Partnered with Arshiya Foundation, a CSR initiative of the Arshiya Group, to design and pilot a life skills learning program for children from underserved urban communities.

• Program: Essential Life Skills Development Program

• Audience: Children aged 6–16 from marginalized, low-income communities

• Location: Mumbai

Objective: 
Design engaging, behaviour-focused learning experiences and enable trainers to deliver them effectively in highly constrained environments

1. Untrained & Underprepared Trainers

• Trainers were honorary, low-paid, and lacked formal classroom delivery experience

• Limited exposure to structured lesson planning and learner engagement techniques

• Language barriers (English vs local language delivery)

2. Highly Diverse & Disruptive Learning Environment

• Mixed-age group (6–16 years) with varying cognitive and emotional maturity

• Low discipline, high energy, and minimal exposure to structured education

• Use of informal/rash language impacting classroom decorum

3. Low-Resource Infrastructure

• Temporary classroom setup (borrowed college space)

• Limited access to teaching aids and materials

• No consistent learning environment

4. Basic Yet Critical Learning Content

• Topics were foundational (hygiene, road safety, equality, unity in diversity)

• Risk of low engagement if delivered traditionally

• Needed to translate “basic content” into meaningful behavioural learning

• Designed a highly interactive, activity-led learning model tailored for mixed-age, low-attention classrooms

• Developed detailed trainer manuals with step-by-step facilitation guidance, compensating for lack of trainer experience

• Introduced structured classroom management techniques embedded within activities (not separate instruction)

• Used multimedia elements and physical space (inside + outside classroom) to sustain engagement

• Created simple, visual, and behaviour-driven learning materials (worksheets, exercises, demonstrations)

• Built continuous trainer support loops, providing on-ground and on-call guidance during delivery

• Transformed basic life concepts into experiential activities (e.g., role-play for road safety, demonstrations for hygiene habits)

• Designed learning experiences that simultaneously taught content + classroom discipline + social behaviour

• Enabled trainers to shift from instruction-based teaching → facilitation-based engagement, despite no prior exposure

• Successfully delivered a pilot life-skills program in a high-complexity, low-resource environment

• Improved trainer confidence and delivery capability, enabling more structured and engaging sessions

• Increased learner participation and behavioural engagement, despite mixed age and challenging classroom dynamics

• Established a replicable activity-based learning approach suitable for similar community-based programs

This project strengthened my ability to design for extreme constraints—low resources, untrained facilitators, and unpredictable learner environments—while still delivering structured, outcome-driven learning experiences.