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Embedding student agency into public education systems

Partnering with district and state governments to embed student agency into existing systems, making change sustainable at scale

India’s public education system reaches 127 million children every day. Yet very often  promising innovations remain limited to pilots because they do not fit within the realities of schools and teachers’ workloads.At Involve, we partner with district and state governments to embed student agency into existing structures. We work with key stakeholders like DIET, the District Education Department, SCERT, and State Education Departments to identify problem statements, co-create solutions, and support implementation making classrooms more participatory without creating parallel systems. By strengthening what already exists, we help make change sustainable at scale.

Our Vision

By 2030, 10 million children across India will have the opportunity to experience student agency in their classroom through systems that sustain this independently.

Theory of Change

WHAT THIS PROGRAM DOES

Partner with
government systems

Develop scalable tools and participation frameworks.

Enable teachers, school leaders, and officials to institutionalise these practices.

Embed student agency into classrooms, curriculum, teacher training, and school processes

Partner with
government systems

Enable teachers, school leaders, and officials to institutionalise these practices.

Develop scalable tools and
participation frameworks.

Embed student agency into classrooms, curriculum, teacher training, and school processes

What our work enables?

STUDENT AGENCY

System-wide practice

SCHOOLS

Embed student voice

TEACHERS

Facilitate participation

SYSTEMS

Institutionalise student-centred practices

Long Term Impact

Sustainable
System-aligned
Scalable

Testimonials

“Ritu wrote her name for the first time.”

Ritu, a Class 4 student, had stopped coming to school because learning felt too difficult she couldn’t write her own name. After being paired with peer leader Sushma through the program, She gained the confidence to write independently. 

“I love learning with Sushma. She explains patiently,”

By Ritu & Sushma
From New Primary School, Baluwa Tola, Bihar

“From shy and struggling to NIPUN Champion mentor.”

Deendayal was irregular to school and hesitant to speak in class. Through the peer learning program, he found his voice, began attending regularly, and now mentors younger students in Hindi with empathy and creativity. He was recognised as “Rose of the Day” for consistent attendance.

By Deendayal
Kiratpur Primary School, Sambhal, Uttar Pradesh

“When I support my peer group, I feel very happy. It has helped me to learn better and feel confident in my abilities”

Student leader, Koppal, Karnataka

“While learning in groups, unity is growing, friendships are strengthening, and our interest in learning is increasing.”  

Student Leader, Kushtagi

“The programme stood out for its vibrant, innovative TLMs, strong student–teacher participation, and well-facilitated peer learning groups. The panel discussion was superb, and the overall organisation was seamless. We sincerely thank Involve for this enriching initiative.”

Teacher, Gangavati Block, Koppal

“Peer learning is the need of the hour not just in schools, but at every stage of life.”

Dr. Rajendra Pensiya, District Magistrate, Sambhal

“Under the NIPUN Bharat Mission, teachers’ dedication to peer learning ensures no child is left

behind.”

Babita Kumari, DPO, Bhagalpur

Where we work and our impact

Involve works across multiple regions through district and state-level partnerships, adapting student agency practices to local contexts. Learnings from each region strengthen implementation across others from student-led approaches that support foundational learning outcomes to leadership platforms like Makkala Grama Sabha. This helps embed student agency through sustainable, locally owned systems and structures.

Karnataka

At the district level in Koppal and Chikkaballapur, we test and demonstrate approaches through model schools and block-level initiatives, improving foundational numeracy and embedding peer teaching and Makkala Grama Sabha.

  • 2353 schools & 10 Blocs
  • 1804 teacher trained

Active in Bhagalpur and Banka, we drive system capacity building for foundational learning through DIET and block – level academic teams, while co-creating DIKSHA courses and establishing exemplary schools.

  • 3,500+ Schools
  • 700K + students

Active in Sambhal (48% literacy) and Varanasi. We demonstrate how student-led learning shifts classroom practice across complex administrative structures, integrates directly with Nipun Bharat program, peer teaching and community classes.

  • 1,263 schools & 133k+ students
  • 4,373 teachers
Stories of Change

Today, Shagun is a NIPUN Champion in Class 1 and also helps children in her group with their studies.

How a quiet, shy student overcame her hesitation through activity-based learning and peer guidance.

READ MORE

The peer learning environment enabled Sakshi to participate more confidently in classroom interactions.

Discover how a collaborative group setting helped a student with hearing and speech impairments break learning barriers.

READ MORE

Earlier, this child wouldn’t speak at all, but now he eagerly raises his hand to answer.

How learning together in small groups helped turn a quiet child into an active classroom participant.

READ MORE

Milestones

DIKSHA platform integration

DIET Banka co-created DIKSHA courses with Involve, embedding peer learning content directly into Bihar's digital teacher training infrastructure.

Columbia & Harvard RCT

A large-scale Randomised Control Trial with Columbia University and Harvard University is ongoing in Bhagalpur, Bihar. Results expected 2026.

Involve’s Peer Teaching Program was cited in the Economic Survey 2025 as a key driver of student-led classrooms and a catalyst for advancing India's FLN goals under NIPUN Bharat.

Today, Shagun is a NIPUN Champion in Class 1 and also helps children in her group with their studies.

How a quiet, shy student overcame her hesitation through activity-based learning and peer guidance. 

Shagun is a Class 1 student at Composite School Moorthala, Asmoli Block. When she first joined the class, she was very quiet and shy. She would sit silently and not talk to anyone. To help her overcome this hesitation, class teacher Mr. Sanjeev Kumar gradually started interacting with Shagun and introduced activity-based learning according to her interests. However, Shagun still felt hesitant to ask questions.

The situation improved when she was connected with Kanika, a NIPUN Champion from Class 3, and her group. After joining Kanika and her peers, Shagun slowly built friendships with the children in her group. She not only started asking Kanika questions without hesitation but also began actively participating in activities. Class teacher Mr. Sanjeev Kumar further encouraged and motivated Shagun through different classroom activities.

With this supportive environment and Kanika’s guidance, Shagun began learning quickly. By the first week of August, she had already achieved her NIPUN learning goals. Today, Shagun is a NIPUN Champion in Class 1 and also helps children in her group with their studies. This wonderful experience of peer learning has strengthened Shagun’s confidence and given a new direction to her educational journey.

The peer learning environment enabled Sakshi to participate more confidently in classroom interactions.

Discover how a collaborative group setting helped a student with hearing and speech impairments break learning barriers.

Sakshi, a Grade 3 student from N.P.S. Bashanpur in Bihar, faced significant barriers in her early learning journey due to hearing and speech impairments. She was only able to communicate a few words and often found it difficult to participate in classroom activities or respond to questions. Over time, this led to hesitation and reduced engagement in learning.

A gradual shift began when the school introduced structured peer learning practices. Students started learning in small collaborative groups, creating a more supportive and inclusive classroom environment. Within this setting, Sakshi’s peer leader, Sonakshi, played an important role in supporting her learning journey. Through patient and consistent engagement, Sonakshi helped Sakshi practice foundational numeracy concepts such as counting, addition, and subtraction using simple and repetitive learning methods.

The peer learning environment enabled Sakshi to participate more confidently in classroom interactions. She increasingly began expressing herself through gestures, facial expressions, and written responses, while her classmates also learned to better understand and support her mode of communication. With continued encouragement from peers, teachers, and her family, Sakshi became more active and engaged in the classroom.

Earlier, this child wouldn’t speak at all, but now he eagerly raises his hand to answer.

How learning together in small groups helped turn a quiet child into an active classroom participant. 

Rohan, a Grade 3 student at Composite School Pure in Sevapuri, Varanasi, was a quiet child who rarely spoke in class. He would sit silently, avoiding interactions and hesitating to express himself. Though he understood his lessons, his lack of confidence was clearly visible.When Peer Learning was introduced in the school and teachers received training, students were organised into small learning groups. Rohan became part of one such group — and that is where his transformation began.

Working alongside his peers, Rohan slowly started opening up. Group discussions, shared learning, and mutual support created a space where he felt comfortable and included. Gradually, he began speaking more, participating in reading and writing activities, and engaging actively in class. Peer Learning did more than strengthen Rohan’s academics — it transformed his confidence and mindset. The child who once stayed in the background slowly became one of the most active participants in the classroom. 

Teachers and classmates noticed the difference. As people in the community often said, “Earlier, this child wouldn’t speak at all, but now he eagerly raises his hand to answer.” Rohan’s journey shows that Peer Learning is not a complicated approach but a simple and powerful way to help children grow together. When children learn alongside one another, fear reduces and confidence grows. As people in Varanasi often say, “When children get the opportunity to learn together, hidden voices find their way out.”

Today, Rohan’s story stands as proof that with the right environment and a little support, every child can move forward.