Resilient Minds: ACT's Children's Mental Wellbeing

Introduction

As part of ACT’s commitment to holistic and experiential education, educational trips were organized in December 2025 to provide students with meaningful exposure beyond the classroom. These journeys were carefully designed to deepen students’ understanding of history, culture, architecture, and nature, while also fostering independence, curiosity, and shared learning.

ACT places great importance on educational travel as a powerful tool for learning and personal growth. Reflecting this commitment, the Founder Trustee personally joined the trips, enriching the students’ experience through her guidance and presence. As an experienced traveller who has visited these locations several times with earlier batches, her involvement provided valuable context, insights, and inspiration, making the learning experience more engaging and meaningful for the students.

Student-Led Learning and Planning

A significant new step introduced during these trips was encouraging students to actively participate in planning their itineraries based on their interests and areas of curiosity. This approach empowered students to take ownership of their learning and develop decision-making and planning skills.

What was especially noteworthy was the students’ choice of less-traveled and rare sites, reflecting their genuine interest in meaningful exploration rather than conventional tourism. A remarkable example of this was the inclusion of the Pillow Lava formations during the Chitradurga trip, a unique geological site that is not commonly visited. This choice highlighted the students’ curiosity and willingness to explore unconventional learning spaces.

Chitradurga: From Forts to Forgotten Geological Wonders                                                                                           26 & 27 December 2025

A two-day educational trip to Chitradurga was organized for girl students from 1st year to 3rd year degree, accompanied by two ACT team members and the Founder Trustee. The objective of the trip was to provide students with exposure to historical heritage, cultural traditions, and natural geological features, while encouraging learning through observation and experience.

The group reached Chitradurga safely on the first day.
The students visited Teru Malleshwara Temple, where they learned about its religious and cultural significance and spent time in a calm and reflective environment.

This was followed by a visit to Vani Vilas Sagar Dam, where students observed the structure and understood its role in water conservation and irrigation.

Later, the group visited the Pillow Lava formations, a rare geological site chosen as part of the student-planned itinerary. Students observed the unique rock formations and learned about natural geological processes, making this visit one of the most enriching and memorable experiences of the trip.

On the second day, students visited the historic Chitradurga Fort, where they learned about its architectural strength, historical background, and the stories of courage associated with it.

The trip concluded with a visit to Chandravalli Cave, an ancient archaeological site that offered insights into early human settlements and the historical significance of the region.

Mysore: A Journey Through Art, Architecture, and Royal Legacy                                                                                30 & 31 December 2025

A two-day educational trip to Mysore was organized for senior students of 1st PUC, 2nd PUC, and 2nd & 3rd year degree. A total of 23 students participated, accompanied by four ACT team members and the Founder Trustee. The trip aimed to provide exposure to architectural excellence, cultural heritage, and historical learning.

On the first dayStudents visited the Keshava Temple, Somanthpur, where they learned about its architectural and religious importance.

This was followed by a visit to the Sand Museum, which showcased creative sand sculptures and encouraged appreciation for artistic expression.

The group then visited Mysore Palace, gaining insights into the royal heritage and history of Mysore.

The day concluded with a visit to St. Philomena’s Church, admired for its neo-Gothic architecture and historical importance.

On the second day, students visited Talakaddu - a historic town located on the left bank of the River Kaveri, known for its rich cultural and religious heritage. Once home to more than 30 temples, many of which now lie buried under sand, the town offers a unique glimpse into the region’s ancient history, where they enjoyed coracle rides on the River Kaveri. This experience provided opportunities for relaxation, enjoyment, and bonding, adding a recreational dimension to the educational journey.

Conclusion

The educational trips to Chitradurga and Mysore successfully demonstrated ACT’s commitment to experiential and student-centred learning. The active involvement of the Founder Trustee, combined with student-led itinerary planning, greatly enhanced the depth and quality of the learning experience. By encouraging exploration of both renowned heritage sites and lesser-known locations, these trips fostered curiosity, independence, and a deeper appreciation for history, culture, and nature. Such initiatives continue to play a vital role in the holistic development of ACT students.

Introduction

On the 27^th July 2025, for the first time in its 25-year journey, ACT took an extraordinary step. Traditionally engaging children and mothers, this year the initiative extended an invitation to all fathers for a special lunch, personally overseen by the Founder Trustee, with one-to-one personalised discussions to honour their role and give them the respect they deserve within the family. 84 fathers attended — a powerful reminder that fathers quietly bear the weight of their family’s dreams.

At ACT we believe that the role of the fathers is critical in their children’s lives.

1. Emotional Support and Security

A father’s presence provides children with a deep sense of safety and belonging. For children growing up in underprivileged communities, where instability can be common due to a number of reasons like economic situation, addiction, violence, character flaws, having a father (or a father figure) who offers love, attention, and reassurance helps build emotional resilience. Knowing that someone believes in them gives children the confidence to dream bigger.

2. Positive Role Modelling

Children often look to their fathers to learn how to navigate the world. Fathers who show respect, kindness, and responsibility become living examples of the values children can carry into their own lives. For boys, this often means learning what it means to be a responsible man. For girls, it shapes expectations of respect and care in relationships.

3. Encouragement in Education and Skills

Fathers play a powerful role in motivating children to learn. Even small actions—asking about homework, praising effort, or showing interest in school—signal to a child that education matters. For children in ACT’s program, this encouragement can be the difference between giving up and persevering in school.

 4. Nurturing Talents and Dreams

When fathers recognize and support their children’s abilities—whether in sports, arts, academics, or other skills—it helps them believe in their own potential. For children who may not always receive external validation, a father’s encouragement builds self-worth and ambition.

5. Providing Stability and Structure

Fathers often help set routines, boundaries, and discipline. In environments where children may face uncertainty, this consistency gives them a foundation to grow from. Simple routine, or regular activities—create predictability that children deeply need.

6. Breaking Cycles of Hardship

In underprivileged communities, many challenges are generational. Fathers who actively participate in their children’s lives can break cycles of neglect, absenteeism, or hardship by modeling responsibility, empathy, and commitment. Their involvement can change the trajectory of not just their children’s lives, but future generations.

By encouraging fathers to be actively involved in their children’s lives, ACT strengthens the family’s value system. When challenges arise, fathers are invited to participate in decision-making, fostering mutual solutions.

It also encourages fathers to become more sober and responsible, while fostering a strong sense of pride in their families.

Conclusion

The inclusion of fathers in ACT’s journey marks a milestone not only for families but also for the broader vision of community well-being. By strengthening the presence of fathers, ACT fosters environments where children feel emotionally secure, motivated, and valued. This directly aligns with the GlobalGiving Project of Resilient Minds, which emphasizes that mental well-being is built on strong family bonds, shared responsibility, and emotional resilience.

When fathers engage with intention and care, they help dismantle cycles of hardship and open doors for healthier, more balanced communities. Together, ACT’s initiatives and Resilient Minds remind us that true resilience begins at home — with families empowered to nurture the mental, emotional, and social well-being of the next generation.