Child Welfare Projects by NGO in Jammu & Kashmir

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Breathe of Life- Strengthening Health System to combat childhood Pneumonia

Overview of the Project- India has the second highest burden of childhood pneumonia in the world, both in terms of morbidity and mortality. Around 127,000 children die due to pneumonia annually in the country. There are 30 million new cases of childhood pneumonia reported every year, with an incidence rate of 0.26 episodes per child year. Among children under-five years, pneumonia contributes to nearly 17.5% of all deaths in India, with one child dying from pneumonia every four minutes and 87661 pneumonia cases happening per day. To achieve Under-Five mortality rate of 23 per 1000 live births by 2025 as per India’s National Health Policy, 2017 mortality due to childhood pneumonia needs to be reduced to less than 3 per 1000 live births from the current level of 5.7 per 1000 live births, which is also in tune with the goal of India’s Integrated Action Plan for pneumonia and Diarrhoea (IAPPD). As per National Family Health Survey (NFHS 5) among children suffering from Pneumonia, about 56% of them had sought treatment or advice from healthcare providers while only 39% took the treatment or advice on the same day or the next day. Bal Raksha Bharat is actively working with the Government to address the problem of childhood pneumonia- the silent killer in India.

The State of Jammu Kashmir is among the top 5 high prevalence loads of pneumonia at 3.9%, while the national average prevalence of Pneumonia is 2.8% in 2019-21 as per NFHS report with a substantial rural-urban gap in Pneumonia prevalence, but with a greater prevalence in rural areas. Three Districts Kupwara, Anantnag, and Rajouri from the State are been identified among the top 15 major pneumonia hot spot Districts in India with a prevalence of 8.6%, 8.0%, and 6.0% respectively. With the absence of accessible quality treatments at both community and public health facility levels, the most disadvantaged children are the worst affected by pneumonia and other common childhood illnesses.
Despite the government’s enabling policies and programmatic inputs, there are several gaps identified for tackling pneumonia. The Integrated Global Action Plan for Pneumonia and Diarrhoea (GAPPD) set forth an ambitious goal to end preventable pneumonia and diarrhoea deaths by 2025. Our proposed integrated approach aligns with this approach and the Government of India’s initiatives for reducing under-five mortality from pneumonia by targeting major direct causes of pneumonia-like case management, undernutrition, poor hygiene, and poor sanitation under the PPT (Prevention, Promotion and Treatment) implementation framework.

B. Project Objective

Project Goal: To contribute in reducing Pneumonia specific under five mortality in Jammu and Kashmir region

Project Objective:
The main objective of the program is to reduce the prevalence of childhood pneumonia in the Srinagar division. This would be undertaken through technical assistance to the health system for improved screening, and management of childhood pneumonia while improving awareness and care-seeking behavior of the community. The following are the key interventions package;
• Health system strengthening
• Building capacity of service providers
• Developing and using M-Health tool for improved screening
• Establishing skill labs for better training
• Integration of ICDS, health, and WASH at the community level
• Improve awareness and care-seeking behavior

Project Outcome:
• To reduce prevalence of childhood pneumonia (under 5 children) in Harvan block of Srinagar district
• Enhanced knowledge, skill and practices of service providers (AAA, CHO and MO) on Pneumonia management
• Increased community awareness of pneumonia and improved care seeking practices among parents.

C. Key Activities Implemented

1. SAANS CAMPAIGN REVITALIZED
2. Pneumonia management Skill Lab establishment at Children’s Hospital Srinagar.
3. M-Health Application roll out for case tracking & management of childhood pneumonia.
4. Formation & Continuous Engagement with TAG (Technical Advisory Group) under supervision of Director (DHSK) Director health services Kashmir.
5. Training of Human Resources on Pneumonia Management.
6. Supportive Supervision and Joint Monitoring Visits.
7. Health Camps on Pneumonia in Kashmir Division.
8. Collaboration with Govt. Medical College Dept. of SPM (Social Preventive Medicine) in 52nd IAPSMCON 2025

D. Top-line of Results (outputs/outcomes) achieved.

Key Achievements under the Breath of Life Project:
Support for the SAANS Campaign
The SAANS (Social Awareness and Actions to Neutralize Pneumonia Successfully) campaign aimed to equip healthcare workers with the skills necessary for effective pneumonia management and to reduce child mortality.
• District-level rollout and capacity-building events focused on the campaign’s three-tier strategy with a reach of 326.
• Outcomes included enhanced technical capabilities of healthcare workers, standardized pneumonia management using the Protect, Prevent, and Treat (PPT) framework, and improved HMIS data, active case finding and management and caregiver behavior.
• Mass awareness initiatives, such as rallies and events, educated communities on danger signs, breastfeeding, immunization, reducing household air pollution, and Vitamin A supplementation, 158 individuals participated in Harwan Srinagar and 200 in Qazigund Kulgam.
• Felicitation of ASHAs with HBNC Kits was also done. A total of 1000 ASHAs were provided with HBNC/ASHA Kits for effective service delivery during HBNC Visits.
• Information, Education, and Communication (IEC) materials on childhood pneumonia management for age groups 0–59 days and 2–59 months, including standardized treatment protocols as per the SAANS campaign, have been installed in all health facilities. These include Community Health Centers (CHCs), Primary Health Centers (PHCs), AAMs in focussed blocks, District Hospitals, and Government Medical Colleges (GMCs) in each district. The initiative aims to promote awareness of childhood pneumonia, its general danger signs, and effective management strategies. Under the SAANS Campaign 2024–2025, IEC materials were disseminated to 313 healthcare facilities spanning all eight districts.
Pneumonia management Skill Lab establishment at Children’s Hospital Srinagar.
A skill lab as per the guidelines from Ministry of Health and Family Welfare was established at the valley’s lone children’s hospital at Bemina Srinagar. As per the SAANS guidelines, equipment’s were provided for the lab to establish the training and learning centre. Different equipment’s including mannequins, oxygen concentrators, oxygen hoods, IEC material, nebulisers etc were provided.

Development of M-Health Digital SBCC Toolkit
A divisional-level capacity-building event trained district officials from eight districts, including DPMs, DMEOs, and DACs, on the M-Health application. Orientation and pilot testing were conducted with frontline health workers (FHWs) to familiarize them with the toolkit and its usage for pneumonia management. The M-Health application and the SBCC model were prominently showcased at the national conference IAPSMCON 2025 organized by the Department of Social and Preventive Medicine, GMC Srinagar. The app will assist frontline health workers (FHWs) in real-time screening of children, identifying cases of childhood pneumonia, and ensuring timely case management and reporting. The localized SBCC content, tailored to the Kashmiri context, will help raise awareness among caregivers about general danger signs and guide them on when and how to seek medical assistance. District level trainings are also planned to cascade it further at the ground level in order to improvise the reporting of Pneumonia cases.

Formation & Continuous Engagement with TAG (Technical Advisory Group) under supervision of Director (DHSK) Director health services Kashmir.
The Technical Advisory Group is being established to provide expert guidance and oversight for the project “Breath of Life: Strengthening Health Systems to Combat Childhood Pneumonia” in the Srinagar division. The objective of the formation of TAG group include key broad areas of support in the current ongoing project of “Breath of Life”
• Strengthening the health system to improve the capacity of healthcare providers in diagnosing and treating childhood pneumonia, including training on standardised protocols for case management.
• Building capacity of service providers through training and mentorship programs to ensure effective implementation of the interventions.
• Developing and using M-Health tool for improved screening, referral and management of childhood pneumonia cases.
• Establishing skill labs for better training and skill development of healthcare providers in diagnosing and treating childhood pneumonia.
• Integration of ICDS, health, and WASH at the community level to address the underlying risk factors for childhood pneumonia.
• Improve awareness and care-seeking behaviour of the community through targeted communication and education campaigns.
The member of the committee includes: Dr. Yasmeen Kangoo- Deputy Director HWC-AB (Health & Wellness Centre) DHSK. Dr. Mohd Saleem Khan- HOD Department of Social and Preventive Medicine, GMC. Dr. Anjum – State Epidemiologist DHSK Dr. Mariya Qureshi Assistant Professor Department of SPM, GMC. Dr. Syed Tariq HOD Neo-natal department Children’s Hospital Bemina. Dr. Umar Nazir, Assistant Professor Children’s Hospital Bemina and Representatives from Bal Raksha Bharat.
Training of Human Resources on Pneumonia Management
In order to build the capacities of the health care functionaries and equip them with the skills of identifying and managing the Childhood Pneumonia, Training sessions were conducted at multiple levels based on the roles and responsibilities outlined in government guidelines of SAANS.
• Divisional Level: A total of 32 officials, including paediatricians, medical officers (MOs), and management unit staff, were trained in childhood pneumonia management to establish a cadre of trainers for district-level knowledge dissemination.
• District Level: Eight training sessions were conducted, training MOs, mid-level health providers (MLHPs), auxiliary nurse midwives (ANMs), and block coordinators (BACs) on pneumonia management with a reach of 335.
• Block Level: ASHAs were trained to enhance their skills in active screening and effective community-level case management with a reach of 1131.
Outcome:
• Trainees to serve as resource persons in their respective districts, training frontline health workers like ASHAs and ANMs on pneumonia management.
• Improved treatment planning and patient management, contributing to a reduction in pneumonia-related morbidity and mortality among children.
• Improved ability of participants to diagnose and treat pneumonia and PSBI in children following national protocols.
• Proficiency in using essential tools like pulse oximeters, oxygen delivery systems, and administering pre-referral antibiotics as per guidelines.
Supportive Supervision and Joint Monitoring Visits
Joint monitoring visits with stakeholders were conducted to assess and improve pneumonia management services under the Integrated Action Plan for Pneumonia and Diarrhea (IAPPD):
• District-level committees, including CMOs, DPMs, DMEOs, epidemiologists, and ASHA coordinators, supervised the visits.
• Objectives included:
o Assessing health facilities and conducting hands-on training for ASHAs, AWWs, MLHPs, and ANMs during Village Health and Nutrition Days (VHNDs).
o Conducting gap analysis on medication availability, infrastructure, and knowledge, with findings reported to district health offices for timely redressal.
• Focus areas:
o Early registration, MCP card maintenance, immunization, and case management.
o ANC/PNC care, postnatal breastfeeding education, and healthy nutrition practices.
o Active case tracking and improved care-seeking behavior.
o In cumulative a total of 85 facilities have been visited with direct reach of 47400.
• Outcome:
• Enhanced case management capacity among healthcare workers, leading to more efficient treatment and follow-up.
• Greater understanding among parents and caregivers about pneumonia symptoms, risk factors, and the importance of early treatment.
• Widespread adoption of preventive measures, such as hygiene practices, proper nutrition, and timely vaccinations.
• Higher vaccination rates for pneumococcal and Haemophilus influenzae type B, contributing to improved immunity against respiratory infections.
• Reduction in malnutrition-related vulnerabilities among children through referrals and linkages with Anganwadi Workers (AWWs) for nutritional supplementation.
• Healthcare workers trained in pneumonia detection and management, ensuring continuity in quality healthcare services at the community level.
• Improved ability of health workers to identify, assess, and manage pneumonia cases effectively using evidence-based guidelines and the PPT framework.
• Enhanced delivery of pneumonia management services in health facilities and home settings, leading to better health outcomes for children.
• Increased knowledge among caregivers about general danger signs, when and how to seek medical help, and effective home-based care practices.
• Improved screening processes during HBNC visits and timely stabilization of severe cases with pre-referral antibiotics to ensure efficient referrals to higher facilities.
• Identification of gaps in human resources, preparedness, knowledge levels, treatment protocols, and equipment availability, with actionable steps taken to address these issues through collaboration with district health offices.
Health Camps on Pneumonia in Kashmir Division
Six health camps were conducted to address various aspects of pneumonia:
• Early Detection: Identified children aged 0–5 with early signs of pneumonia for timely diagnosis and treatment.
• Awareness: Educated caregivers about pneumonia symptoms, risk factors, prevention, and treatment.
• Health Assessments: Conducted comprehensive check-ups to detect conditions predisposing children to respiratory infections.
• Vaccination Promotion: Advocated for pneumococcal and Haemophilus influenzae type B vaccinations.
• Nutritional Support: Addressed nutritional deficiencies to strengthen immunity.
• Community Engagement: Involved local health workers and leaders in case recognition and follow-ups.
• Referral and Follow-Up: Referred severe cases to healthcare facilities and ensured recovery monitoring.
• Outcome: Contributed to reducing pneumonia-related morbidity and mortality among children under five. A total of 561 children have been screened in 04 health camps.
• Increased identification of children aged 0–5 years with early signs of pneumonia, enabling timely medical intervention and reducing complications.
• Significant progress toward decreasing pneumonia-related illness among children under five, aligning with SAANS Campaign objectives.
• Strengthened collaboration between health facilities, district health offices, and community stakeholders, leading to improved coordination in healthcare delivery.
Collaboration with Govt. Medical College Dept. of SPM (Social Preventive Medicine) in 52nd IAPSMCON 2025 conference from 11till 13 Apr 2025, around 1500 national & international delegates deliberated topics on theme of ‘Integrative Approaches for Comprehensive Care in One-Health’ included various other sub-themes. Govt. Medical College Dept. of SPM (Social Preventive Medicine) is also a part of Technical Advisory Group under Project “Breath of Life”
The Government Medical College, Srinagar’s Department of Community Medicine hosted the 52nd IAPSMCON 2025 conference from 11till 13 Apr 2025, around 1500 national & international delegates deliberated topics on theme of ‘Integrative Approaches for Comprehensive Care in One-Health’ included various other sub-themes. The inaugural ceremony was graced by Dr. Syed Abid Rasheed Shah, Administrative Secretary, Health & Medical Education Department, J&K as chief guest. The event was organized by the Department of Community Medicine (SPM), GMC Srinagar, under the leadership of Prof. (Dr.) S. Muhammad Salim Khan, Head of Department. The three-day national conference promised as a landmark event, with over 560research papers, 10 plenary sessions, and 20 presentations on best practices Key Dignitaries like Prof. BN Gangadhar Chairperson (National Medical Commission Govt. of India), Dr. Pavan Kumar Additional Commissioner In Charge (Maternal Health and Immunization Div MoHFW), Dr. Pankaj Kumar Arora (Director NHA), Ms. Indirani Kaushal (Sr. Economic Advisor MoHFW) and Major Gen. Prof. Atul Kotwal, SM, VSM Executive Director NHSRC) including other Sr. Faculty member from AIIMS across the country participated in the National conference.

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Honda Ki Pathshala

Project Context- Education is the fundamental right of every child, as mandated in the Right to Education Act of 2009. The act clearly mandates this right to every child of age group 6-14 years to obtain minimum education. The National Education Policy (NEP) 2020 aims to provide equal opportunities for education for all, regardless of socio-economic background, gender, or disabilities. Through the policy, it is envisioned to ensure equal opportunities for education for every child, especially from disadvantaged and underprivileged groups.

NAS, conducted by the Centre in coordination with the CBSE and NCERT to assess learning outcome levels of students of classes 3, 5, 8, and 10, was held on November 2021. The NAS 2021 report shows that in Grade 3, the national average of scores obtained by students in languages was 62 in 2021, compared to 68 in 2017. The corresponding Math scores are 57 and 64, showing a drop of seven percentage points. In Class 5 it’s 44, compared to 53 in 2017, a fall of nine percentage points and in Class 8, the national average came down from 42 to 36 in Math, 44 to 39 in science and social science, and 53 to 57 in language.

Despite the government’s efforts to improve the situation, the number of out-of-school children continues to rise and with only half of all students completing upper secondary school. The challenges are multifaceted and include the shortage of qualified teachers, inadequate infrastructure, limited availability of resources, and the need for increased parental and community involvement. Furthermore, there are socio-economic challenges, such as poverty and discrimination, that impede progress in primary and secondary education across India.

Most of the regions in the country grapple with the issue of children lacking age and grade-appropriate competencies. The pandemic has exacerbated these issues, plunging many children into a learning crisis. It is imperative that we explore different strategies and take deliberate steps to uplift these children from the depths of learning poverty, especially those hailing from diverse backgrounds. While several state governments have initiated programmes to bridge the learning gap for children falling behind, there has been a tendency to prioritize syllabus completion and board exam-oriented approaches, particularly for students in grades 9 and 10. This focus has inadvertently marginalized approximately 35%-40% of children who struggle in many government schools. These children require specific attention and tailored approaches to prevent them from slipping into the abyss of learning poverty.

These children can be supported with after school support and some key reasons for the need for after-school support for marginalized children are as below:

Marginalized children might face additional academic challenges due to different factors such as limited access to educational resources, language barriers, or lack of support at home. After-school support programmes can provide extra tutoring, homework help, and educational enrichment activities to reinforce learning.
After-school support provides additional support and reinforcement for academic subjects. It might support students to better understand complex concepts, complete assignments, and perform well in examinations.
After-school support allows students to receive specialized guidance in specific subjects or areas where they may be struggling. This personalized attention can address individual learning needs and enhance overall academic performance.
In a diverse country like India, language proficiency can be a significant factor in academic success. After-school support can help students improve their language skills which is often important for pursuing higher education and career opportunities.
Some students may have learning gaps or missed concepts during regular school hours. After-school coaching can identify and address these gaps, ensuring a more comprehensive understanding of the curriculum
After-school coaching can help bridge the gap between privileged and underprivileged students by providing additional resources and support to those who might not have access to quality education.

Need Assessment To understand the requirement of the programme, a need assessment was undertaken in Lucknow, Uttar Pradesh and Pune, Maharashtra. Some of the critical finds of the same are as follows:

School-
– No after school support is provided by the schools
– As per the teachers, parents are not responsive towards their child’s education
– Very few children go to tuitions
– To address poor learning outcomes, the teachers try to address within the class hour and also share with their parents to guide them at home, but no significant progress have been witnessed.
– No extracurricular activities are conducted in the schools
– Suggested to add life skill, vocational skill development & engage the children to learn by doing rather than classroom courses.

Community-
– Parents expressed their disappointment towards current teaching style – Most of the people possess limited knowledge on the career building of children – Most of the parents expressed reluctance towards girls’ higher education & early girl child marriage is also prevailed in the communities – Some members are part of SMCs, but they are disappointed with its, functioning in schools – Mostly people are doing small business, shops, E-rickshaw driver, rickshaw, Zomato, Rapido men, mason, plumber & daily wage labourer etc.,

Children
– Children do like to attend schools – Most of them are regular to school unless they have any festival or sickness – Children expressed their aspirations to pursue conventional careers and exposed limited exposure to vast career options. Many of the children shared that they would require mental support to pursue the career of their choice – Children expressed their willingness to pursue higher education; if their families “allow/support” them to do so. – Children suggested to have extra classes or remedial support classes to be different from regular classroom teaching which help them

B. Project Objective

Goal: Enhance academic performance and cultivate life skills among the children while fostering supportive learning environment through active engagement with parents and teachers.

Major Activities and key results

Objectives: –
1- To improve learning outcomes of students of 6th to 10th grades focusing on subjects English, Science and Math. 2- To create a supportive learning environment for academic success and holistic student development through enhanced parental and community engagement 3- To disseminate program-based evidence for a sustained and scaled up impact.

C. Key Activities Implemented

1- Setting up Honda Ki Pathshala: After School Education Centre: Set up 25 Centres across 11 states. The centre that runs in government or government aided private schools equipped with Smart TV, Almirah, Notice Board, Table, Chair and White Board 2- After School Academic Support: Two Academic Support Fellow are appointed for every Centre. They teach English, Math and Science to Grade 6th to 10th as per the schedule. 3- Learning Assessment: Every student is assessed on the basis of subject specific question at th beginning of the session which is known as base Line and again at the end of the session that is known as End Line assessment to assess the improvement in learning of the student in three subjects: English, Math and Science. 4- Special Events and observation of important days: Special event and days are organised for children on different occasion and purpose. These events include, National Science Day, National Math day, UNCRC Child Rights Day, Children’s Day, Republic Day, Independence Day, etc. 5- Life skill education: Children are provided life skill education to build their self-confidence, self-esteem, communication skill and problem-solving skill. They are taught how to think logically and improve life skill and manage challenges in their life. How to take care of mental health and how to take care of self, etc are also taught. 6- Career Guidance: Students of grade 9th and 10th are given career guidance considering their choice, interest and career plan. 7- Parent Teacher Meetings: Regular meetings with parents of HkP centre children are held to encourage involvement of parents in their children’s education and career plan and how to create an enabling environment in home for learning outcome. Teachers also share the activities being held in the centre and seek feedback from parents.

D. Top-line of Results (outputs/outcomes) achieved.

1- Enrolled more than 1500 children so far 2- The Base Line and end line Assessment suggests that the average improvement (all subjects all grades) of the entire children has been 31.6% against the target of 15%, showing achievement of 200% result. See table below. 3- Percentage of children scoring above 60% across subjects (for all grades) have increased from 3% during baseline to 20% during End line, on an average. 4- Almost 99% of children studying in 10th Grade wished to continue their education post 10th Board. 5- There has been tremendous improvement in attendance of children in school. 6- Students are representing their schools in different competition at district and state/zonal level and winning laurels for their schools 7- Active participation of children in extracurricular activities sharpening their soft skills and creativity. Representing their school at higher level and bringing accolades. 8- High appreciation and support from govt., teachers, students and parents for Honda ki Pathshala

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Eat Right School Program

A. Project Context
The ‘Eat Right India’ movement, a flagship initiative by the Food Safety and Standards Authority of India (FSSAI), is dedicated to ensuring the health and well-being of our nation’s people. This visionary program revolves around promoting safe, nutritious, and sustainable diets through a harmonized, multi-sectoral approach. Recognising the pivotal role of early food habits in shaping lifelong well-being, ‘Eat Right India’ strategically focuses on our youth. Understanding that dietary habits often take root early in life and are resistant to change, ‘Eat Right India’ has chosen to focus its efforts on the youth. Indeed, within the hallowed halls of schools, the seeds of healthy eating habits can be sown, fostering lifelong well-being. The ‘Eat Right School Program,’ a brainchild of FSSAI, ingeniously deploys food as a pedagogical tool to sow the seeds of lasting change in children’s dietary habits. In recognizing the profound agency of young people as catalysts for change, we are emboldened by their potential to positively influence entire families. In collaboration with Mondelez India Foods Pvt Ltd, Bal Raksha Bharat has undertaken a noble initiative: to empower school children as agents of change, igniting an enduring transformation in their health and nutrition. Our primary objective is to elevate their Knowledge, Attitude, and Practice (KAP) towards healthy and nutritious food. Simultaneously, we endeavors to fortify the underlying structures and systems, ensuring seamless delivery of essential nourishment. But our mission extends beyond these walls – we aim to strengthen the implementation strategies of critical programs, including the Rashtriya Bal Swasthya Karyakram (RBSK), School Health, and Micro-Nutrient initiatives. In our tireless pursuit of knowledge, we seek to unearth the gaps in current school health and nutrition programs, advocating for sustainable solutions that bridge these divides. Bal Raksha Bharat and Mondelez India Foods Pvt Ltd played a pivotal role in shaping a healthier and more resilient community by fostering informed choices related to health and nutrition. This collaboration exemplifies the potential of public-private partnerships in driving positive change and creating a lasting impact on the health and nutrition landscape in diverse regions of India. The ERS 1.0 has been implemented in 5 states during the year 2022-23 (Delhi, Maharashtra, Himachal Pradesh, Madhya Pradesh and Tamandu). This has given incredible opportunity to contribute towards the larger goal set under Eat Right Movement towards system strengthening, sustainable approach and commitment to healthier tomorrow.

Goal

To empower school children as agents of change to improve their health and nutrition status with the focus on Safe and Nutritious Food and hygiene at 200 Schools in Maharashtra, J&K and Punjab

Objectives

– To strengthen structures and systems aligning government programs of RKSK, WIFS and NDD for delivering nutrition and healthy lifestyles education and services for children.

– To improve knowledge towards safe and nutritious food, a healthy lifestyle among school going children and their parents
– To generate evidences for identifying existing gaps in school nutrition programmes and advocacy for filling the identified gaps.

B. Key Expertise Demonstrated by BRB

1. Strategic Implementation and Planning:

– Leveraging its grassroots experience, BRB effectively aligns the program’s objectives with school-level needs.
– Comprehensive mapping and engagement of schools across diverse geographies.

2. Community Mobilization and Stakeholder Engagement

– Involvement of school authorities, parents, and local government to build consensus and ensure program sustainability.
– Collaboration with the Education Department, FSSAI, and corporate partner to deliver impactful outcomes.

3. Innovative Child-Centric Activities

Engaging children through creative and educational methods:
– Art, Craft and Comic Workshops: Teaching nutritional benefits through crafts.
– Hygiene Demonstrations: Handwashing techniques to prevent infections.
– Kitchen Gardening: Promoting sustainability by growing nutritious plants like fenugreek, coriander, and tomatoes.
– Hygiene Ratings of Kitchen & FoSTaC training of food handlers
– incorporation of songs, drawings, and interactive sessions to make learning enjoyable and memorable.

4. Capacity Building

– Training teachers and staff on the importance of safe, nutritious, and balanced diets.
– Promoting best practices for food hygiene and healthy eating habits among students.

5. Monitoring and Evaluation

– Utilizing robust tools to track progress and ensure the program meets its objectives.
– Gathering insights through regular reviews to adapt strategies as needed.

6. Integration with National Initiatives and School Health Programs

– Aligning with the larger FSSAI-led Eat Right Movement to scale program impact.
– Supporting India’s national health and nutrition goals, including reducing malnutrition and promoting wellness.

7. EMPLOYEE ENGAGEMENT

– Organizing employee-driven activities with the staff to foster a sense of community involvement and reinforce program goals.

C. Key Activities Implemented

Objective 1: Strengthened Structures and Systems by Aligning Government Programs (RKSK, WIFS, NDD, and Eat Right School) to Deliver Nutrition and Healthy Lifestyle Education and Services

Key Interventions

1.1 Health and Wellness Ambassador Model

• Teacher Champions were nominated and trained to act as Health and Wellness Ambassadors using FSSAI modules. They guided student-led health clubs and integrated health messages into school activities. • Student Champions were identified in each class to lead peer groups in promoting healthy diets and hygiene. These students also engaged families and communities. • Selected DIET faculty were trained using FSSAI curriculum and cascaded this knowledge to teachers, helping incorporate nutrition themes in lesson plans.

1.2 Strengthening School Health Infrastructure and Service Delivery

• Nutritious snacks and beverages were promoted, and hygiene ratings were established for school kitchens and vendors.

Objective 2: Improved Knowledge and Practices Toward Safe and Nutritious Food and Healthy Lifestyle Among Children and Parents

2.1 Experiential Learning and Campaigns

• Nutrition Awareness Days were held quarterly with activities like quizzes, posters, and storytelling.

2.2 Health and Wellness Calendar Rollout

• A year-long calendar with monthly themes was implemented, aligning activities with national observances.

2.3 IEC and Nutrition Literacy Materials

• FSSAI IEC materials and recipe booklets were distributed, and wall murals were created.

D. Top-line of Results (outputs/outcomes) achieved so Far…

• 200 schools were registered in Eat right school Portal across 3 intervention states.

• 200 Sehat clubs were formed having 6-14 years of children

• 400 Teachers were identified and trained as Health & wellness Ambassadors

• Bal Raksha Bharat in collaboration with the Directorate of School Education Kashmir (DSEK), Organised a divisional-level Training of Trainers (ToT) in which 36 teachers from 10 districts participated.

• Between November 2024 and March 2025, the Eat Right School Program was implemented in 35 schools across Jammu & Kashmir, reaching 2,799 students (1,474 boys and 1,308 girls). The initiative engaged 35 school heads, 70 teachers, and 36 trainers to promote nutrition and hygiene education. Additionally, 35 local suppliers were onboarded to strengthen food safety and hygiene practices in schools.

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Dream Accelerator

A. Project Context
Bal Raksha Bharat, in order to work for and with children, recognizes and upholds key principles of the United Nations Child Rights Convention (UNCRC) and the overarching SDG principles that gives children an opportunity to express their views, be involved in decisions and take action on child rights Globally there is a growing emphasis of child participation through various social accountability mechanisms which are being effectively embedded in formal governance structures especially at the local level. This provides scope for meaningful and inclusive engagement of children/ youth to lead their own campaign for responsive governance and sustainability.

B. Project Objective

• Augmenting capacities of Potential Child and Youth Champions on issues related to child and human rights
• To ensure implementation of Child/ Youth led planning and implementation of Micro-projects on pertinent social issues that affect them
• Formation of Children’s Councils, a network of children to influence decisions that impact their wellbeing with stakeholders using democratic means. / To strengthen children’s agency through formation of local level Children’s Councils

C. Key Activities Implemented

• Identification and Capacity Building of 172 Child/youth Champions on guided audio-visual modules
• Developing SIX new audio-visual modules
• Developing Case Story Compendium for stories of change
• 29 Micro Projects rolled out across 10 locations involving more than 150 children/youth directly
• 19 Youth Councils are formed and actively pitching for the rights of children/youth with ley stakeholders

D. Top-line of Results (outputs/outcomes) achieved.
1. Child-led Advocacy and Community Impact:

Children across Rajasthan, Bihar, and Jammu & Kashmir have championed local advocacy initiatives. From using storytelling to influence district authorities, to facilitating school re-enrolment of dropouts, and mobilising councillors for environmental campaigns—these efforts highlight the transformative power of child voices in governance and community action.

2. Capacity Building of Child Champions:

A total of 172 Child Champions have been identified and trained across project Location/s. They have completed capacity-building sessions on six customized modules focused on child rights, leadership, communication, and civic participation—equipping them to be change agents in their communities.

3. Youth-led Micro Projects for Social Change:

Out of 39 submissions, 29 innovative Micro-Projects led by children and youth have been selected and implemented. These initiatives address critical issues such as health, education, ending child marriage, and environmental sustainability, demonstrating youth-led problem-solving and innovation.

4. Democratic Youth Participation Structures:

19 functional Children’s and Youth Councils have been activated through democratic elections. These councils serve as formal platforms for sustained youth engagement in civic issues, promoting leadership and structured participation in local decision-making.

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Promoting Quality Education through Culture of Peace and Safe Learning Environments

The primary goal of this project, funded by the HCL Foundation, is to foster a culture of peace and a safe learning environment across 60 government-run schools in the districts of Budgam (UT of J&K) and Leh (UT of Ladakh). Spanning from March 1, 2020, to February 28, 2025, this initiative aims to instill a culture of peace and harmony in educational institutions by engaging children and teachers actively.

The key objectives by NGO in Jammu are to have all 60 state-run schools adopting and demonstrating a culture of peace and harmony by 2025, to enhance community engagement in promoting peace and harmony at both the school and community levels, and to strengthen the promotion of peace education across the UTs of J&K and Ladakh in collaboration with state and UT governments.

The project is designed to reach directly 4,488 beneficiaries, including school-going children, teachers, School Management Committees (SMCs), and government officials. To date, the project has successfully reached 10,242 beneficiaries, exceeding the initial target.

Significant achievements include the establishment of peace education practices in over 300 government-run schools in Kashmir, which has led to improved school safety, reduced absenteeism, and greater community involvement. The project has also facilitated increased enrollment and positively shifted teacher attitudes toward students.

Future plans for the project include conducting school safety audits across J&K and Ladakh, advocating for Child Protection Policies (CPP) in schools, and promoting the mainstreaming of peace education in state teacher training curricula.

The project by NGO in Jammu and Kashmir will also focus on linking children with ICPS (Mission Vatsalya) schemes and cascading training on developed Modules and SOPs for various stakeholders. Enhanced interdepartmental coordination will be pursued to provide children with access to different schemes and sports platforms.

Strategic Breakthroughs and Innovations

In the reporting period for 2023-24, this project has achieved substantial progress in promoting quality education through the establishment of a culture of peace and safe learning environments. The following highlights key strategic breakthroughs and innovations.

The National Level Conference on Peace Education, organized in collaboration with the Department of Social Work at the University of Kashmir and the Directorate of School Education, Kashmir, marked a significant milestone. Held over two days, the conference was designed to align with the G20 Presidency and the National Education Policy (NEP 2020) by integrating Peace Education into the school education system. This event was instrumental in launching the Comprehensive School Safety (CSS) Module, which serves as a critical framework for promoting safety and peace in schools.

The conference attracted over 1,000 participants, including scholars, educationists, and child rights experts from both national and state-level organizations. The successful launch of the CSS Module was a key outcome, alongside the engagement of crucial stakeholders such as the Education Department, JKBOSE, SCERT, and leading private schools. The conference provided a collaborative platform for discussing the challenges and solutions related to peace education. This initiative led to the implementation of Peace Education in over 300 government-run schools in Kashmir, resulting in improved school safety, reduced absenteeism, and enhanced community involvement. The increased enrollment and positive shift in teacher attitudes towards students further underscore the success of this strategic intervention.

The formation of a District-Level Steering Committee on Peace Education, School Safety, and Child Safeguarding Policy in Leh-Ladakh represents another significant breakthrough. Established under a Memorandum of Understanding (MoU) between the Directorate of School Education Ladakh and Bal Raksha Bharat, this committee comprises educationists, scholars, and officials from various departments. Its purpose is to address issues related to child safety and security.

The committee facilitated the training of over 450 teachers, 500 School Management Committee (SMC) members, and 800 children in positive discipline, school safety, and peace education. These tailored training programs have enhanced the understanding and implementation of child safeguarding policies and positive discipline among stakeholders, leading to improved safety and security measures in schools.

The development and dissemination of IEC (Information, Education, and Communication) materials on school safety, security, child safeguarding, and peace education also stand out as notable innovations. The project involved designing and printing informative posters covering critical topics such as flood, fire, earthquake safety, and child protection. The formal launch of these materials in collaboration with the Directorate of School Education Leh has facilitated effective dissemination of essential safety and education information to schools, thereby enhancing awareness and preparedness.

In collaboration with the Directorate of School Education Kashmir and Ladakh, the development of Modules and Standard Operating Procedures (SOPs) on Peace Education for mid-level managers, community members, and children groups was another strategic advancement. The finalized and printed Modules and SOPs, accompanied by advocacy and stakeholder meetings, aim to further institutionalize peace education within the educational framework.

The Sports for Change (SFC) initiative, a flagship program from HCL Foundation, represents a significant effort to promote sports and inclusive participation among marginalized communities. The SFC event involved organizing zonal, district, UT, and national-level championships. More than 70 qualifiers from intervention districts were selected to participate in national events. This initiative not only promotes sports as a means to achieve broader development goals but also empowers young leaders from disadvantaged communities, fostering their talents and leadership skills.

Stakeholder engagement has been crucial in enhancing child protection mechanisms. Joint monitoring visits and formal meetings were conducted to improve coordination between various departments. Formal collaboration orders were issued for school safety and child safeguarding assessments, and school safety plans were submitted to relevant education officers. This collaborative approach, led by one of the best NGOs in Jammu Kashmir, has led to improved safety assessments and actionable plans for enhancing child protection in schools.

Finally, the upgradation and beautification of intervention schools in Leh involved a thorough assessment of school requirements, followed by the distribution of new furniture and materials. The provision of 240 chairs and moon tables to pre-primary and primary classes has enriched the learning environment and increased student engagement in these schools.

Overall, the HCL Funded Project has demonstrated significant advancements in promoting quality education through peace education and safe learning environments. The strategic initiatives, including the National Level Conference, district-level steering committees, and Sports for Change events, have effectively addressed the needs of marginalized children in J&K and Ladakh. Through innovative approaches, collaborative efforts, and robust stakeholder engagement, the project has achieved notable success, aligning with the brand objectives and fostering a positive impact on the educational landscape in the region.