For Ms. Tilak Lepcha, Vice Principal at Joseph and Mary Public School, Delhi, learning has always been an ongoing journey. With over 16 years at the school and responsibility for supporting a diverse community of more than 4,000 students, she understands that creating a positive learning environment requires educators to continually reflect, adapt and grow.

Encouraged by the opportunity to learn, interact and share experiences with educators from across the country, she went on to participate in three ECHO India’s education programmes: Strength-Based Approach to Education ECHO, Ummeed Inclusive Education ECHO and Foundational Literacy in Action ECHO.

While she was familiar with concepts such as inclusion and student strengths, the programmes helped her look at them from a different perspective. Interactions with educators, specialists and experts, along with case discussions and shared experiences, encouraged her to question existing approaches and identify where she could improve her own practice.

For Ms. Lepcha, one of the most valuable aspects was the opportunity to learn from others. Educators from different parts of India brought diverse classroom experiences and solutions to the discussions, creating a space where participants could reflect on what was working, what needed to change and how challenges could be approached differently.

One such learning experience had a direct impact on how she responded to a challenging situation at school.

A student who had struggled with behavioural concerns was involved in an incident in which another student was injured. Instead of responding immediately, Ms. Lepcha recalled the case discussions and approaches she had encountered through her learning programmes. She consciously paused, calmed herself and approached the conversation differently, giving the student an opportunity to express himself and helping him understand the situation rather than simply reprimanding him.

The conversation proved to be a turning point. From the following day, Ms. Lepcha observed a marked change in the student's behaviour. The complaints that had previously been a concern stopped, and the student has continued to progress.

For Ms. Lepcha, the experience reinforced an important lesson: understanding the child is as important as addressing the behaviour.

The learning has also extended beyond her own interactions with students. As teachers at the school encounter challenges in their classrooms, she draws on the knowledge, case studies and experiences from the programmes to support them. The learning has given her greater confidence to help teachers think through difficult situations and explore approaches that are more responsive to students’ needs.

In a rapidly changing education landscape, Ms. Lepcha believes that teachers must remain learners themselves. “Until and unless we change ourselves, upgrade ourselves, train ourselves, we are not going to change the world around us,” she reflects.

For her, continuous professional learning is not simply about acquiring new knowledge. It is about developing the confidence to rethink established practices, respond to changing learners and create environments where children feel safe to express themselves and learn.