On Grassroots Impact "Vidyamythri Trust has shown what is possible when educational initiatives are rooted in the local context. Their consistent engagement with teachers and children has led to visible improvements in classroom practices and student learning outcomes. They are a valuable partner in strengthening public education in our taluk." — Mr. Suresh Kamble Block Education Officer, Kushtagi Taluk

On Teacher Support "We have seen government school teachers become more active and innovative in their teaching after Vidyamythri’s interventions. The Trust supports schools without burdening them, and their methods align well with the goals of NIPUN Bharat and FLN missions." — Mr. Ravi Kolur Cluster Resource Person, Sanganal Cluster

Gouramma 2nd std. Hadagali LPSchool – she is an irregular student of the class. She is very talented girl in the class. The group when asked Gouramma why she is not coming to school regularly, with hesitation she shared her problem with the group. Gouramma – “I am really interested to come to school regularly but my mother go for kooli work in the morning and return in the evening. My father is a drunkard. I have a younger brother 2 years old I have to look after him. When my mother is at home I come to school.” This is my problem. The group discussed the issue and came out with a solution. It is practically impossible to make family understand that education is more important for the child. We convinced the teachers to let the girl bring her brother along .The group will take care. Our staff Chandru also visited the family and discussed the child’s learning and convinced the mother to send Gouramma to school regularly with her younger brother. She agreed. Now Gouramma is regular and she learns with interest and also helps the other children. She comes to school with her two year old brother regularly.

Lakshmikant 3rd std. LPS hadagali student – He is also an irregular student, his mother does kooli work, his father has some goats and he goes to graze goats. When he is drunk he sleeps in the house and send Laksmiknt to graze the goats. Therefore he is not able to come to school regularly. Some times his father comes to school and drag laksmikant from the classroom and send him to graze goats. This problem was discussed in the group. Here the teacher took the responsibility to speak with the child’s father. Teacher spoke with the father and brought him to school. He showed Lakshmikant’s work and learning, and convinced him to send the child to school regularly. Now Laksmikant’s situation is better he is less irregular and also showing interest in learning.

1) Regular house visits and community engagement helps and encouraged our work. Some parents opinions are- On Child’s Confidence "Before, my daughter was very shy and never spoke in class. After attending the activities and group discussions organized by Vidyamythri, she has become confident and talks freely. She even teaches her younger brother now!" — Mr. Hanumathappa Parent, Hadagali. 2) On Learning Support "My son struggled with reading and used to avoid going to school. The remedial classes from Vidyamythri helped him catch up. Now he reads stories on his own and is excited to go to school every day." — Mr. Ramanna, Parent, Kushtagi Taluk 3) On Holistic Growth "It’s not just about studies—Vidyamythri is helping our children think, talk, and ask questions. They learn through games, group activities, and even talk about things like health and the environment. We’ve seen a real change in their thinking." — Mr. Pampapathi, Parent of Two School-going Children, Hadagali. 4) On Community Connection "The team from Vidyamythri often visits the school and speaks with us. They involve us in our children’s progress. It makes us feel like we are also part of their education." — Mr. Basavarj Daily Wage Worker and Parent, S Ganganal.

1) On Classroom Transformation "Vidyamythri Trust’s involvement has brought a big change in our classrooms. Earlier, most teaching was lecture-based. Now, with group activities and student discussions, the classroom is more lively. Students are more involved, and even the quieter ones are opening up." — Mr. Somanath, Govt Primary School, S Ganganal 2) On Learning Improvement "We’ve seen a noticeable improvement in students’ basic reading and math skills, especially among those who were falling behind. The remedial support and learning tools provided by Vidyamythri have made learning more accessible for all students." — Mr. Srinivas Govt Primary School, Hire Mukharthinal 3) On Capacity Building "The training sessions and regular mentoring we receive from Vidyamythri have helped us adopt new methods. We are not just teaching better—we are also understanding our students more deeply. It has made us better educators." — Mr. Umesh, Govt Higher Primary School, Hire Mukharthinal 4) On Community Engagement "Vidyamythri has helped us connect better with parents and the community. Their approach is holistic—not just about the classroom, but also about creating a supportive environment for children's learning at home and school." — Mr. Mallaraddeppa , Govt School, Hadagali

Ramesh, a Class 1 student of Lower Primary School, Hadagali, in the Kushtagi Education Block, was reluctant to attend school during the reopening months of June and July. He often refused to go to school and remained closely attached to his family, as he had not attended Anganwadi earlier and preferred to play at home. Understanding the situation, Vidyamythri Trust staff member Mr. Chandru, along with local guest teacher Mr. Yamanur, made repeated home visits to counsel Ramesh’s parents. Initially, his father Mr. Ranganath (Rangappa) showed little interest, as the child was unwilling to attend school regularly. With consistent efforts and patient counselling, the parents were finally convinced to send Ramesh to school at least twice a week. Our team then engaged Ramesh through child-centric, activity-based learning, including clay work, painting, drawing, puzzles, and building blocks. Within just 15 days, Ramesh began showing keen interest in these activities. Gradually, he started interacting with his classmates, playing with friends, and enjoying the school environment. Through Vidyamythri’s child-friendly and inclusive learning approach, Ramesh developed confidence and a love for learning. After five months of continuous support and nurturing, Ramesh achieved a remarkable milestone. On 26th January 2026, he stood confidently on stage as a Republic Day speaker, addressing parents, teachers, and fellow students with pride and clarity. Ramesh’s transformation is a powerful example of how early intervention, parental engagement, and activity-based learning can unlock a child’s true potential. Every child can shine—when given the right support at the right time.

Harshavardhan is a Class 2 student. He attended school regularly in Class 1 but was irregular after being promoted to Class 2 and remained absent for 48 days. This concern was reported to the Headmaster. As the Headmaster and the student’s grandfather are known to each other, further details were gathered. It was found that the student was unwell for about 15 days. Later, due to staying at home for a long time, he developed a habit of avoiding school and would cry when asked to attend. Subsequently, as his parents were engaged in agricultural work, he was asked to graze two sheep instead of going to school. The teaching staff visited the field at 4:30 pm and spoke to the student’s father, Hanumappa, along with family members. They were counselled on the importance of education and advised not to discontinue the child’s schooling. The student was also counselled and encouraged to attend school regularly. After follow-up visits and reassurance that he would not be scolded or punished at school, the student returned to school after two days. Initially, he was engaged in games and activities for two days to overcome fear. Revision was then started gradually, followed by regular teaching. At present, Harshavardhan is able to read long vowel sounds in English, Gunitaksharas in Kannada, and multiplication tables in Mathematics.