In the Delhi schools I studied, public shaming—being called out, compared, or embarrassed in front of peers—was a routine behavior-management tool. It silenced children, eroded belonging, and strained teacher–student relationships. Teachers lacked low-cost, practical alternatives that fit crowded timetables. I created “Dignity by Design” to turn everyday art-making into a structured way to (1) surface children’s lived experiences of school and neighborhood, (2) help teachers see those experiences with empathy, and (3) replace shaming with dignifying routines. The approach was co-designed with local educators and an NGO partner to ensure cultural relevance and feasibility in low-resource settings. It combines student voice (drawings, models, storytelling) with teacher PD and simple routines (private feedback scripts, restorative check-ins, a co-created Dignity Code). The goal is not a one-off workshop but a repeatable cycle that shifts classroom norms toward dignity, safety, and participation.
Over 4–6 weeks, a class completes six student sessions and three teacher PD modules. Students first draw “home/school” and co-map the neighborhood, then build simple models of school spaces and local landmarks. They annotate what feels safe/unsafe, proud/worried, and what they wish adults knew. Teachers meet for PD to learn about shaming, analyze the student artefacts, and agree on alternatives to public humiliation. Together, the class and teachers draft a visible Dignity Code and practice gentle, private correction routines. The cycle culminates in a School Mela/exhibition and a short student-devised play that invites families into the conversation. Monitoring is light-touch: a weekly log of public-shaming episodes, a 5-item belonging check before/after, and brief teacher reflections. Materials are basic (paper, card, recycled items). Safeguarding includes opt-in consent, anonymized codes on artefacts, and face-cropping unless media consent is given.
We began with one low-fee private school in Delhi, using co-design with teachers and an NGO partner. Spread has happened organically through three channels: (1) teacher-to-teacher sharing after PD and the exhibition/play; (2) open, printable materials that make it easy for another class to run the cycle with minimal training; and (3) community events (the School Mela) that attract school leaders and parents from nearby classes. Early replication has focused on adapting the starter kit for additional grades and integrating sessions into existing activity periods. We maintain a simple onboarding pack (facilitator guide, PD slides, monitoring sheets) so new classes can start within a week, and we support implementers through brief check-ins and a messaging group. As interest grows, we plan short demo sessions for neighboring schools and partnerships with local teacher networks to host half-day trainings.
Iteration came from classroom feedback and artefact reviews. We added model-making to move beyond individual drawings toward shared problem-solving. We strengthened teacher PD with concrete alternatives: private feedback scripts, a 2–5 minute restorative check-in, and peer observation prompts. We introduced the Dignity Code—a co-created poster that anchors norms all term. To support evidence, we created a light monitoring pack (incident log, 5-item belonging check, PD exit notes). We refined materials for Hindi/English use and built a clear consent/anonymization protocol. The culminating exhibition/play was added to involve families and make student voice visible beyond the classroom. Finally, we trimmed prep time and costs: every session fits 45–60 minutes, uses low-cost craft supplies, and includes “if time is short” variants so teachers can adapt without losing the dignity-first intent.
Start with one class for 4–6 weeks. (1) Brief the head and teacher; secure consent and assent; set up anonymized IDs. (2) Download/print the starter kit: session plans, PD slides, monitoring sheets. (3) Schedule six student sessions (draw → map → model → story → rehearsal) and three PD modules (understanding shame; reading artefacts; practice shifts). (4) Co-create a Dignity Code with students; practice private feedback and restorative check-ins. (5) Keep a simple weekly log of public-shaming episodes and run a short belonging check before/after. (6) Host a mini-exhibition/play for families; collect comments on a feedback wall. (7) Debrief with the teacher: what to keep, drop, or adapt; plan the next cycle or a second class. Materials are basic (paper/card/recyclables). One facilitator or the class teacher can lead; a half-day onboarding is enough to begin.
