Nurturing the Whole Child: Anil Kumar on Transforming Classrooms Through SEL

At the Global Center for the Development of the Whole Child (GC-DWC), our mission is grounded in research, innovation, and a commitment to the whole child. Across countries and contexts, the threads of this work weave together classrooms, communities, and global networks to help every child flourish academically, socially, and emotionally.

The Nurturing the Whole Child series highlights educators, researchers, and innovators whose expertise transforms learning, strengthens communities, and shapes the path forward for children worldwide. Together, their efforts form a global tapestry of innovation and impact.

Our first feature takes us to Project Sampoorna in India, where teachers embrace a whole-child approach to transform education and communities. In this first feature, we spotlight Anil Kumar, whose journey from humble beginnings to Ph.D. scholar embodies the transformative power of education and the lasting impact of those who nurture both learning and personal growth.

Can you share a little bit about yourself, and why you chose to become a teacher?

I come from a humble background. Growing up in a poor family and studying in a government school, I saw firsthand the challenges faced by underprivileged children. Despite those obstacles, I managed to complete three master's degrees and a Ph.D., largely due to the support of some dedicated teachers who believed in me. Their impact on my life was so profound that I knew early on that I wanted to give back. I chose teaching not just as a profession, but as a mission to uplift those who are often left behind. Through education, I believe we can break the cycle of poverty and provide opportunities for a better life.

Who has inspired you most on your own teaching journey?

My greatest inspiration has always been my own teachers. They helped me overcome the challenges of my early years and instilled in me a deep respect for education. One particular teacher who stands out is my high school science teacher. Despite the odds, he made learning enjoyable and showed me the importance of persistence and passion. He often said, "If you want to change the world, you start by changing yourself first." That advice has guided me throughout my career!

How has Project Sampoorna shaped your teaching?

Working with Project Sampoorna has been a deeply enriching experience. The program has allowed me to integrate holistic education methods that go beyond textbooks. By focusing not just on academics but also on emotional, social, and cognitive development, I’ve been able to support students in a way that nurtures the whole child. The collaborative environment within Project Sampoorna has also encouraged me to learn new teaching strategies and connect with fellow educators who share a common vision.

The project has also reshaped my understanding of education. It has made me realize that teaching is not just about sharing knowledge, but about empowering students to think critically, solve problems, and be responsible global citizens. It emphasizes the importance of creating a safe and inclusive environment where each child’s needs are recognized and addressed…something that has become central to my approach in the classroom.

What has been one of the biggest challenges you've faced as a teacher, and how have you overcome it?

One of the biggest challenges has been working with students who come from extremely difficult socio-economic backgrounds. Many of them have to deal with issues like poverty, lack of support at home, and even trauma. Overcoming these challenges requires patience, empathy, and a lot of creative problem-solving. I’ve learned to build strong relationships with my students, offering them not only academic support, but also emotional support. I’ve also worked closely with their families and local communities to create a supportive environment for them. 

Has Project Sampoorna given you any tools or practices that helped with challenges you’ve faced?

Absolutely. One of the most useful tools has been the emphasis on social-emotional learning (SEL). Teaching students how to understand and manage their emotions, build positive relationships, and make responsible decisions has been essential in my classroom. It's not just academic learning that shapes students; their emotional growth plays an equally important role. Through Project Sampoorna, I’ve learned how to weave SEL practices into my lessons, which has significantly improved classroom behaviour and student engagement.

Is there a moment in your career that has made you especially proud to be a teacher?

There have been many proud moments, but one that stands out is when a student, who had been struggling with his studies and personal issues, came up to me after a year and said, “I want to be like you when I grow up.” For a child to see a teacher as a role model, especially one who came from a similar background, was a moment of realization for me about the impact of teaching. It’s not just about academic success but about inspiring students to dream big and believe in their potential.

How has your relationship with your students changed since you began working with Project Sampoorna?

The relationship has become much more collaborative. Rather than just being the "teacher" in the traditional sense, I’ve become more of a facilitator and a mentor. We now engage in more open dialogues, and I encourage students to share their thoughts and experiences. This has created a stronger bond with my students, and they feel more comfortable approaching me with their concerns. The focus has shifted from authority to partnership, which has greatly improved the learning environment.

Have you seen any changes in how students interact with one another?

Yes, I’ve seen a significant positive change in how my students interact. There’s much more empathy and understanding among them. They’ve learned the importance of teamwork and helping one another, and I believe this is due to the social-emotional learning practices we’ve implemented through Project Sampoorna. Students now work together more effectively, resolve conflicts peacefully, and support each other’s growth, which has made the classroom a much more positive and collaborative space.

What are your hopes for your students and your school community in the future?

My hope is that my students grow up to be compassionate, confident, and responsible individuals who not only excel academically but also contribute positively to society. I want to create a school community where every child, regardless of their background, feels valued and empowered. I envision a future where education is accessible to all and serves as a tool for social change and progress.

Stay tuned for more stories from our Nurturing the Whole Child series, where we highlight the people behind the deep commitment to support every child, in every context, to thrive.