alarming is the lack of awareness . Many community members either don’t know the risks or believe cancer is a curse rather than a preventable disease. This silence allows unhealthy habits to thrive across generations. 2. Project Description 🎭 To tackle this pressing issue, the students of 8th HSP  took their learning from the classroom into the community. Through their Unit Integrated Project titled “Invisible Invaders” , with the central theme of cancer and cancer-causing habits , they explored how everyday choices impact health and how awareness can help prevent illness. Building on their science classes, where they had studied communicable and non-communicable diseases, their symptoms, and preventive measures , the project enabled them to step beyond theory into real-world action , observing health challenges in their communities, analyzing how unhealthy habits contribute to disease, and identifying practical solutions to prevent them. ✨ Activities included: Conducted surveys in hospitals and local bastis, asking questions about tobacco, alcohol, hygiene, and cancer awareness. Observed real stories from families and neighbors to understand how habits shape health. Created posters and awareness skits to present their learnings in creative and relatable ways. Performed a skit where the “Invisible Invaders” (smoking, junk food, alcohol, tobacco) appear as characters, showing how they tempt people but ultimately harm them. 💡  Outcome:  The project helped students recognize that cancer is not a curse but often a result of preventable lifestyle habits . By spreading this message, they began the first steps in changing the mindset of their community. 3. Project Goals / Objectives 🎯 This UIP was not just an academic task but a lived journey , blending classroom knowledge with real community experiences. Students stepped beyond textbooks to explore the everyday realities of their families and neighbours, understanding how lifestyle choices affect health. Objectives: 🚭  Raise Awareness About Unhealthy Habits:  Students learned that smoking, chewing tobacco, alcohol, junk food, poor hygiene, and lack of exercise are major contributors to cancer and other lifestyle diseases. Observing hospital cases and community practices showed them how these habits silently harm health. ✨ Empower Students as Awareness Leaders:  Through posters, skits, and discussions, students educated peers and community members, realizing that simple, relatable communication can inspire real change. 🌱  Promote Healthy Practices:  Students reflected on their own habits and encouraged balanced diets, exercise, hygiene, and avoiding harmful substances—becoming role models for their families and communities. This project helped students realize that addressing unhealthy habits is not just about knowledge, but about action —transforming understanding into prevention, responsibility, and community impact. 4. Process and Timeline 🗓️ The students began their journey by stepping out of the classroom and into the world around them, determined to understand how unhealthy habits  affected their community. Survey and Observation:  They designed simple surveys asking families and neighbors questions like: “Have you heard about cancer?” , “Do you know that smoking, alcohol, or poor hygiene can cause cancer?” , and “Do you eat fruits and vegetables regularly?”  They also inquired about daily habits: tobacco or alcohol use, handwashing, physical activity, and sources of information about cancer. The survey revealed that unhealthy habits were alarmingly common in the community- 45% of respondents used tobacco or smoked , 25% followed an unhealthy diet , and 20% consumed alcohol regularly . Additionally, 15% reported poor hygiene practices , while only 5% engaged in regular physical activity . These findings became a wake-up call for the students - helping them realize how everyday habits directly shape community health. Hospital Visits and Community Engagement:  Students visited hospitals and observed patients affected by lifestyle-related diseases. Later, in the bastis, they discovered that many people were aware of the risks but continued harmful practices. This reinforced the urgent need for awareness and preventive action . Our students visited Lt. Rajeev Gandhi Hospital, where they conducted a survey and held an in-depth discussion with the doctor on the causes and concerns related to cancer. Creative Action:  To translate their findings into impact, students prepared posters and a skit . In the skit, “Invisible Invaders” such as tobacco, junk food, and alcohol tempted people, while the characters of awareness and healthy choices fought back. Families and peers were engaged during the performances, making the lessons relatable and memorable. Reflection and Discussion:  After the surveys and skits, students discussed their learnings in class, connecting community realities with the science of prevention and lifestyle choices. 5. Student Reflection 💭 🚨 Silent Threats:  Cancer and lifestyle diseases don’t appear overnight—they develop silently over time due to habits like smoking, alcohol, poor hygiene, and junk food. Prevention is not just important; it is essential. 🥗 Power of Healthy Eating:  Fresh fruits, vegetables, balanced meals, and regular water intake strengthen the body, boost immunity, and reduce disease risk. Junk food may be convenient and tasty, but it weakens health, causes obesity, and increases vulnerability. 💪 Preventive Care Matters:  Small habits like washing hands, exercising, and going for regular check-ups build long-term health and protect families. Prevention is a powerful shield. 🌟 Be the Change:  Change begins with us. By adopting healthy habits and spreading awareness through skits, posters, and conversations, students can safeguard their families and communities from these invisible invaders. 🔑 Knowledge into Action:  Learning alone is not enough. Real impact comes when awareness is combined with consistent healthy practices and preventive care, turning knowledge into meaningful change. Closing Thought 🌟 “Invisible Invaders” was more than a project—it became a mirror reflecting the hidden dangers in our communities and a call to action for change. Our students stepped up to question harmful habits, spread awareness, and model healthy choices , proving that even young voices can spark transformation. Through this journey, they learned that prevention, responsibility, and conscious choices can protect not only themselves but entire families and neighbourhoods. At Ashraya, under our Health Program , we’ve been working tirelessly to nurture children into aware, responsible individuals while spreading health awareness across communities. The program emphasizes both physical and mental wellbeing , ensuring students understand the importance of healthy habits and preventive care from an early age.   Call to Action ✊ Prevention is power, and together, we can defeat the invisible invaders lurking in our communities. By rejecting harmful habits, adopting healthier lifestyles, and prioritizing both physical and mental wellbeing, we can build a future free from preventable diseases like cancer. 👉 Stand with these young changemakers. Support Ashraya in empowering children to become advocates of health , creating stronger, healthier, and more aware communities. Contribute here: ashrayainitiative.org/donate .

1. Problem Statement ⚡ Every child deserves a chance to dream, learn, and step out of the cycles of poverty that hold their communities back. Yet, for many children in marginalized communities, the path to education is filled with crossroads. Each day presents a choice between two roads - the School Road, leading to learning and opportunity, and the Non-School Road, often dictated by poverty, household duties, early marriage, or social pressures. The communities we work with, including the Waghri, Sikligar, Mahar, Matang, and Pardi often undervalue education, viewing it as secondary to immediate family or financial needs. At Ashraya, school dropouts have reduced from over 10% to nearly 3%, yet it remains a pressing challenge. These dropouts persist due to financial hardship, family businesses, or the belief that education can wait. We also observe students missing school for long periods to celebrate festivals or help with household work, not due to a lack of interest, but because parents themselves encourage it, unaware that every absence widens the learning gap. For many families, the School Road is not prioritized as marriage, household responsibilities, or daily wage work take precedence. Despite the legal age of marriage being 18, many girls are engaged far earlier, pulled out of school, and denied the right to dream beyond early motherhood. Through this project, students reflected on these two roads, understanding that the choices made today determine the life they build tomorrow. Choosing the School Road is not just about attending school; it is about choosing dignity, independence, and the power to change one’s own story. 2. Project Description 🎭 To explore this vital question, Grade 3 students of Hamari Shala  presented their Unit Integrated Project (UIP) titled “The Two Roads.” project beautifully portrayed two contrasting life paths - one shaped by education ( the School Road ) and the other by its absence ( the No School Road ). Through engaging class discussions, storytelling, posters, slogans, surveys, and a heartfelt skit, students expressed how every choice we make today defines the future we build tomorrow. Drawing from their Social Studies  and Language lessons, students discovered that school is more than just academics, it’s where friendship, curiosity, and dreams begin to grow. ✨  Activities included: • Classroom discussions on the purpose and value of education. • Sharing real-life stories of people who transformed their lives through learning. • Designing creative posters and slogans like “School is Cool”  and “Education Lights the Future!” • Conducting a community survey to understand perceptions around schooling and reasons for absenteeism. • A lively skit – “The Two Roads,”  portraying two contrasting futures: one where a child chooses “No School Road” and struggles, and one where a student takes the “School Road” and thrives. 💡  Outcome: The project encouraged both students and parents to recognise that education is not just about academics, it is the foundation for opportunity, dignity, and empowerment . It helped spread awareness that education is one of the most important and correct choices in life , building a bridge between classroom learning and community understanding. 3. Project Goals / Objectives 🎯 This UIP was designed to help students connect classroom learning with real-life decisions, highlighting how each choice shapes their personal growth, future opportunities, and the well-being of their community. Objectives: 📘 Understand the Transformative power of education:  Students learned that education is not just academic knowledge, it is a tool that can transform lives, open doors to opportunities, and provide the foundation for independence and success. 🌟 Recognize the impact of choices:  Students explored how decisions made today, whether attending school, engaging in learning, or prioritizing responsibilities- shape their future, careers, and life paths. 🌱 Raise awareness in the community:  Through conversations with parents and community members, students highlighted education as a valuable, lifelong asset, emphasizing the long-term benefits of staying on the School Road. 🤝 Foster stronger school–community connections:  The project encouraged collaboration between students, families, and teachers through storytelling, performances, and shared reflections, strengthening mutual understanding and support. In Ashraya’s context, this UIP also addressed a critical challenge - families’ hesitation to send children to school. Students became ambassadors of change , using empathy, creative expression, and dialogue to demonstrate how education and informed choices can transform lives and open pathways to fulfilling careers. 4. Process and Timeline 🗓️ The project unfolded step by step, blending classroom learning with community engagement: • Classroom Learning:  Students began by reflecting on their daily school experiences and discussing why some children skip school. • Storytelling & Discussions:  Teachers shared inspiring examples of people who transformed their lives through education, helping students connect classroom lessons to real-world outcomes. • Creative Expression:  Children designed vibrant posters and slogans, communicating the joy, value, and importance of schooling. • Community Survey – “School is Cool”:  Students actively engaged with parents, asking about their own schooling experiences, challenges faced, and aspirations for their children’s education. • Theatrical Presentation – “The Two Roads”:  Students brought to life two contrasting life paths - one without education, leading to struggle, and one with education, fostering growth, creativity, confidence, and opportunity. • Community Showcase:  The project concluded with a unifying and motivating message: “Parents, send your children to school! Students, never miss a day! Ashraya’s Hamari Shala is COOL!” This was followed by a joyful rendition of “School Chale Hum.” Through these stages, students did more than learn - they taught, inspired, and transformed their community’s perspective , demonstrating firsthand the power and significance of education. 5. Student Reflection 💭 • 💡  Education as Empowerment:  Students realised that education is far more than reading and writing, it gives them a voice, choice, and confidence  to shape their own lives. • 🛤️  Choices Shape Futures:  They understood that the road they take today directly influences the person they become tomorrow. • 👧  Girls Deserve Equal Dreams:  Students reflected on the importance of equal opportunities for girls , recognising that education should always come before early marriage. • 🏫  School as Joy:  They discovered that school is not just a place to learn but also a space to explore creativity, build friendships, and grow holistically . • 🌍  Community Impact:  Through their surveys and skit, they experienced firsthand how awareness can transform families’ thinking , encouraging regular attendance and valuing learning. This reflection turned awareness into ownership , students now see themselves as changemakers , carrying forward the message that “education is the right road to a brighter tomorrow.” Closing Thought 🌟 “The Two Roads”  showed our Grade 3 students that every choice shapes a child’s future. At Ashraya, we go miles beyond to ensure no child drops out and every child, especially every girl can walk the School Road , a path of knowledge, dignity, and hope. Through Hamari Shala and our College Program, we empower learners from early education to professional success, breaking cycles of poverty and unlocking potential. Call to Action ✊ At Ashraya, we stand with every child as they pursue education and build a brighter future. We are inspired by the perseverance of our students and the commitment of families who believe in the power of learning. 👉 Support us in empowering more children to stay in school, learn with joy, and shape their own destinies.  Together, let’s create a world where every child has the right to the School Road.

1. Problem Statement ⚡ Today’s generation, including our students, is growing up surrounded by convenience foods- packaged snacks, sugary drinks, instant noodles, sauces, and ready-to-eat meals. These items may look colorful, taste delicious, and promise energy and nutrition, but in reality, they hide harmful ingredients such as excessive salt, sugar, unhealthy oils, and preservatives. For children and families in our communities, these dietary practices have slowly become the norm. Regular consumption of packaged food is leading to issues like obesity, diabetes, weak immunity, and even heart problems, impacting not only physical health but also concentration, academic performance, and overall well-being. There is an urgent need to make young people aware of what lies behind the attractive packaging, to question the advertisements that glorify junk food and to encourage a return to natural, home-cooked meals that truly nourish both body and mind. 2. Project Description 🎭 To tackle this growing concern, the students of Grade 9 HSP  undertook a Unit Integrated Project titled “Say No to Packaged Food – Stay Healthy” . With this initiative, they aimed to understand how packaged and processed foods affect our health and to promote mindful eating within their school and community. In their science classes , students had studied topics such as nutrition, food adulteration, and the effects of preservatives. Through this project, with the central theme of healthy dietary practices , they stepped beyond theory into real-world exploration, analysing how food choices influence health and identifying practical ways to create positive change. ✨  Activities included: • Show & Tell:  Students brought various dry and wet packaged foods, read their ingredient labels, and discussed what each component meant. • Comparison:  Healthy homemade alternatives such as poha, sprouts, and fruit snacks were displayed beside packaged chips, biscuits, and drinks. • Label Reading Workshop:  Students learned how to read nutritional information, expiry dates, and understand misleading claims. • Survey:  They conducted a school and community survey to understand how often people consumed packaged food and why. • Creative Skit:  They performed an interactive skit titled “What’s Really Inside Packaged Food?”  highlighting how advertisements mislead consumers and how packaged snacks harm health and the environment. • Reflection and Pledge:  The project concluded with a group pledge to choose homemade meals over packaged ones. 3. Project Goals / Objectives 🎯 This UIP was designed not just as an academic exercise but as a transformative experience that connects classroom learning with real-life responsibility. Objectives: 🥦 Awareness:  Make students aware of the harmful effects of both dry and wet packaged foods. 🍲 Promotion of Fresh Food:  Encourage consumption of fresh, homemade, and balanced meals. 🔍 Informed Choices:  Teach students to read food labels carefully before buying. 🚫 Reduce Packaged Food Intake:  Motivate students and families to consciously reduce dependence on processed and packaged foods. 💪  Healthy Lifestyle: Emphasize that prevention is better than cure by promoting self-control over unhealthy cravings, encouraging mindful eating habits, and prioritizing health and wellness in everyday life. 4. Process and Timeline 🗓️ • Observation and Research:  They began by collecting different types of packaged foods, researching the ingredients, and comparing label claims with actual nutritional facts .• Survey:  Using Google Forms, they surveyed peers, parents, and teachers. Results revealed that: Most people eat packaged food 2–3 times a week . Chips, biscuits, and soft drinks  were the most commonly consumed items. • Analysis of Misleading Marketing:  Students studied how advertisements target children, showing junk food as “superhero” food and learned how companies exaggerate claims. • Presentation and Skit:  The skit humorously yet powerfully portrayed how junk foods like noodles, biscuits, and soft drinks disguise harmful chemicals behind colorful packaging. Students also emphasized how plastic packaging adds to environmental damage. • Solutions and Pledge:  The project ended with a call for mindful eating, substituting fruits, sprouts, and traditional snacks for processed ones, and take the pledge: “Say No to Packaged Food, Stay Healthy!” 5. Student Reflection 💭 Through this project, students gained a deeper understanding that: 🍟  Awareness is Action: Knowing the dangers of junk food is not enough—making small, consistent changes matters. 🥗 Homemade is Healthier:  Real food spoils because it’s natural; packaged food lasts unnaturally long because it’s filled with chemicals. 🧃 Marketing Isn’t Always Truth:  Claims like “stronger, taller, sharper” or “made with real fruit” are often misleading. 🌍 Health and Environment Are Connected:  Saying no to packaged food also means saying no to plastic pollution. 💪 Be the Change:  Students realized they can influence their families and friends by modelling healthy eating habits. Closing Thought 🌟 “Say No to Packaged Food – Stay Healthy” was not just a project, it became an eye-opening journey for both students and adults. It encouraged everyone to look beyond shiny packets and tempting ads, to question what they eat, and to choose health over convenience. At Ashraya , through our Health and Nutrition Program , we conduct regular health check-ups, yoga sessions, and physical education activities  to ensure every child develops strong habits for lifelong wellbeing. We continue to nurture children into conscious, responsible individuals who value mindful choices and holistic health. Projects like this empower students to take charge of their wellbeing, inspire their families, and contribute to healthier, more aware communities. Call to Action ✊ Prevention is power, and together, we can create a generation that chooses health over convenience. By rejecting packaged food, embracing fresh and wholesome nutrition, and prioritizing both physical and mental wellbeing, we can nurture stronger, healthier children and communities. ✋ Take the pledge: “Say No to Packaged Food, Stay Healthy!” 👉 Stand with these young changemakers. Support Ashraya in empowering children to become advocates of healthy living, creating stronger, healthier, and more aware communities. Contribute here:   ashrayainitiative.org/donate

1. Problem Statement ⚡ In the communities we work with, including the Waghri, Sikligar, Mahar, Matang, and Pardi, waste management remains a growing challenge. Uncollected garbage, open dumping, and limited access to waste disposal facilities have led to unhygienic surroundings and environmental degradation. In many bastis, municipal waste collection vans rarely visit, forcing families to manage waste independently. This not only harms the environment but also affects health and hygiene, especially for children. The increasing amount of waste generated in homes and schools contributes to pollution and threatens sustainability. Most people are unaware of where their waste goes once discarded or how their everyday habits can either harm or help the planet. Children, as future citizens, play a vital role in changing this narrative. Through this project - R-Cube (Reduce, Reuse, Recycle) , students of Grade 6, Hamari Shala, explored the importance of waste management and sustainable habits. They learned that waste is not just trash; it is a resource that, when managed wisely, supports a cleaner environment, a circular economy, and India’s vision of Swachh Bharat . 2. Project Description 🎭 To promote environmental responsibility, Grade 6 HSP students presented their Unit Integrated Project titled “ R-Cube (Reduce, Reuse, Recycle) ”  The project encouraged children to reflect on their daily waste habits and discover creative, practical solutions for managing waste responsibly. Through engaging classroom sessions, surveys, art-based learning, and field visits, students explored the journey of waste- from home bins to dumping grounds and understood how their actions can reduce the burden on the environment. The project also helped strengthen their classroom understanding of biodegradable and non-biodegradable waste , linking academic concepts with real-world applications. A survey conducted by students among community members revealed that 93% of respondents  segregate dry and wet waste at home, showing a strong awareness of waste management at the household level. However, only 56%  knew where their waste went after collection, highlighting a critical gap in awareness regarding the waste disposal chain. While 43%  of families regularly reuse old items like jars, bags, and clothes, 25%  still depend on plastic bags for shopping, emphasizing the need for continued education on the use of sustainable alternatives. Additionally, 37%  of respondents showed interest in composting kitchen waste at home, while 93%  reported selling recyclable materials like newspapers and bottles to local scrap dealers (kabadiwalas). The biggest waste concern identified was plastic waste , followed by irregular garbage collection and littering. These findings reflect a community that is partially aware but still struggling to translate knowledge into consistent, sustainable practices. In line with the Government of India’s ban on single-use plastic,  children discussed the harmful effects of disposable plastic items and advocated for alternatives like cloth bags, steel bottles, and eco-friendly packaging. They created posters, slogans, and models  that reflected their understanding of environmental conservation and personal responsibility. Students visited Ecokari Recycling Centre ✨  Activities included: • Classroom discussions on what waste is, its types, and its impact on the environment. • Students collected clean waste materials from home to create useful or decorative items. • Crafted models, charts, and art pieces for a “Best Out of Waste” exhibition. • Conducted a simple community survey on household waste management practices. • Participated in a field visit to the Uruli Devachi Dumping Ground, Ecokari Recycling Centre,  and a local scrap dealer to witness real-world recycling. • Presented reflections through drawings, slogans, and stories. • Performed a powerful street play titled “The Story of Plastic,” highlighting India’s ban on single-use plastics and the global impact of waste mismanagement. 💡  Outcome: Students became active advocates for responsible waste management, spreading awareness in their homes and communities about separating waste, composting, and reducing plastic use. The project bridged the gap between classroom learning and civic responsibility , fostering environmentally conscious habits and leadership among children. 3. Project Goals / Objectives 🎯 This UIP aimed to help students become environmentally aware citizens who take active responsibility for managing waste sustainably. Objectives: ♻️  Understand the 3Rs:  Students learned that by Reducing, Reusing, and Recycling , they can conserve resources, minimize pollution, and protect natural ecosystems. 🌍  Link Science to Real Life:  The project helped students apply their classroom knowledge of biodegradable and non-biodegradable waste  to real-world contexts, understanding which materials can safely decompose and which harm the environment when mismanaged. 🧩  Apply Learning in Daily Life: Students practiced sustainable habits at home and school, turning waste into creative products and promoting the “Best Out of Waste” idea. 📊  Encourage Community Awareness: By conducting surveys and performing skits, students inspired families to take small but impactful steps towards cleaner neighborhoods. 💬  Integrate Knowledge Across Subjects:  The project blended science (waste types, pollution), math (data charts), art (recycled crafts), and language (posters, stories, slogans), making learning holistic and meaningful. 4. Process and Timeline 🗓️ The project was implemented through structured, hands-on stages connecting classroom learning with real-world experiences: • Introductory Session:  Teachers initiated discussions on What is waste?  and Types of waste- biodegradable and non-biodegradable, reinforcing scientific understanding through observation and examples. • Collection & Sorting:  Students collected clean, reusable waste materials from their homes and classified them as biodegradable or non-biodegradable. • Creative Transformation:  Using collected waste, students made pencil holders, planters, compost jars, and bird feeders, turning trash into treasure. • Survey Activity:  Students interviewed families and neighbors to understand waste segregation and awareness levels. • Field Visits:  Visits to Uruli Devachi Dumping Ground, Ecokari Centre, and local kabadiwalas deepened understanding of recycling and composting systems. • Theatrical Presentation:  Students performed “The Story of Plastic,” illustrating the life cycle of plastic, from fossil fuel extraction to pollution and advocating for India’s ban on single-use plastics. • Exhibition & Reflection:  A class exhibition showcased crafts, posters, survey findings, and reflections. Students shared what they learned about environmental responsibility and sustainable practices. 5. Student Reflection 💭 • 🌱  Awareness and Action:  Students realized that small, daily habits like using cloth bags, avoiding single-use plastics, and segregating waste can make a big difference. • 🧠  Linking Science to Life:  They connected their Science lessons on biodegradable and non-biodegradable waste with practical examples, understanding why segregation at source is essential. • 💪  Empowerment:  Students felt empowered to lead by example, inspiring their families and peers to adopt sustainable lifestyles. • 🎨  Creativity with Purpose:  Turning waste into art or utility items taught them that sustainability can be innovative and joyful. • 🌏  Responsible Citizenship:  They discovered that caring for the environment is a collective duty that builds cleaner, safer, and healthier communities. Through these reflections, students transformed awareness into action. becoming young environmental stewards and changemakers for a sustainable tomorrow. Closing Thought 🌟 “R-Cube” showed our Grade 6 students that protecting the planet begins with small, consistent steps. At Ashraya, we nurture environmentally conscious learners who understand that sustainability is not just an idea, it’s a responsibility. Every bottle reused, every bag recycled, and every piece of waste reduced brings us closer to a cleaner, greener, and healthier India. Call to Action ✊ At Ashraya, we stand with our children as they lead by example in creating a sustainable future. Their efforts remind us that responsible waste management starts at home with awareness, creativity, and commitment. 👉 Support us in empowering more children to practice the 3Rs and become champions of a cleaner India. Together, let’s build a nation where every child contributes to the Swachh Bharat dream and a thriving circular economy. Contribute here: ashrayainitiative.org/donate

Unit Projects bridge classroom learning with real-world challenges . Started in 2022 , they empower students from marginalized backgrounds to explore and respond to the challenges shaping their communities , fostering empathy, creativity, leadership, and critical thinking. Students plan projects by setting objectives and assigning roles, then conduct research, surveys, and field visits to design solutions through skits, campaigns, prototypes, or models. Finally, they showcase their work, receive feedback, and reflect on their learning and impact. These projects allow students to apply knowledge to real-life challenges, build teamwork, problem-solving, and civic responsibility , and create practical, transformative solutions  for their communities. More than academic exercises, Unit Projects are platforms of empowerment , where young voices turn awareness into hope and knowledge into lasting change. 🌱 Sita Reimagined: A Journey of Strength and Self-Identity 1. Problem Statement⚡ At Ashraya, our children come from marginalised communities where gender discrimination is deeply entrenched. Girls are often denied education, marriage is treated as destiny, women are labelled as Paraya Dhan , discouraged from seeking financial independence, and expected to sacrifice their dreams. These barriers not only silence ambitions but also prevent girls from realising their true potential—hampering personal growth and denying them the chance to become independent and equal contributors to society. This everyday reality reminded our students of the trials of Sita from the Ramayana—her journey defined not by her choices, but by the weight of societal norms. 2. Project Description🎭 To address this, our 9th-grade students undertook a Unit Integrated Project  titled Sita Reimagined: A Journey of Strength and Self-Identity. ✨ Activities included: Conducted surveys, documented real-life observations, and drew insights from community case studies. Studied literary works such as The Forest of Enchantments (Chitra Banerjee Divakaruni), Sita: Warrior of Mithila (Amish Tripathi), and Sita’s Ramayana (Samhita Arni, Moyna Chitrakar). 💡 Outcome: Students reimagined Sita—not as a woman bound by tradition, but as a fearless young girl who chose education over silence, built a career with determination, and balanced her personal and professional life with dignity and pride. 🎤 Through this performance, they voiced a profound truth: Identity is not dictated by society—it is defined by the self. No one has the right to limit a girl’s dreams or potential.   3. Project Goals / Objectives🎯 This project was designed not just as an academic exercise, but as a lived experience—helping students connect their studies with the struggles of their own communities. It reflects Ashraya’s vision of empowering children to think critically, challenge injustice, and become changemakers. Objectives: 🚀 Challenge gender stereotypes by questioning long-standing biases and amplifying the lived realities of women in marginalised communities. 📚 Draw powerful parallels between mythology and modern-day struggles, making cultural narratives relevant and thought-provoking for today’s generation. 🌟Encourage girls to claim their right to education and financial independence, inspiring them to see possibilities beyond imposed limits. 💪 Showcase resilience and self-identity as sources of empowerment, reminding every child that their voice and choices have the power to redefine society.   4. Process and Timeline 🗓️ The students undertook a structured, immersive approach over approximately three weeks of preparation , ensuring every stage was thoughtful and connected to their community realities: Theme Selection:  Students unanimously chose the project theme Sita Reimagined: A Journey of Strength and Self-Identity after in-depth discussions with their class teacher. Research Phase:  Conducted literature reviews, community surveys, and case study analyses to understand the lived realities of women and girls. Documentation: Recorded observations and collected real-life stories from their communities to ground the project in authenticity. Creative Phase:  Developed scripts, designed skits, and crafted narratives that reimagined Sita as a symbol of courage, education, and independence. Performance: Presented the skit to peers, teachers, and community members, bringing the story to life with conviction and creativity. Reflection: Shared learnings, insights, and personal growth experiences, documenting the impact on both students and their understanding of gender issues. 5. Student Reflection 💭 What began as a performance soon grew into something deeper—a mirror through which students could see both society and themselves in a new light. Along this journey, they uncovered powerful truths: 🔥 The Agni Pariksha is not bound to mythology - girls today face their own trials: resisting pressure to drop out for early marriage, mothers balancing caregiving with work while their worth is questioned, and women battling daily for dignity against demeaning labels. 📖 Classrooms can become spaces of resistance - where books and learning are not just tools of knowledge, but weapons of courage, equipping children to challenge inequality and rewrite their futures. 🌸 Reimagining Sita is about shaping tomorrow - her strength, independence, and courage are not relics of the past but a living legacy, inspiring every new generation to stand against injustice. 🤝 Equality demands shared responsibility - the skit highlighted how men, whether as friends, husbands, or bosses, play a vital role in women’s empowerment. True progress lies in building a culture of mutual respect, equal opportunity, and shared responsibilities between men and women. Through the play, our students recognized a living truth: Sita’s defiance in defining her identity reflects the everyday resilience of women in their communities striving for equality and respect.  6. Testimonies of Change - Stories of Courage from Ashraya’s Sitas ✨ 🌸 Pallavi’s Journey: From Silence to Strength Born into a large family of eight in Yerwada, Pune, Pallavi Manoj Vaghire grew up surrounded by the belief that girls should stop studying after Class 10 and prepare for marriage. In her Waghri community, this was an unshakable norm, while boys were allowed to continue their education. Her parents, uneducated themselves, struggled to support the family, and the idea of Pallavi studying further seemed impossible. Yet, with her father’s faith in her abilities and Ashraya’s steadfast support, Pallavi dared to dream of a different future. Convincing her family after Class 10 was her greatest challenge. Community voices grew louder, reminding her parents that too much education for a girl would be “wasted.” Financial hardship, poor attendance due to family obligations, and the daunting shift from Marathi to English medium added to her struggles. But Ashraya stood firmly with her—covering her educational needs, encouraging her parents, and giving Pallavi the strength to keep moving forward when everything around her told her to stop. Against all odds, Pallavi not only completed Class 12 but went on to graduate from one of Pune’s best colleges, an achievement that once felt unthinkable for a girl from her background.   Today, Pallavi proudly serves as a community librarian, while also contributing to her family and supporting her younger siblings. Her parents, once unsure of the value of her education, now stand tall with pride at the daughter who has become their strength. And in her community, young girls look at her with admiration—as proof that education can break barriers, change mindsets, and light the path for generations to come. 🌸 Suman’s Journey: A Beacon of Resilience and Possibility Suman Dalsukh Waghri, the youngest of seven siblings from Yerwada’s Ashok Nagar, grew up in a household where survival often overshadowed dreams. Her father’s small earnings from selling clothes and old blouses barely kept the family afloat, and in her Waghri community, girls were expected to marry early rather than pursue education. Yet, Suman’s spirit was restless—she longed for knowledge and a life beyond societal expectations. Every day brought its share of struggles: affording school fees, buying books, and quiet whispers from relatives who questioned the value of a girl’s education. For many, such hurdles would have ended their journey, but for Suman, they ignited a determination to rise above. With Ashraya’s unwavering support, Suman’s aspirations found wings. She not only completed Class 12 but also embraced opportunities that transformed her confidence and vision. As an intern at Ashraya, she learned discipline, gained exposure, and discovered her own potential. Choosing a path untraveled in her family, she pursued a Diploma in Preschool Teacher Training, defying norms and expectations. Every achievement became a statement: that determination, support, and courage can overcome deep-rooted barriers.   Today, Suman gracefully balances her personal and professional life, married with a supportive husband who encourages her growth. She works as a Math teacher at Ashraya, shaping young minds while continuing to nurture her own dreams. In her parents’ eyes, she is a source of immense pride; in her community, she has become a living inspiration. Young girls now see in Suman the proof that it is possible to honor both personal happiness and professional ambition—showing that with perseverance, a woman can truly lead, teach, and uplift those around her. Closing Thought🌟 At Ashraya Foundation, we witness the spirit of Sita every day in the most marginalized communities - resilient, tested, and challenged, yet rising each time to overcome barriers and redefine their lives. These women and girls face systemic obstacles, societal pressures, and daily struggles, but their determination and courage shine through. We believe that when a girl rises, she uplifts her family; and when women rise, they become catalysts for transformation, inspiring entire communities to break cycles of poverty and embrace a future full of possibility. Call to Action ✊ At Ashraya, we walk alongside our girls as they pursue education and our women as they claim independence. Their courage and perseverance inspire us every day. 👉 Help us empower more “Sitas of today” - women and girls redefining their paths with strength and self-determination. Together, we can build a world where their voices are celebrated. Contribute here: ashrayainitiative.org/donate .

With Wix Blog, you’re not only sharing your voice with the world, you can also grow an active online community. To let readers sign up and become members of your site, add a Members Area from Add Apps in the Editor sidebar. What can members do? Members can follow each other, write and reply to comments and get notifications. Each member gets their own personal profile page that they can customize. Tip: You can make any member of your blog a writer so they can write posts for your blog. Adding multiple writers is a great way to grow your content. Here’s how to do it: Head to your Members Page Search for the member you want to make a writer Click on the member’s profile Click the 3 dot icon ( ⠇) next to the Follow button Select Set as Writer.

When it comes to design, the Wix Blog has everything you need to create beautiful posts that will grab your reader's attention. Check out our essential design features. Choose from several beautiful layouts Your blog feed comes with many responsive layouts to choose from. From the blog feed’s settings in the Editor, choose the layout that’s right for you. The Editorial layout is great for readers to quickly find posts that interest them. Or you can go for a Side by Side layout that lets readers scroll down and see your posts one by one. Once you choose one, click Customize Layout to tweak the settings even more. ​​From the settings, you can also choose other things to display on your blog feed, like a Blog Menu, author name, likes and views, and more. Customize your post page Go to the Post Page in the Editor to customize settings for your posts. Changing anything here will change the layout and design for all your posts at once. Keep readers engaged by letting them leave comments and share your posts on social media. You can also display Related Posts and Tags at the bottom of your posts to help readers discover more of your posts and keep reading.