Vrinda has been in the field of education since 2010. She worked with underserved communities in urban Delhi slums through her project Chehel, and then served schools in rural Rajasthan through Kaivalya Education Foundation (India, 2010-15), post which she became keenly interested in understanding how learning processes in school might nurture the holistic development of children. She graduated from Harvard Graduate School of Education (2016) with an Ed.M in Human Development Psychology, and has since been working with various stakeholders in the field of instructional design, particularly for self-directed, personalized learning that builds cognitive skills and social-emotional skills in the K-12 space. She has designed curriculum and pedagogical processes at Summit Public Schools – partnered with Chan Zuckerberg Initiative (USA, 2016-17), ClassDojo (USA, 2017-18), and at UNESCO MGIEP (India, 2018).
Shruti is an avid reader, writer, and a music enthusiast. After graduating in Philosophy from Delhi University, she joined Teach for India, where she taught 200 adolescents in low-income government schools.
Through the course of her fellowship, she noticed the dire need for the children and the teachers to be socially and emotionally aware of the holistic development of the children. So, she decided to walk the less conventional path of academics through social-emotional learning.
Anushka is a student of History at Lady Shri Ram College for Women, University of Delhi. She is an avid researcher and writer, and takes a keen interest in foreign policy and diplomacy. She believes that Social and Emotional Learning is an educational and organizational tool so powerful, that it can revolutionize how students learn, interact and make life decisions, which ultimately helps them achieve optimal creativity and cooperative skills required for workplace success.
Tanishi is a student at Lady Shri Ram College for Women, Delhi University. She is pursuing B.A. Honors in Psychology, with a minor in Economics. She enjoys dance, fashion, travel and deep-sea diving. She believes that as fundamentally gregarious creatures, human existence within social spaces essentially requires a deep and thorough understanding of people and emotions. In such a scenario, the importance of social and emotional learning cannot be stressed enough.