While providing reading materials and designated spaces cannot independently drive impact, they are essential enablers of our program’s effectiveness. One key challenge we observed—particularly in Parikrma schools—was the absence of spaces dedicated solely to uninterrupted reading. Recreational reading, outside of academic classes, had no physical place in the school environment.

 

This gap was especially stark for the NIOS section, where students were often crammed into shared classrooms with multiple classes running simultaneously. There were no designated spaces for after-school reading or quiet engagement with books.

 

To address this, we created a dedicated reading space that could serve dual purposes: during school hours, it functions as a classroom for the NIOS students, and after school, it becomes a space for our program’s students to sit and read. Due to board regulations that didn’t permit permanent construction, we installed two movable classroom units made from storage containers on unused school land. These structures remain fully functional while retaining the flexibility to be relocated if the school’s layout needs to change. (See pictures.)

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Providing Books

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Access to engaging and appropriately leveled books is central to sustaining the reading habit beyond the classroom. At the end of each reading program cycle, and as part of our involvement with the NLF Reading Challenge, we ensure that every participating student receives a curated stack of books to take home—typically enough to last them at least three months. Our goal is to fill their summer with stories, giving them the opportunity to continue reading independently.

 

One of the greatest advantages of collaborating with the Neev Reading Challenge is the strong focus on books by Indian authors, featuring Indian settings, characters, and themes. These stories resonate deeply with our students and play a crucial role in nurturing both interest and cultural connection through reading.

 

While the distribution of books is a meaningful gesture, we’re actively thinking about how to better support students in engaging with these materials during the summer—ensuring they not only read, but also understand and enjoy what they’re reading. Building mechanisms for reflection, accountability, or guided engagement over this period is an area we hope to strengthen moving forward.