By Our Reporter
SHILLONG, May 17: Meghalaya is attempting to dismantle the culture of “classroom silence” in rural schools as the state-backed SPARK initiative—now expanded to 10 districts—replaces rigid school rules with student-led “promises” to boost employability and confidence for over 6,500 students.
For Havilah Challam, a Class 10 student of Jowai Public School in West Jaintia Hills, standing before a crowd and speaking with confidence was once something she never imagined herself doing. Now, her voice reflects a transformation that has been unfolding across classrooms in Meghalaya through SPARK (School Programmes in Articulation, Resilience, and Kindness).
“SPARK made me realise that staying safe isn’t always the same as staying true to yourself. It reminded me to never let the voices that tell us to quiet down define us, but instead to focus on what our hearts are saying, and to never, ever be afraid to take the first step.”
Since March 2026, SPARK has completed three phases of direct training interventions across 25 government and government-aided schools in 10 districts of the state, reaching over 6,500 students from Classes VI to X, with 61% female participation. Over 160 teachers have also been connected through the programme’s teacher habit-building interventions designed to help sustain SPARK classroom practices beyond the duration of the direct student training.
At the heart of SPARK Meghalaya are the three pillars that shape the programme’s framework – articulation, resilience and kindness. These pillars come together through a curriculum that combines social-emotional learning, confidence building, communication practices, STEM awareness and engagement, employability-oriented life skills and talent exploration.
“Before this, I used to think that hobbies and interests never really connected with future jobs,” shared Azareel Kharshandi, a Class 9 student of St. Francis Xavier’s Secondary School, Mawsynram. “But now I realise that many of our interests and talents can actually become future career opportunities. SPARK helped us begin thinking differently about our future.”
Azareel’s reflection on her SPARK journey also drew the attention of Chief Minister Conrad K Sangma, who shared a video of the student speaking about her experience with the programme on social media. “SPARK is not just about teaching our children to speak well but to believe in the confidence they possess,” he wrote while sharing the video.
The Chief Minister had earlier reflected on the larger vision behind the initiative while speaking at a SPARK event. “Our state’s vision is not only to create jobs but to nurture citizens who are confident, compassionate, and capable of leading meaningful lives,” he said. “SPARK embodies our promise of joyful and quality learning at all levels, ensuring that our young people grow with a strong sense of purpose. When I see the change in these students – the confidence in their voice, the self-belief in their eyes – it reminds me why investing in our youth is central to building a strong, inclusive, and prosperous Meghalaya.”
Across campuses, students participate in 20-hour direct training interventions where classrooms become spaces for discussion, reflection, collaboration and expression. Through practices such as Question Walls, Word Walls, Kindness Walls, Ground Promises, public speaking exercises and peer-led activities, students are encouraged to ask questions freely, communicate with confidence, participate without fear and build empathy and respect for one another.
“Through SPARK, I have experienced a transformation, especially in the way I communicate with others,” shared Yesterson Khongmawloh, a Class 10 student of Raid Shabong Border Area Government Secondary School, Pynursla. “The sessions on kindness had a positive impact on all of us. We realised the importance of looking out for one another and creating a safe environment where students can express themselves without fear.”
Alongside the student interventions, selected teachers from every campus participate in habit-building sessions aimed at helping schools sustain these classroom practices long after the SPARK team leaves the campus.
“For me as a teacher, it was not like any training – it was a transformation,” said Sylverster Mawthoh, teacher of Mynken RMSA Secondary School, Bhoirymbong. “SPARK taught us the language beyond words. We learned that a gentle open palm instead of folded arms can intentionally open a child up. We learned that silence is not always disobedience; sometimes it is confusion. The Question Wall stopped being just a wall, it became a bridge between fear and curiosity.”
He further reflected on one of the programme’s most distinctive practices – replacing conventional classroom rules with collective promises built by students themselves. “We used Ground Promises instead of Ground Rules because rules are meant to be broken, but promises are meant to be kept. Students promised each other that they would not laugh when someone makes a mistake and that they would encourage one another to speak.”
SPARK Meghalaya also places strong emphasis on STEM awareness and engagement, helping students approach science and technology with curiosity rather than fear. Through hands-on activities facilitated during the sessions, students explore foundational concepts through practical models such as balloon-powered cars, electromagnetic circuits and problem-solving exercises designed to encourage questioning, observation and critical thinking.
Beyond the classroom sessions, SPARK Meghalaya is also creating platforms for students to explore and showcase their talents through campus talent events held ahead of the certification programmes. These performances form part of the larger SPARK Events component, where selected talents from campuses progress to district-level showcases and eventually to the state-level SPARK Summit. So far, 81 student talents across 13 performance domains, including singing, dance, musical instruments and display art, have been identified through the first three phases of the programme.
SPARK Meghalaya now moves into its next phases of campus rollouts with the aim of reaching over 10,000 students this year, while also expanding its SPARK for Teachers interventions to train more than 500 teachers through immersive programmes focused on sustaining SPARK classroom practices across districts, including smaller rural campuses.
But beyond the numbers, the programme’s impact is perhaps best reflected in the meaningful shifts taking place inside classrooms – students raising their hands more confidently, teachers rethinking how classrooms can feel, and young people beginning to believe that their voice, their curiosity and their ideas matter.
