Raising Responsible Leaders – Gurugram Global Heights School

Raising Responsible Leaders at school

Dear Parents,

Our children have braced the cataclysmic difference in their immediate world among amazing resilience and by and large, a peaceful acceptance. In most cases, they have given unconditional support and love to their mothers by shouldering responsibilities as much as has been possible in agreement with their age & individual capacities. This is certainly a time to display our gratitude for the hope they offer & stand for.

Children of these times, particularly the past decade or so, are equal victims to environmental degeneration at all levels – of the physical erosion of our natural environment, reckless growth & development of consumption and consumerism, an all-time low in socio-political discourse & unmediated lifestyle role-modelling appeared as variant models of modernity and liberalism which completely clash with traditional value systems. As sufferers of this onslaught, many of these adolescents have not held any moral or spiritual anchor to hold on to, and therefore emerges an aberration in social behaviour – such as the ‘locker room episode’ – an anomalous occasional social eruption sending moralists & masses across within an angry chorus of ‘Let’s fix them – did I not say, this technology is the evil that spoils them?‘ This simmers, till the next important thing gets exposed. And the world moves on bearing little or no accountability for the actions of their young ones, though thankfully, many do acknowledge & constantly engage with how strong to empower our young to thrive and, together, build a better world.  

Thinking accurately, beyond all the outrage, it discourages me that perhaps society, and we as adults, have missed our young people. When in the process of becoming adults do our children get trained into such structures and systems? Does this not come from the socialization process, acquired behaviours and attitudes from seeing all that is modelled around us – in family conversations, in movies, in advertisements, in songs, & subtly in so much around us?

It is perhaps a time for all of us to look inside and wonder what we need to review and reconstruct to guarantee that we scaffold our children to be respectful adults. To themselves and all around them. 

We, at Gurugram Global Height School, talk about digital citizenship and cyber safety as a component of our curriculum and we go deeper into age-appropriate topics of gender sensitivity, the thought & vocabulary of respect and equality, sexuality plus more in a safe and non-judgmental space. There are no taboo topics – for that is what creates a repressed mind more frequently than not, channelized towards inappropriate behaviours. 

As a School, through the curriculum of scholastic & co-scholastic engagement & wellbeing sessions, we constantly create environments and models that engage the student to think critically, to question, to reflect & to share their voices. To have thoughts, feelings, opinions and actions that they feel ownership of. To empower each of them to find meaning & purpose for themselves and what they can contribute as global citizens. We will continue to build safe spaces where students can express their individuality & stand tall whether or not they ‘fit’ in.

This integrated, concept-based curriculum is formed into lesson plans and into a daily/weekly/ monthly/yearly timetable in the following ways:

1. Social, Emotional, Physical & Ethical well-being modules as part of their ‘Health & Well-being Classes’ – spiritual well-being through the practice of mindfulness and character and skill-building through Aha Sports. 

2. Development of empathy and connection with the self and community within the exploration of traditional & non-linear forms of learning in the Co-Scholastic & Aha Arts programmes.  

3. Environmental education by Sustainable Development Goals, based on Design Thinking. 

4. Robust Technology learning programme introducing Digital citizenship enabling creativity & innovation, reducing consumption. 

5. Problem & Project-based learning through programmes such as the Capstone. 

6. Career Guidance & Self-awareness building by Internships and Work-life exposure. 

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