Aditya* is the kind of child who brings energy into a room.
He enjoys talking to people, interacting with others, and being part of group activities. But behind his cheerful nature, there was a quiet struggle. For nearly two years, learning had not been easy for him. Reading, writing, understanding lessons, and communicating in English had become difficult, and slowly, his confidence in the classroom began to weaken.
Aditya had initially studied in an English-medium school. However, because of the family’s financial difficulties, he had to shift to a Hindi-medium school after two years. This sudden change in the medium of instruction created gaps in his learning. His father’s alcohol dependence also affected the family’s financial stability, making it difficult for the family to arrange additional academic support for him.
Aditya was interested in learning, but he needed focused guidance. He needed someone to help him go back to the basics, understand where he was struggling, and patiently walk with him until he could begin to feel confident again.
During the academic year 2025–26, Sahaara introduced a Reading and Writing Skills Programme for children attending the Pratham Education Centre. Through classroom activities and regular assessments, the teachers identified Aditya’s difficulties in reading, writing, comprehension, and communication. A learning plan was then developed according to his level and specific needs.
At the centre, Aditya received remedial education through guided reading, vocabulary exercises, writing practice, comprehension activities, and level-based worksheets. Teachers also used educational games and group activities so that learning would feel engaging and not pressurising. Whenever he faced difficulty, he received individual guidance, and his progress was monitored regularly.
The support was not only academic. Aditya was encouraged to ask questions, participate in discussions, and express his ideas more openly. Along with this, he received mentoring, counselling, motivation, and positive reinforcement. Sahaara staff also stayed connected with his family and encouraged them to support his learning and attendance at home.
Slowly, Aditya began to change.
Instead of expecting him to immediately perform at grade level, the teachers helped him learn step by step. This allowed him to practise basic concepts, understand lessons at his own pace, and become more comfortable with reading and writing. His family also encouraged him to attend school and the education centre regularly and appreciated each improvement he made.
Today, Aditya has made clear progress in reading, writing, comprehension, and communication. He understands his lessons better and completes his schoolwork with greater confidence. He is also more comfortable participating in classroom discussions and group activities. He communicates more openly with teachers and classmates and is increasingly willing to attempt new tasks.
Aditya says, “Sahaara has helped me improve my reading, writing, and English-speaking skills. I am now more confident in my studies and enjoy learning.” His mother shares, “We are very happy with Aditya’s progress. His reading, writing, and confidence have improved a lot after joining Sahaara. We thank the teachers for their support and guidance.”
Aditya continues to grow as a cheerful and motivated learner. With continued academic guidance, he will be able to close the remaining learning gaps and progress more confidently through school. Today, he dreams of becoming a police officer. His story reminds us that when a child receives patient teaching, encouragement, and support at the right time, confidence can return — and learning can become joyful again.
*Name changed to protect identity