The Second Cohort of Learning Companions helped us answer a fundamental question: What exactly are we building? We had begun as a Teaching Fellowship. But during the journey of this cohort, it became clear that this could become not just a fellowship for teaching, but a fellowship for leadership.
At Abhyuday, Damini and Nakul stepped beyond the identity of “I am a teacher” and emerged as leader-catalysts. Nakul took students from Nagpur to the Western Ghats for a Geography tour and brought them back safely—creating learning experiences beyond the boundaries of school. Damini brought consistency and clarity of mission and vision. Her ability to calmly accept situations and keep moving forward, along with the strong bonds she built with stakeholders, gave the team stability.
Rahul’s strength lay in planning and management—breaking down work with clear outcomes in mind and setting priorities effectively. When it came to execution on the ground, Kunal’s resourcefulness and logistical sense became invaluable. His ability to manage priorities, find practical solutions, and connect with people through storytelling strengthened community trust and made complex tasks possible.
It was during the journey of this second cohort that the project with the Bharwad community began. Building on the work initiated by Vishal, Vrushabh, Kunal, and Komal took the effort forward while living within the Bharwad hamlets, giving it a new direction.
Vrushabh’s bond with children and his thoughtful planning of sessions for older students elevated the quality of learning. He had a way of breaking down complex ideas into simple language. Komal demonstrated deep ownership—staying away from her family and continuing the work despite difficult living conditions. Her creativity through painting and craft reached women in the community. Her sensitivity and willingness to help reinforced the idea that we were not there only to teach, but to build relationships.
Avinash brought independent thinking and the courage to experiment with new ideas. His genuine interest in people and conversations eventually led him toward entrepreneurship. Teju’s humility, sincerity, hunger to learn, and persistence reassured us that our efforts were meaningful. Afreen’s strength in classroom management and her positive presence helped maintain a joyful atmosphere; even on difficult days, she helped the team breathe easier.
The contribution of the Second Cohort goes far beyond tasks completed. They built trust. They nurtured ownership. They demonstrated what collective leadership looks like in practice.