What it takes for a child to return to school

In the remote villages of Jalpaiguri, many children grow up taking on responsibilities long before they are ready, often at the cost of their education. Uncertainty becomes part of everyday life, and over time, learning begins to fade into the background.

At just 13, Sagun was already navigating a life shaped by responsibility. Raised singlehandedly by her father, her days were shaped as much by his absence as by his effort. He worked long hours in a tea garden, doing what he could to keep their lives afloat. But survival came at a cost. With no dependable caregiver at home, Sagun gradually took on responsibilities far beyond her age, managing the household and navigating uncertainty, with little support to rely on. As these demands grew, her education in Grade 8 took a backseat, pushing her to the brink of dropping out.

What helped change the course of her journey was consistent, systematic support that addressed both the visible and underlying barriers, step by step:

• Understanding her situation: When Sagun was identified as being at risk, the project team visited her home to better understand her circumstances. Through patient conversations with her and her father, they created space for her to be heard, addressing immediate concerns while helping them see how continuing her education could lead to a more secure and dignified future.
• Bridging her learning gap: Time away from school had affected Sagun’s confidence. To bridge her learning gap, the project team enrolled her at CRY’s Child Activity Centre. There, she found a space that met her with patience and encouragement. With time, peer support, and a supportive learning environment, she gradually regained her confidence and motivation to learn.

• Supporting her pace of learning: Progress came step by step. With tailored learning plans, regular check-ins, and continuous tracking of her progress, Sagun steadily moved forward.
• Helping her find her voice: The ongoing responsibilities at home, coupled with financial strain, had left Sagun with little space to express her emotions, dreams, or sense of identity. CRY’s Life Skills sessions gave her that safe space, to build her self-esteem, find a voice that is her own, and begin to shape a dream she wants to pursue, with CRY’s continued support. As she began to express herself more freely, she also started to recognise her own worth, building confidence that extended beyond the classroom.
• Finding her way back to school: With her consistent progress, the CRY team recognised when she was ready to return to school and supported her transition back. Today, Sagun is attending school regularly. She continues to learn at the CAC and is encouraging other girls in her community to stay in school and continue their education.

Conclusion

Like Sagun, hundreds of children in Jalpaiguri and across India are waiting for an opportunity to access education, to discover what it means to dream, and to begin moving towards those dreams. Your support to CRY UK today can help children like Sagun continue their education, while opening the door for many others to shape their futures.