Art, education and hope: How Rouble Nagi is transforming slums into classrooms

Heartiest congratulations on winning the Global Teacher Prize. This remarkable achievement is a moment of immense pride—not only for you and your team, but also for everyone who believes in the transformative power of education. Could you share who or what first inspired you to work with children from slum communities?

I was born in a small village in Jammu and Kashmir and grew up as the daughter of an army officer, moving across different parts of India. This upbringing exposed me to diverse communities and instilled in me the values of service, resilience, and compassion. My time in West Bengal, especially my visits to Shantiniketan, deeply shaped my belief that art can serve as a powerful medium for healing and social transformation.

I chose to dedicate my career to teaching after realising that education can create a deeper and more lasting impact than charity alone. My work in slums and villages showed me that children were dropping out of school not because they lacked ability, but because they lacked access to engaging and dignified learning spaces. That realisation turned this work into my life’s mission.

You have specialised in fine arts and are widely known for your murals. Through the Rouble Nagi Art Foundation, you run balwadis ~ preschools in Mumbai’s slums and in other parts of the country. Is there any specific reason for integrating art into education?

I integrate art into education because many first-generation learners struggle with textbook-based learning. Art removes the fear from learning—it invites curiosity, joy, and self-expression. By turning walls into “Living Walls of Learning,” we use murals to teach literacy, numeracy, science, hygiene, environmental awareness, and social responsibility. These open-air classrooms make learning visual, interactive, and continuous within the community.

The Rouble Nagi Art Foundation is now well established and recognised nationwide. In the early years, what challenges did you face on the ground?

Establishing centres in slums and villages meant working without proper classrooms, with unreliable electricity, and in environments shaped by poverty, child labour, early marriage, hunger, illness, and displacement due to floods or fires. Instead of waiting for perfect conditions, we created low-cost learning centres and mobile classrooms with flexible schedules. We also used hands-on learning with recycled materials and introduced practical skills that families could immediately value.

As an educator committed to improving the lives of underprivileged children, you have established hundreds of learning centres in disadvantaged communities and villages. How do you motivate students from extremely difficult backgrounds to stay in school and dream big?

We motivate students by restoring dignity to learning. When a child walks into a bright, welcoming space that reflects care and respect, something changes within them. We place centres within walking distance of their homes, offer flexible schedules, and use creative, hands-on teaching methods so that learning feels joyful rather than intimidating.

We also encourage children to dream by sharing examples of people from backgrounds similar to theirs who have become artists, officers, professionals, and leaders. When a child realises, “Someone like me can achieve this,” a door opens in their mind. Once hope takes root, discipline and effort often follow naturally.

Could you share one particularly inspiring success story that truly reflects the impact of your work?

One success story that is very close to my heart is that of a student named Mayur. He joined my art classes when he was about 12 or 13-years-old, at a stage when he was still discovering who he was and what he wanted to do. Over the years, I watched him grow not only in skill but also in confidence and sensitivity—both as an artist and as a human being.

Today, Mayur has graduated with a degree in Fine Arts and is a successful practising artist. What makes his journey especially meaningful to me is that he has not stopped with his own success. He now returns to volunteer with the RNAF, mentoring and supporting students who are just as he once was. To see a former student stand in my classroom, guiding others with the same care and passion he once received, is incredibly moving. It feels like a beautiful full circle.

To me, this is the true impact of teaching. Teachers inspire students—but very often, students inspire us in return. Mayur’s story shows how what is learned in a small classroom can ripple outward into society: one child discovers his potential and then uses it to uplift others.

What distinguishes your team’s approach from conventional classroom teaching methods?

Our classrooms are not confined to four walls. We transform neighbourhoods into learning spaces through “Living Walls of Learning,” where children absorb knowledge simply by walking through their lanes. We blend art with academics by using storytelling, role-play, recycled materials, and murals, making learning experiential rather than rote.

We also work closely with communities—training local educators, engaging parents, and creating a model that can expand without losing its human touch. For us, education is not just about completing a syllabus; it is about nurturing confidence, curiosity, and character.

You are known for embodying the five Cs—conviction, commitment, compassion, courage, and creativity. How do you stay motivated and remain consistently focused on your mission?

I stay motivated by returning to the children. Whenever I feel tired, I visit a centre, sit with a child, listen to their dreams, and remember why I began. Conviction comes from a deep belief that every child matters. Commitment comes from showing up even on the hardest days. Compassion reminds me to lead with kindness. Courage helps me step into difficult spaces. Creativity allows me to imagine solutions where others see only problems. This work is not fuelled by awards—it is fuelled by purpose.

How optimistic can educators be about envisioning an India where schools equip learners with the knowledge, skills, and values needed to address global challenges such as climate change, poverty, and inequality?

I am deeply optimistic. Across India, I see educators who are redefining learning—connecting classrooms to real-world issues, teaching empathy alongside academics, and encouraging children to become problem-solvers, not just exam-takers.

If schools nurture critical thinking, compassion, and civic responsibility, our children will not only face global challenges—they will lead the solutions. The future of India depends not just on how much our children know, but on how deeply they care.

If you had the power to change one aspect of India’s education system today, what would it be—and why?

I would make education more experiential, inclusive, and rooted in real life. Too many children drop out because learning feels disconnected from their world. If education respected different learning styles, integrated creativity and practical skills, and met children where they are, we would not lose so many young minds to disengagement. Education must not feel like a privilege—it must feel like a right that truly belongs to every child.

How do you think winning the Global Teacher Prize will change your role as an educator and as a public voice for inclusive education?

This recognition gives me a larger platform—and with it, a greater responsibility. My role now is not only to teach, but also to advocate: to speak for children who are unheard, to demonstrate that innovative education can thrive even in the most challenging conditions, and to remind policymakers and society that teachers are powerful agents of change.

What message would you like to share with young teachers who wish to work with marginalised communities but hesitate due to uncertainty or fear?

Start where you are. You don’t need perfect resources—just a willing heart and the courage to begin.

The work will challenge you, but it will also transform you. When you teach in marginalised communities, you don’t just change children’s lives—they change yours. You will learn resilience, gratitude, and the true meaning of hope. Step forward, even if you’re afraid. The most meaningful journeys often begin with imperfect first steps.