Braving forests and elephants, one teacher turns Assam classrooms into hubs of hope

In the remote tea gardens of Assam, 34-year-old Debajit Ghosh begins his day with a demanding 150 km journey to reach the Namsang Tea Estate Model School, navigating roads through the Dihing Patkai National Park, where elephant crossings and muddy stretches are common.

His commitment to educating children who once had to drop out after primary school has earned him a place among the 45 teachers set to receive the National Teachers’ Award 2025 from President Droupadi Murmu on Sept 5.

“If I do not stay here, it will not be possible to carry out the developmental work at Namsang Tea Estate Model School,” Ghosh said.

“I need to send documents to the office regularly, and my wife also works in Dibrugarh. Moreover, I bring along two other teachers in my car, while the rest travel by bike, as there is no direct public transport to the school,” Ghosh added.

Ghosh began his teaching career in 2013 at Dibrugarh Bengali High School. He recalls mentoring a Class 8 student, Abhishek, who struggled with writing.

With guidance, Abhishek improved dramatically, scoring 100 in science and 93 percent overall in the Assam board Class 10 exams.

“That experience cemented my belief in nurturing curiosity rather than focusing only on marks,” Ghosh said.

Today, as principal of the Namsang Tea Garden Adarsha School, founded in 2022, Ghosh has brought over 300 out-of-school children back to classrooms.

From an initial 32 students in the first HSLC batch, only 14 passed, but the following year 18 of 20 cleared, achieving a 90 percent success rate.

“Earlier, the children of the tea garden had to leave school because there was no high school within a 15 km radius. The nearest one required crossing the Dehing Patkai National Park, which was extremely risky,” he explained. Enrollment has since risen to 326 students, aged 11 to 18.

Ghosh emphasizes interactive learning. Classrooms feature hands-on experiments, toy-making, ICT tools, virtual labs like O-Lab, and 3D educational websites such as MSD.

“Students today are tech-savvy. If you deliver monotonous lectures, they will never listen. But if you show them concepts interactively, they engage with joy,” he said.

Beyond academics, Ghosh addresses health and welfare. Through the Rashtriya Bal Swasthya Karyakram, he organized a health camp, treating low hemoglobin levels with iron and folic acid supplements and deworming programs, significantly improving student health within three years.

Ghosh also tackled high dropout rates, bringing 267 children back into mainstream education, many of whom had left to work in tea plantations.

“Convincing parents was as important as teaching students. Once they saw results, they too began believing in the power of education,” he said.

His mentorship extends beyond school. Students advancing to Class 11 receive guidance from visiting university professors, and external experts are brought in to motivate and inspire them.

Creativity remains central to his teaching philosophy, with practical classes and toy-making sessions encouraging active learning through all five senses.

Abhishek’s story is a testament to Ghosh’s impact. The student who once struggled with writing is now pursuing a PhD in mathematics, inspired by his teacher’s guidance despite financial difficulties.

Addressing challenges for educators, Ghosh noted, “If you deliver monotonous content in the classroom, students are never going to listen to you.” He advocates balancing syllabus completion with real-world skills, emphasizing continuous learning for teachers.

Reflecting on his legacy, he said, “As a teacher who not only taught them but also mentored them in the most crucial stage of their life.”

His advice for aspiring educators is equally clear. “Prepare yourself not only to teach but also to cater to the needs of your students in every aspect. Learning is continuous; you must be aware of recent developments to deliver your best,” he said.

Ghosh also highlighted logistical needs, saying, “Recently, we received a teachers’ quarter, a science lab, and a library. It would be very helpful if a sports teacher could also be appointed. My transportation expenses are very high, so a contingency fund is needed. A school in the plains and a school in the hilly areas cannot function effectively with the same grant.”