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During April, the Our Responsibility to Children (ORC) programme carried out a series of structured interventions across schools, training centres, and community spaces, focusing on mental well-being, life skills development, academic support, and capacity building for both students and teachers. The sessions were designed to strengthen self-awareness, communication skills, leadership qualities, and emotional resilience among participants while reinforcing previously introduced concepts such as SMART-40.
A key highlight of April was the conduct of two one-day follow-up camps held at PKGBHSS, Muthialpet and GHS, Kombakkam. These camps collectively reached around 60 high school students, with active participation from both boys and girls. The sessions were facilitated by ORC team members and focused on revisiting earlier learning, strengthening conceptual clarity, and reinforcing life skills. Students engaged in discussions and activities centered around self-awareness, self-love, equality, time management, leadership, public speaking, critical thinking, decision-making, and problem-solving. A structured review of SMART-40 concepts was also conducted, along with motivational inputs, academic guidance, and discussions on the importance of education. The camps created an open and interactive environment where students confidently recalled previous learnings, clarified doubts, and participated actively in group discussions. Many students expressed that they found the sessions enjoyable, meaningful, and motivating, and showed interest in attending future programmes.
In addition to student-focused camps, April also included capacity-building programmes for educators. An IKMSS training session for class teachers was conducted at GHS, Kombakkam with 3 male and 1 female participant. The training helped teachers develop a clear understanding of the IKMSS framework and its purpose, while also improving their confidence in its implementation. The session further enhanced their awareness of student mental health concerns and strengthened their readiness to apply the process effectively in school settings.
A Training of Trainers (ToT) programme was also conducted at Vuthavi Karangal Thodar Kalvi Iyakkam, Nonankuppam, with 18 participants (17 female and 1 male). The training focused on “Time Management,” aiming to equip participants with practical strategies for prioritization, planning, and productivity enhancement. Through interactive discussions and activities, participants identified common time-wasting patterns and explored effective solutions. The session was well received, with participants reporting improved clarity on time management concepts and greater confidence in organizing tasks efficiently.
Under life skills development initiatives, a “From Me to We” life skills training programme was conducted for bridge education students at Vinod Raina Study Centre, Manapet. Facilitated by Svarnim Puducherry interns along with ORC team members, the session engaged students in activities focused on teamwork, responsibility, self-awareness, equality, and time management. A total of students participated actively, showing high energy and enthusiasm throughout the programme. The experiential nature of the session helped students understand the importance of collective learning and personal responsibility in everyday life.
Additionally, a mental health programme for college students from Tagore Arts and Science College was conducted at Vudhavikarangal Boys’ Home, Nonankuppam. The session focused on strengthening essential life skills such as self-awareness, decision-making, problem-solving, creative thinking, and emotional understanding. The interactive approach encouraged students to reflect on their personal experiences and develop better coping and thinking strategies.
Alongside these programmes, ORC also conducted visits to six schools during April, including TVKGHS Arumparthapuram, Annai Sivagami GGHSS Mudaliarpet, GHS Kombakkam, GHS Kodathur, Kasthuriba Gandhi GGHSS Bahour, and PKGBHSS Muthialpet. These visits helped maintain continuity of engagement, strengthen school-level coordination, and support ongoing programme implementation.
Overall, April reflected a strong and consistent engagement across multiple levels—students, teachers, and trainers—emphasizing experiential learning, mental well-being, and life skills development. The programmes collectively contributed to reinforcing confidence, improving awareness, and encouraging meaningful participation among all stakeholders.
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