Works to ensure that children across 7 Tea Gardens of Dooars, Jalpaiguri district, West Bengal have access to education.
The community across the seven tea gardens of Dooars in Jalpaiguri district faces irregular and low paying work, often forcing families to migrate and disrupting children’s education. Financial constraints push many families to send their children to work in other states. Gender inequality further deepens the challenge. Many girls drop out after secondary school and are pushed into early marriage and teenage pregnancy, affecting both their health and future. While primary education is relatively accessible within the tea gardens, access to secondary and higher secondary education remains limited. Poor school infrastructure, overcrowded classrooms, language barriers, and ineffective teaching methods discourage children from continuing their education and lead to early dropouts.
Grantee partner for 2026-27
Project Jalpaiguri DI is working to improve access to quality education by strengthening school infrastructure and expanding early childhood education through stronger School Management Committees (SMCs), Community Based Organizations (CBOs), and Anganwadi centres. To prevent child labour and child marriage, the project runs awareness drives to enrol and re enrol children who have dropped out, as well as first time learners. It also supports children through remedial education to help them bridge learning gaps and stay in school. The project further links families to government programs that provide job opportunities and financial support, enabling them to remain within their communities. In addition, it forms Children’s Collectives and Adolescent Collectives to build awareness on child rights and the long term impact of child labour and early marriage.
Sagun, a 13-year-old girl, has been raised singlehandedly by her father since her early years. With her father spending long hours working in a tea garden to manage daily survival expenses, Sagun was often left without a dependable caregiver at home. Managing the household became her responsibility, and when her father used financial assistance meant for building their home elsewhere, she had no option but to stay at a neighbour’s house. Amid these circumstances, her education began to take a backseat. She became highly irregular in attending her Grade 8 classes, slowly drifting away from school.
When CRY UK’s project team identified her at risk of dropping out during a vulnerability assessment, they visited her immediately. They listened to her situation with patience and empathy, helping her understand how continuing her education could bring long-term change for her and her family. The gap in her learning had affected her confidence and motivation. To support her, she was introduced to CRY’s Child Activity Centre (CAC), where she could access learning support in a safe and encouraging environment. With personalised learning plans, consistent guidance, and regular assessments, Sagun gradually began to catch up.
Life Skills sessions further helped her open up, building her confidence, helping her express her thoughts, and giving her a sense of identity and self-worth. Today, Sagun is back in school, attending regularly. Alongside, she continues learning at the CAC and is now encouraging other girls in her community to continue their education.
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