Our first week in India has been profoundly life-changing. I have felt a deep sense of privilege, alongside an intellectual and emotional challenge to better understand the world and reflect on how that privilege can be used with responsibility and purpose.
One of the most impactful experiences was visiting a charitable school in Delhi called Guru Nanak Garib Niwaj, founded to provide full educational support to underprivileged children. As explained by the school’s chair, the institution ensures students receive everything a well-resourced school would; uniforms, books, subjects, and learning materials.
From the moment we entered, the environment was warm and full of curiosity. Learning that the school also has a branch in Manurewa, Auckland immediately created a sense of connection between our worlds.
We were split into classrooms, and I spent time with a Year 6 class. The students were bright, attentive, and eager to engage. We began by sharing some te reo Māori words including Kia ora, Aotearoa and Aroha. Despite the language being completely unfamiliar, the students received it with genuine respect and enthusiasm. They listened carefully, repeated the words confidently, and asked questions about meaning and pronunciation. Their response reminded me that children approach learning without the hesitation or self-consciousness adults often develop. More importantly, it highlighted how sharing language can act as a bridge, inviting curiosity, mutual respect, and cultural humility.
The classroom interaction soon became a spontaneous talent show, filled with singing, dancing, mimicry, and artwork. Some students even shared that they had their own YouTube channels. What stood out was the balance the school encouraged: academic excellence alongside creativity, sport, and self-expression. The students opened up quickly, pulling us along to show their interests, aspirations, and humour. In many of them, I saw reflections of our younger selves—curious, playful, and simply being children. There was laughter, shared games, bracelet-making, and genuine connection, reminding me how powerful simple human presence can be.
The visit continued with tea, a school assembly, and a Bollywood dance performance that we eagerly joined. Dancing together—students, staff, and visitors. It created a shared sense of joy. Before leaving, I received drawings, a handmade bracelet, and unexpected autograph requests. I was taken aback. All I had done was listen, ask questions, and show interest, yet that was enough to make an impact.
The most emotional moment came when the students questioned when I would return and I was invited back for Lohri next year. While I may leave and they may forget me, the experience prompted deeper reflection on the power of consistency and presence. Even small acts such as sharing language, listening attentively, encouraging curiosity can spark confidence and hope.
This experience has reshaped how I view service and responsibility. It reinforced my belief that meaningful impact does not always require grand gestures, but sustained care, cultural openness, and genuine engagement. Supporting the growth of confident, capable individuals, regardless of background, is both an honour and a responsibility I hope to carry forward.
