All photos courtesy PCMC English Medium School, Bopkhel, and the Akanksha Foundation

When I reach the most prominent English-medium school in Bopkhel, outside the limits of Pune city, I mistakenly label it an ordinary building. But the moment I walk through its gates, I see it for what it is: a playground for a profusion of colours. Here, art by students lines the walls, the steps of the staircases are painted the colours of the rainbow, and a dozen balloons dance on its ceiling, halted in their flight towards the sky.

I've arrived on a momentous day: The PCMC English Medium School, Bopkhel has been named among nine other schools across the world in a shortlist by UK-based organisation T4, in the category 'community collaboration'. T4 has recognised four other Indian schools in areas such as 'overcoming adversity' and 'innovation', for the first edition of its World's Best School Prizes.

The PCMC English Medium School's nomination would have been significant at any point in time, but it is especially so in the context of the coronavirus pandemic: A 2020 ASER report found that barely one-third of all enrolled students in schools were receiving learning material. It also found that one out three students in Classes 1 and 2 have never attended an in-person class. As per a 2021 survey of 16,000 students in primary schools, 92 percent have lost one language ability, and 86 have lost fundamental Maths capacities. The International Labour Organisation has predicted that for the first time in 20 years, the rate of child labour may increase, reversing years of progress.

Despite being a relatively young institution — set up as part of a public-private partnership between The Akanksha Foundation and the government in 2016 — the Bopkhel school has been a catalyst for change in the area, through the households it has directly engaged with. Can its success serve as a framework — for solving complex problems in rural education by building deep relationships with students' parents and making them equal stakeholders in the schooling process?

The day that I arrive, the staff room is marked by jubilation, and more unusually, by students freely walking in and out. Nothing like the closed-off, cold environment that one expects a staff room to be. The students call the teachers 'didi' and 'bhaiyya'; the teachers and parents refer to each other like this, too — none of the more formal 'ma'am' or 'sir' titles. "This lends a sense of familiarity and kinship to people's relationships. It changed the parents' outlook towards the school's staff, they didn't see them as outsiders anymore. But this culture extends beyond just titles — it's also about how we treat each other," says Nikhil, a social worker who has been tied to the school for five years and now works in government relations.

This sentiment is echoed in how the parents view the teachers — more than one parent mentioned that they see the teaching staff as friends or peers. Sandhya Ghule, the mother of a student in Class 3, attributes this to how the teachers make themselves accessible to discuss the syllabus or student progress, even after school hours. Priya Ghule, another parent, says it has to do with how the teachers are invested in more than just academics.

Nikhil says that the teaching staff's interactions with parents have gone a long way in helping the school to mould its approach towards each child, whether it is through home visits or calls to check on their well-being. "Some children need emotional support, others may need appreciation. The key to understanding this is knowing about what they're like at home, what their families are like. When parents open up about these details, we are better equipped with the tools to support each child," he explains.

The challenge with creating approaches that are tailored to each student's needs is not just the requisite attention to detail, Nikhil says. "It's normal for a parent to be sceptical of an outsider who wants to know about their family, their household and who believes that they can suggest how to educate the child better. It's when you build a relationship with them that they begin trusting you," he explains.

Another factor that has cemented the parents' collective trust is the results of teaching practices employed at the school — a part of the Akanksha pedagogy. Parents have admitted to differences in skill levels within their own households, between children who attend the Bopkhel school and those who don't. "My daughter is capable of reading the English books that my son, who is six years older, must refer to in his school. In fact, she can even do the homework that is assigned to him," says Meena Bhurkunde. Sandhya Ghule says that her daughter is more adept at speaking in English than her relative's son, despite their three-year age difference.

Parents whose children are enrolled at the PCMC English Medium School find themselves devoting a considerable amount of time at the school: this could be through membership in committees, undergoing counselling sessions and attending parent classes. Notably, this is among the few schools in the area that has an active, functioning School Management Committee (SMC), says Ashwini Gat, the mother of a student in Class 4. Nikhil agrees, adding that though instituting an SMC composed of parents and school staff is mandatory for all schools, in most, it only exists on paper.

Understandably, not everyone instantly warmed up to the idea of attending meetings at school each week. Priya Ghule, whose sons are in Class 4 and kindergarten, says that she was initially opposed to seeking admission for them in this school because of the sheer time and effort it would involve. "Housework was already taking up a lot of my time, I thought I couldn't handle it," she explains. She changed her mind when she saw how beneficial these engagements could be; she recalls a specific feedback session where the parents were told to acknowledge the pace at which their children can learn, as opposed to pressuring them to meet unrealistic expectations.

Or, take for example the core committee set up during the pandemic: As a member of this committee, parent Ashwini Gat was responsible for checking in with the students assigned to her. "The teachers would tell us about which student is behind on their homework, and we'd follow up with the child's family — whether it had to do with the family's financial situation, because of an issue with a smartphone, or any other concern," she explains. Gat, the mother of a Class 4 student, was thus an interface between the school and parents — in an effort to ensure that every single student was accounted for. This is a stark contrast to the situation during the school's early years, when mothers were discouraged by their relatives from taking up such tasks.

Increasing parental participation has been one of Nikhil's roles since he first began working for the school. He argues that it holds immense potential for change and improvement. "We believe parents are an equal partner in the school community, and they have a right to know about their child's progress. We've always made it clear that we want the parents to see how we work and what we're trying to achieve. The hesitation slowly thawed away, as we won their support and they began to see the school as being their own," Nikhil explains.

This belongingness to the school was fostered by seeing the parents as individuals, not just fathers and mothers. "The school encourages parents to hone their talents and skills," says Priya Ghule. Sandhya Ghule says that spending time at the school has given homemakers like her a sense of purpose beyond housework. One of the instrumental ways in which some parents have taken ownership in the community is by offering to be mentors for children of parents in double-income households, who simply may not be able to offer time and attention to their child. Some parents also formed clusters in the community to promote play and physical activity among children.

What excites the parents most are 'parent classes' — designed to keep them abreast of the lessons in class, and to ensure that they are equipped to support the children in their studies. Majority of the parents of students enrolled at the school have been educated only till Class 10 or Class 12, in Marathi. Their children are the first generation in their families to be schooled in English. That the language of instruction at the Bopkhel school was going to be English intimidated quite a few parents; how were they to help their children prepare for exams or even revise what was taught in school if they couldn't understand what was written on the page?

The classes have thus had a transformational effect, far beyond helping their children with homework. "The system followed at the school has encouraged many parents to get educated, in order to help their children — and themselves," Priya Ghule says. This rings especially true in the case of Ashwini Gat, who has started her own tuition classes using the skills imparted at the classes. For Meena Bhurkunde, who attended school till Class 10, these classes are a second shot at learning — with the opportunities and encouragement that she was deprived of as a child.

Schools like the PCMC English Medium School can have a significant impact in the community by conducting interventions outside of academics, such as holding workshops about economic resilience or parenting, or helping community members obtain essential documentation and ID, such as a ration card.

The learning gaps in a child's schooling may not just stem from the quality of teaching or the child's own potential; factors such as domestic violence or alcoholism within the household can have a drastic impact, leaving the child ill-equipped to learn further or even apply what was already taught.

Sushma Pathare, the school leader (headmistress), says that the teaching staff at Bopkhel moves with the awareness that low-income communities put more emphasis on earning a basic income, as opposed to a child's education. In cases of extreme negligence, they have one-on-one sessions with the parent in question: this could involve a home visit, or even support from a counsellor and social worker. The school also keeps track of determinants like attendance scores and the involvement of parents — in the event of a dip, they follow-up with the family to find out underlying causes. "If we hear that the number of cases of domestic violence are increasing in the community, then we take up the subject through meetings, role play and case studies to reflect on the issue at hand," she explains.

For real change to occur, there has to be a shift — from parents thinking their duty ends as soon as they drop the child off at school, to a position where they are involved in everyday learning, the school leader explains. "In low-income communities, when a parent supports their child, the impact is felt very strongly… The whole point is to empower the parent so they can participate in the child's holistic development." she says.

The stories about parents sharing resources, working productively together, and offering to tutor each other's children are the very opposite of the highly individualistic schooling experience prevalent in the private schools of big cities, especially among society's more privileged sections, where competition and isolation are encouraged. "An individualistic approach doesn't even work when it comes to parental involvement in a school such as this one — a single parent may feel bogged down by an activity or may not have the skills for it, but if they're paired up with two other parents, they're more likely to feel confident," says Nikhil.

The school's successes cannot erase the signs of Bopkhel's past: Sandhya Ghule says that until a generation ago, girls' education was seen as 'less important', and that it was common for girl students to be enrolled in Marathi-medium schools — a smaller financial investment than an English-language education, more often reserved for sons of families who had dreams about their ability to earn jobs and money.

The shift in attitude over the last decade has manifested in the dreams that today's parents have for their children. In part, this is due to the teaching staff exposing parents to the career opportunities explored by alumni who have degrees from colleges across the world. Sandhya Ghule wants to see her daughter become a tax collector. "Despite our financial situation, I have big dreams for my children — should they study well, I don't think anything will stand in the way of their success," says Ashwini Gat. Meena Bhurkunde pauses briefly, only to respond with total conviction: She doesn't want to impose her own aspirations on her children, but she hopes they will never give up.

Neerja Deodhar is a writer, editor and researcher based in Mumbai. She tweets @neerjadeodhar

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