Huma Asad Dar is a first-generation college student currently pursuing her BBA. Growing up in a family with limited educational exposure, she navigated her academic journey largely without guidance. Her story reflects the quiet resilience of learning through experience rather than direction. Despite uncertainties and delayed clarity, she continues to move forward with determination and evolving aspirations.

“I just started understanding my path a little late… not wrong.”

Read her full story below. Profile by Mir Kouser Gulzar.

Q. Tell us about yourself and your family. What kind of environment did you grow up in?

I am currently pursuing my BBA, and I am the only one in my family who has gone to college. I come from a family of four siblings, and I am the third. My elder brother and sister got married early and studied only up to class 10, while my younger brother is still in class 12. My father passed away, so I grew up mostly with my mother, who is illiterate. Even today, she cannot guide us in our studies, but she has always supported us in her own way.

Q. Where did you study, and how was your schooling experience?

I studied in a private school until class 10, after which I shifted to a government school. Later, I joined a government college. My classes had around 30 to 40 students, both boys and girls. Education was present, but not in a guided way. We studied, but no one really told us what to do next or how to think about our future.

Q. Did you always plan to continue your education?

Not really. I didn’t have a clear plan. After class 10, when I entered class 11, I didn’t even properly understand the different streams. Some of my friends said they were choosing commerce, so I also took commerce. At that time, I didn’t know what it actually meant. It was only after one or two years that I began to understand that it involves business, accounts, and related subjects.

Q. Did that uncertainty affect you?

Yes. When you don’t know what you are doing, you just keep moving without direction. You study, but in the beginning, you don’t feel connected to it.

Q. What challenges did you face during your journey?

The biggest challenge was a lack of exposure. We didn’t have guidance—we didn’t know what options existed, what to choose, or how to prepare for anything. Even if we had the financial means to study, we lacked clarity, and that makes a big difference.

Q. Did caste or social identity ever affect your experience?

My caste is Dar. I never personally faced discrimination in school or college. However, I remember one incident from my childhood when a friend told me that I belonged to a “lower caste” and that people like us are considered less in society. At that time, I didn’t fully understand it, but I still remember it. After that, I didn’t face anything directly, but some things stay with you.

Q. Did you receive any scholarships or external support during your studies?

No, I didn’t receive any scholarship or fellowship. My education was managed entirely by my family.

Q. How has your journey affected your family?

I think it has slowly brought change. I try to guide my younger brother, but sometimes I feel I cannot guide him properly because I myself learned many things quite late.

(She pauses)

Sometimes, when you don’t receive guidance at the right time, you realize things later—but by then, that precious time is already gone.

Q. What are your aspirations now?

Now, I want to continue my studies further. I want to pursue a PhD. Earlier, I didn’t even know what that meant. But now, after coming this far, I feel like I should not stop here.

Q. How do you see your journey as a first-generation learner?

For me, it is not about being “first.” It is about understanding things gradually. I didn’t have a roadmap. I didn’t know what I was stepping into. But I kept moving, and with time, things started making sense.

Q. If you had known earlier what you know now, what would have been different?

Maybe I would have moved forward with more clarity. But even now, I feel it is not too late.

I just started understanding my path a little late… not wrong.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Azad Ahmed’s journey reflects the quiet yet powerful shift happening in many remote communities—where education is no longer just an option, but a possibility. Coming from a background where early responsibility often replaces ambition, his path into higher education is not just personal, but symbolic. His story captures the tension between tradition and change, uncertainty and hope.

“Even if I don’t know where I am going… I know I didn’t stop where I was expected to.”

Read his full story below. Profile by Mir Kouser Gulzar.

Where do you come from, and what kind of world did you grow up in?

I come from a far-flung area of Kupwara. Life there is simple and mostly the same for everyone. People tend to focus on the present rather than the future. You study until a certain point, and then you either start earning or get married. That’s how it has always been. My father rears sheep and cattle; that is our livelihood. We are just two siblings—my sister and I—and I am the eldest.

Where did you study, and what was your classroom like?

I studied in a government school. The classrooms were simple, nothing special. We had around 40–50 students in each class, both boys and girls. Most of them were like me, from nearby villages with similar backgrounds. Almost everyone followed the same path—studying until a point, then either leaving or continuing if the family allowed.

What was the place of education in your family?

On my paternal side, education was not common at all. Most of my cousins didn’t study much; they dropped out early, after 8th or 9th grade, got married, or started working. That was normal. No one questioned it.

My maternal side was somewhat better in terms of education, but they lived separately. No one really comes and tells you what to do with your life. You just observe and follow what’s around you.

What made you continue studying?

It was probably a subconscious influence from my cousins that I should try. I had seen a different side through my maternal relatives, even if it didn’t affect me directly. That stayed somewhere in my mind.

What is your caste? Did caste or social background ever affect your journey?

My caste is Mir. But honestly, I never felt anything because of it, either in school or in college. What I have felt more strongly is the difference in background—how you speak and how you present yourself. That seems to matter more than caste, in my experience.

What do you remember about your 10th class?

People around me didn’t expect me to pass. It wasn’t discouraging; it was just the norm where I come from. When I passed 10th, it wasn’t just my result—it became something bigger. People were surprised. Even in the community, it was talked about. That moment… I still remember it.

What happened after that?

My parents encouraged me to continue. I went on to 11th, 12th, and then college.

College was something I had never imagined. It felt like a completely different world.

How has college been for you?

It hasn’t been easy. My college is around 30–40 kilometers away. Every day feels like I am moving between two different lives—one at home and one outside.

The most important challenge is communication. My dialect, even within Kashmiri, is very different. I know it sounds amusing. People sometimes laugh. Even if they don’t, I feel like they are. It’s not just about language—it affects everything: how you speak, how you sit, how you respond. You start thinking before every sentence.

Does that change how you see yourself?

Yes. You begin to feel like you are being judged—not just for your words, but for everything: your clothes, your background, the way you carry yourself.

Did you receive any scholarships or external support during your studies?

No, I didn’t receive any scholarships. My family managed everything on their own. There was no external support or guidance. Whatever I have learned, I learned by observing others.

What kind of challenges did you face beyond studies?

Many small things—clothes, confidence, talking to people. Even the thought of inviting someone to my home felt difficult. There was no guidance. No one to tell me how to adjust, speak, or behave. You just learn slowly… by watching others.

Has anything changed because of your journey?

Yes—my sister. After I continued my studies, she also went ahead. She became one of the first girls from our community to study further, and now she is also in college. That feels like something meaningful.

What is your life like now, outside college?

When I am home, I help my father with cattle rearing. That’s part of life. In the same way, my sister helps my mother with household chores.

How do you see education in your community now? Has anything changed?

Earlier, stopping after 8th or 10th was normal. No one questioned it.

Now, slowly, things are changing. People have started noticing. When someone studies further, it becomes visible. It makes others think, “Maybe we can do it too.”

How do you see your future?

I don’t know, honestly. I see people around me—even those who have completed master’s degrees or PhDs—still unemployed. So I don’t keep very high expectations. But still… I feel like I will adjust. I don’t know how, but I feel I will.

Where do you think that confidence comes from?

I don’t know. It’s just there.

What does studying mean to you now?

It doesn’t feel like a guarantee anymore. It feels like we are trying something different from what was already decided for us.

If you had done exactly what everyone expected from you—stopped studying and started working early—how different would your life feel today?

Maybe it would have been simpler. But now, even if I don’t know where I am going…

I know I didn’t stop where I was expected to.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Prachi Chauhan’s story reflects the quiet resilience of a first-generation learner navigating unfamiliar academic and social spaces. Growing up in Shimla, she faced both structural limitations and societal expectations, yet chose to carve her own path. Her journey highlights the courage it takes to step beyond convention and build confidence without a roadmap. It is a story of persistence, self-discovery, and redefining success on one’s own terms.

“Success, for me, means having the freedom to make my own choices and not being limited by the expectations of others.”

Read her full story below. Profile by Rashika.

Could you introduce yourself and tell us about your background?

My name is Prachi Chauhan, and I come from Shimla in Himachal Pradesh. Although I was born and raised in the city, my roots lie in the Upper Shimla region, particularly Chopal, which is part of the apple belt where most families depend on orchards for their livelihood.

My mother studied until Class 12 and is now a homemaker. My father was not allowed to study in his early years but later completed his BA privately. Although my siblings have attended college, I still consider myself a first-generation student because my parents never experienced university education themselves.

I studied in a small local school until Class 3 and later moved to DAV School in Lakkar Bazaar. That transition was challenging, as I had limited exposure to English and struggled with both language and confidence. Over time, I adapted, but those early difficulties left a lasting impact.

What was education like in your community while you were growing up?

In the communities around Shimla, education is valued, but there are strong perceptions about what kind of education matters. Students who choose medical or non-medical streams are often considered more capable, while those pursuing arts or humanities are not taken as seriously.

After school, many students from well-off families move to cities like Chandigarh or Delhi for higher education. Those who stay back and enroll in government colleges are often judged, with assumptions that they will eventually settle locally or prioritize marriage over careers.

These perceptions also influenced how people viewed my choices.

How did your journey toward higher education begin?

I initially chose the medical stream because it was considered the expected path. However, I never truly wanted to become a doctor. After completing Class 12, I decided to shift streams and pursue a BA in Political Science and English at Government College Sanjauli in Shimla.

This decision was not easy. Many people questioned why I would leave the medical field for humanities. But for the first time, I felt I was making a choice for myself rather than following societal expectations.

During my undergraduate studies, one of my professors encouraged me to consider pursuing a master’s degree outside Shimla. Until then, no one in my family had studied in another city, so the idea felt both exciting and intimidating.

What challenges did you face when applying for master’s programs?

The entire process was new to me. I had no coaching, no guidance, and very little information about entrance exams or universities. In 2022, changes in the admission system made the process even more confusing.

I applied for a master’s program in English at Punjabi University in Chandigarh and appeared for the PUSET entrance exam. Traveling there itself was a new experience. I had never visited Chandigarh before, and the large campus and number of students felt overwhelming.

To my surprise, I topped the entrance exam. However, my biggest concern was securing a hostel seat, as studying outside the city would not have been financially possible otherwise. Getting that seat ultimately made it possible for me to continue my studies.

What was your experience like when you first entered university life?

University life felt intimidating at first. Everything was unfamiliar—the campus, the city, the people, and the academic environment. Coming from a smaller city like Shimla, adjusting to Chandigarh was challenging.

Many of my classmates came from urban and academically privileged backgrounds. Some had parents who were professors or professionals, and they were already comfortable with academic culture. Their fluency in English and confidence often made me feel out of place.

At times, I felt I was constantly trying to catch up—not just academically, but socially and emotionally as well. Even navigating the campus was difficult initially; I remember relying on Google Maps just to find my way back to the hostel.

Did your background affect your confidence as a student?

Yes, it did. Being a first-generation student can shape how you perceive yourself. Even when you are capable, it is easy to feel that others know more because of their exposure and background.

While I was comfortable writing in English, speaking confidently took much longer to develop. Confidence often comes from early exposure and family support, something many first-generation students have to build on their own.

Over time, I worked on improving myself, although the tendency to compare with others can still linger.

What motivates you to keep going despite these challenges?

For a long time, I did not have a clearly defined career plan. My primary goal was to continue studying and create opportunities for myself.

After completing my master’s degree, I qualified the UGC NET examination. That achievement gave me a sense of validation and reinforced my belief that I was capable of building my own path.

What does success mean to you today?

Success, for me, means having the freedom to make my own choices and not being restricted by societal expectations. It also means creating opportunities for myself, even when the system does not make it easy.

If I can build a meaningful career while maintaining my self-respect, that would define success for me.

What advice would you give to other first-generation students?

Do not wait for someone to guide you step by step. Often, you have to figure things out on your own.

Ask questions, seek information, and do not hesitate to explore opportunities beyond your immediate surroundings. Even small steps—like applying to a university or appearing for an entrance exam—can open doors you never imagined.

What is one thing first-generation students need to succeed?

Support—not just financial, but emotional. Having even one person who believes in you can make a significant difference.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Heena’s story reflects the quiet strength that comes from family support, self-belief, and a clear sense of purpose. As a first-generation college student, her journey highlights how encouragement at home and determination within can open doors to new opportunities. Balancing responsibilities while nurturing her dreams, she continues to grow into a confident and independent individual.

“Coming this far itself is your first success—believe in yourself, and you will achieve more with confidence and determination.”

Read her full story below. Profile by Rashika.

Could you introduce yourself and tell us about your background?

My name is Heena, and I am from Delhi. My family has been living here for generations. My father and grandfather are from Delhi, while my mother is originally from Uttar Pradesh.

I live with my parents and my two younger brothers, who are currently studying in classes 7 and 12. We recently shifted from a joint family to a nuclear family. I am the eldest child and also the first person in my family to go to college, as most members of my family have studied only up to class 12.

My father works as a car dealer, and my mother is a homemaker. My father has studied till class 12, and my mother till class 10. We belong to the OBC category.

What was education like in your family, especially for girls?

In my family, education has always been encouraged, especially for me. My parents have consistently motivated me to study and move forward in life. They believe education is important and have given me the freedom to continue studying as much as I want.

Even after graduation, if I choose to pursue further studies such as an MA or PhD, my family is fully supportive. They always remind me that it is my choice and that I should make thoughtful decisions about my future.

Did you always want to pursue higher education?

Yes, I always had a clear goal. From the beginning, I wanted to become a teacher. My father supported this dream and guided me in choosing the right course.

He was the one who informed me about the course I am currently pursuing. He also encouraged me by saying that even if I don’t succeed on the first attempt, I should keep trying and continue working hard.

What challenges did you face while entering college?

I did not face any major challenges from my family or financially. However, one difficulty I encountered was during the entrance exam process after class 12.

I appeared for exams like CUET and DIET SCERT, and it was challenging to secure admission to my desired college. That phase required patience and persistence. Despite this, I never considered giving up on my education. I strongly believe that education is the most powerful tool we have, and I would never want to stop learning.

How has your college experience been so far?

My college experience has been positive overall. I have made friends and feel that I am receiving a good education. The environment is supportive, and I feel valued as a student.

One challenge I face is the long travel time. A significant part of my day is spent commuting, which can be tiring and sometimes makes me late for classes. However, despite this, my experience has been enriching.

After returning home, I also teach tuition to children from nursery to class 8, which helps me build experience and confidence.

Do you feel supported in your journey?

Yes, I feel supported both at home and in college. My teachers encourage me to explore new opportunities and expand my knowledge. They guide me not only academically but also in understanding the world better.

Even though my parents are not highly educated, they possess strong practical knowledge and always help me in making decisions. My tuition teachers have also supported me academically.

Who has inspired you the most in your journey?

My biggest inspiration is my mother. She has always supported and encouraged me to study. She is also the most educated person in her family and has faced many challenges in her life.

Her strength and resilience motivate me to keep working hard and strive towards my goals.

What have you learned about yourself since coming to college?

Since joining college, I feel that I have become more confident. Earlier, I was not comfortable speaking in public, but now I actively participate in speeches and debates.

I have also learned how to communicate effectively and present myself better. College has helped me grow as a person and made me more independent in my thinking.

What are your future aspirations?

In the future, I aspire to secure a government job, preferably as a teacher in a government school. Teaching has always been my passion, and I want to contribute to society through education.

What does success mean to you?

For me, success means having the support and happiness of my family. If my family is proud of me and stands by me, I feel capable of achieving anything in life.

Their support gives me the strength to move forward.

What advice would you give to other first-generation students?

I would advise them to always seek guidance from experienced and knowledgeable people. Before making any decision, they should research thoroughly and understand their options.

Having the right information and guidance can make a significant difference in their journey.

What is one thing first-generation students need to succeed?

Coming this far itself is your first success—believe in yourself, and you will achieve more with confidence and determination.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Mamta Singh is a political science student who graduated from Presidency University with a master’s degree in the field. Coming from Kolkata, a city rich in music, art, and culture, she was exposed to a variety of languages and cultural events, which encouraged her to learn more about culture and how it influences people’s ordinary, everyday lives. Her master’s thesis focused on the gig economy.

Her current area of interest in academia is the intersection of gender, caste, and popular culture, and she hopes to earn a doctorate. As a first-generation student and a Pehli Pedhi Fellow, she finds it fascinating to hear about and record the experiences of first-generation learners. In addition to interacting with first-generation learners and documenting their lived experiences in their own vernacular, she considers this opportunity to improve on the practical method skill employed in social science.

Anshu Raj’s journey reflects determination, resilience, and the quiet strength of belief. Coming from a modest background in Bihar, she stepped into a new world of opportunities with courage and curiosity. As a first-generation learner, her story highlights the power of support, self-confidence, and the willingness to grow beyond one’s comfort zone. Today, she stands as an example of how dreams can take shape when nurtured with persistence and hope.

“Never stop learning and always have confidence in yourself.”

Read her full story below. Profile by Rashika.

Could you introduce yourself and tell us about your background?

My name is Anshu Raj, and I come from Muzaffarpur, Bihar. Currently, I am studying in Delhi and living in a hostel. My father runs a small dry-cleaning shop, and my mother is a homemaker. I also have an elder brother who is preparing for competitive exams.
Both my parents have not attended college—my father studied up to class 12, and my mother is not formally educated. So, I am among the first in my family to pursue higher education.
I belong to the Scheduled Caste (SC) community. However, so far, I have not personally experienced discrimination based on my caste or class.

What was your school experience like growing up?

I completed my schooling in my hometown. I studied in two or three different schools over the years. My primary education was in a nearby private school, and later I studied in government institutions for classes 9 to 12.
My school experience was quite basic. There were not many facilities or advanced teaching methods, but it provided a normal environment for learning. Even though exposure was limited, I was always a good student and consistently performed well academically.

What was the thinking around education in your family and community, especially for girls?

In many places, especially for girls, education is not always encouraged beyond a certain level. However, in my family, the thinking was very different. My parents never stopped me from studying. In fact, they always supported my education and even encouraged me to move outside the city for better opportunities.
They have always told me that I can continue studying as much as I want. This support has been very important, especially because such freedom is not always given to girls.

How did you decide to pursue college, and what challenges did you face?

I always wanted to study outside Bihar because I felt that the education system there has certain limitations. I had heard that cities like Delhi are hubs of education, so I wanted to pursue my graduation there.
After my 12th, I secured good marks, but the biggest challenge was understanding the admission process. In my family, no one had experience with college admissions, entrance exams, or university systems. Everything—from choosing colleges to filling out forms—felt confusing.
At that time, one of my relatives, who works in a government job, helped me a lot. He guided me through the entire process and even supported me financially. Without that support, it would have been much more difficult for me.

Did you ever feel like giving up on your education?

No, I never felt like giving up. Since childhood, I have always been a good student, and I enjoy studying. That motivation has always stayed with me.
Even when things felt challenging or confusing, I believed that continuing my education was important, so I never thought of quitting.

How has your college experience been so far?

Moving to Delhi and starting college has been a very positive and transformative experience for me. It has not only helped me grow academically but also improved my social and communication skills.
Living in a hostel has taught me how to manage my life independently. I have learned how important it is to interact with people, build relationships, and adapt to new environments.
Before coming to Delhi, I had certain fears—that people might judge me based on how I dress or speak. But after coming here, I realized that these fears were not entirely true. I observed people, adapted quickly, and became more comfortable in social settings.

What challenges do you still face?

The main challenge I face is the distance between my hostel and college. The daily commute is tiring and takes up a lot of time.
Apart from that, I have not faced major challenges or discrimination in college. I try to see new experiences as opportunities to learn rather than obstacles.

Who supported you the most in your journey?

My biggest support has been my family. If they had not allowed me to move out and study, I would not be here today. They have always trusted me and supported my decisions.
In college as well, many teachers have supported and guided me. Their encouragement has helped me grow and feel more confident.

What do you think first-generation students need the most?

I believe first-generation students need guidance the most. Since our families may not have prior experience with higher education, we often lack information about exams, colleges, and career paths.
Having someone to guide you during this transition can make a huge difference.

What have you learned about yourself through this journey?

I have learned that I am more capable than I thought. Earlier, I was not very extroverted, but now I have learned how to communicate, socialize, and even speak in public.
My confidence has increased a lot. I have also learned not to fear failure. Instead of giving up, I now believe in trying again and improving.

What are your aspirations for the future?

I have always been interested in history, and I am currently pursuing it as my major. In the future, I want to become an IAS officer.
For me, success means being able to give back to my family everything they have given me—support, freedom, and opportunities. Making them proud will be my biggest achievement.

What advice would you give to other first-generation students?

I would say—don’t be afraid to try new things. Believe in yourself and your hard work. Just because something doesn’t work once does not mean it will never work.
Keep learning, keep trying, and stay confident.

What’s one thing that first-generation students need to succeed?

“Never stop learning and always have confidence in yourself.”

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Neetu Kumari’s journey reflects determination, resilience, and the power of self-belief. As a first-generation college student, she has navigated challenges with courage and clarity of purpose. Her story highlights the importance of family support, inner motivation, and the transformative impact of education. Through her experiences, she continues to move steadily toward her dream of becoming a teacher.

“Believe in yourself, even when the path is unclear—your determination can create opportunities where none seem to exist.”

Read her full story below. Profile by Rashika.

Could you introduce yourself and tell us about your background?

My name is Neetu Kumari, and I am 20 years old. I live in Dwarka, Delhi, with my family, which includes my mother, brother, and two sisters. My brother works as a driver. Both of my parents studied only up to class 10, so I am among the first in my family to pursue higher education.

I belong to the Prajapati community, traditionally associated with clay and pottery work. Growing up, I witnessed how hard my parents worked to support us. Their dedication has always motivated me to continue my education and strive for a better future.

What was education like in your family while you were growing up?

Education was valued in our family, even though my parents had limited exposure to higher studies. They always encouraged us to study, despite not being familiar with college systems or academic opportunities.

Because of this, I often had to navigate my academic journey independently, with support from teachers and friends. Even with limited guidance, my parents firmly believed that education could improve our lives.

Where did you study before entering college?

I studied at a Government Girls Senior Secondary School. Like many students in government schools, I had limited exposure to opportunities beyond the classroom. However, I always enjoyed studying and actively participated in school activities.

From a young age, I had a clear goal—I wanted to become a teacher. I admired educators who made difficult subjects easier to understand and supported students during challenging times.

Who inspired you the most during your journey?

My greatest inspiration has been my mother. She consistently encouraged me to focus on my studies and reminded me that education could transform my life. Even during difficult times, her support kept me motivated.

Another key influence was my tuition teacher, who guided me academically and helped me understand the importance of higher education. Their encouragement strengthened my belief in my abilities.

What challenges have you faced as a college student?

One of the biggest challenges I face is the long daily commute to college. Traveling takes a significant amount of time and energy, and at times it feels like most of my day is spent in transit.

Despite this, I enjoy attending college because the teachers are supportive and understanding. Their encouragement makes the effort worthwhile.

Do you have friends or support systems in college?

Yes, I do. One of my closest friends is Payal, whom I have known since childhood. We studied at the same school and now attend the same college. Having her by my side has made my journey easier, as we constantly support and motivate each other.

I am also involved in NSS activities and volunteer programs, which have helped me learn new skills and connect with different people.

How did people around you react when you entered college?

When I gained admission to college, my parents were extremely proud and happy to see me continue my education.

However, my elder brother initially found it difficult to trust the situation due to personal challenges he had faced. Over time, as I remained consistent and focused on my goals, his perspective gradually improved. I believe that while circumstances can affect people, patience and effort can help rebuild trust.

What changes would you like to see for students like you?

I believe that students from families like mine need greater exposure and guidance. Many parents want their children to succeed but may not have the knowledge to guide them about colleges, courses, or career options.

Programs and initiatives that support first-generation students in understanding higher education would make a significant difference. Teachers also play a crucial role in providing direction and encouragement.

What does success mean to you?

For me, success means achieving my dream of becoming a teacher and helping students learn and grow. I want to build a stable and meaningful career where I can positively impact young lives.

I also want to make my family proud and show that their sacrifices and support have been worthwhile.

What advice would you give to other first-generation students?

I would advise them to believe in themselves and continue working hard. Even without complete guidance, it is possible to find your path by asking questions and seeking help from teachers or mentors.

With determination, effort, and family support, many obstacles can be overcome.

What’s one thing first-generation students need to succeed?

Support and guidance are essential. Many students have the desire to study but lack direction. With the right guidance, they can unlock their potential and achieve great success.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Shaheena’s story reflects the journey of a first-generation learner navigating the subtle intersections of caste, confidence, and opportunity. Coming from a modest rural background, her experiences highlight not only the value her family placed on education but also the invisible gaps between village and city schooling. Her voice carries both honesty and reflection, offering insight into how education transforms not just individuals, but entire families. Through her narrative, we see how aspiration, exposure, and self-belief shape one’s path.

“Being first-generation is not just about opening a book, it is about opening a door that was closed for the people before you.”

Read her full story below. Profile by Mir Kouser Gulzar.

Can you tell us about your family, caste, place of birth, and your early life? Also did you face any caste based issues in your life especially in educational environments?

I come from a small village in Kupwara district, and I am the youngest in my family. My father and elder brother have been working as agricultural labourers. Ours has always been a simple household, but one that values education deeply. My parents, though not educated themselves, always dreamt that I should study well and secure a government job.

We belong to the War caste. Personally, I never faced any discrimination because of caste. But I did notice how one of my classmates, who was from the Mochi caste, behaved differently. She wasn’t bullied or mistreated, but she herself was very hesitant when it came to revealing her caste. For instance, whenever we had to fill out forms, she would become shy and uncomfortable about writing it down. We were friends, but I could sense her silence. That taught me that caste still works in many ways.

How was schooling in your area? Were both boys and girls encouraged to study?

Yes, absolutely. In my area, both boys and girls go to school. People from all backgrounds, irrespective of caste or class, send their children for studies. At my school and later in college, the number of boys and girls was almost equal, roughly fifty-fifty. Education is not restricted to one gender here; it is something the whole community values.

Where did you go to school and college? How do you remember that journey?

I studied in government schools all the way up to graduation. Because it was all within my own area, it felt normal and manageable. I loved studying and did well. Thankfully, I didn’t face financial hurdles in continuing my education.

The turning point came when I went to the University of Kashmir for my master’s degree in Sociology. It was my first time away from home, and it felt like stepping into a much bigger world.

What was university life like for you?

University was both challenging and exciting. Coming from a village school background, I suddenly found myself sitting with students from Srinagar and other city schools. They spoke English fluently, carried themselves with confidence, and had experiences with debates, public speaking, and extracurriculars—things we never got in our schools.

Initially, I was overconfident and thought I could manage. But soon, I began doubting myself. I felt underconfident and started comparing myself. Looking back, I realise it wasn’t that I lacked intelligence; it was just that I hadn’t been exposed to the same resources and platforms. With time, I understood this difference and stopped measuring myself only against their confidence.

How did university change you as a person?

It changed me in ways that even my family could notice. I became more vocal and more questioning. Sometimes, when I argue at home, my mother laughs and says, “Yeh sab university ke side effects hain.” She doesn’t say it negatively, but it shows how my thinking has expanded beyond what she was used to.

I also made friends from diverse places. Some friendships faded with time, but one friend I made during my master’s is still my closest companion today. That bond is one of the best outcomes of university life.

Did you ever feel like giving up on your studies?

No, I never had to think about stopping. My parents encouraged me at every stage. Financially, we managed without major difficulties. I know that’s not true for everyone in villages, so I feel grateful. My struggles were more about confidence and comparison than material hardships.

What are you doing now, and what are your plans?

I finished my master’s and then tried hard to prepare for government exams. But the competition is very high, and so far, I haven’t been able to qualify. Right now, I am at home, and I will soon be married. Even then, I don’t think education will lose value for me. I still want to use what I’ve learned to make a difference.

Do you think education has changed your role in your family or society?

Yes. Education gave me a voice. I can speak, question, and think differently from how I might have without it. In my family, I am seen as someone who knows things they don’t, and that brings a kind of respect. At the same time, my education sometimes creates a small gap too, because the way I see things is not always how my family or village sees them.

What changes would you like to see in schools and colleges in villages like yours?

I wish our government schools were given the same opportunities as big city schools. We need not just textbooks, but spaces to learn debating, speaking, and building confidence. It’s not fair that village students, even if intelligent, still feel behind just because they lack exposure. If our schools had those opportunities, the gap between city and village students would not feel so wide.

If you could go back, what would you do differently in your education?

I would take my studies more seriously from class tenth onwards. And most importantly, I would stop being underconfident. I’ve learned that hesitation and self-doubt hold you back more than lack of knowledge ever does.

Finally, what does being a “first-generation learner” mean to you?

For me, it means carrying not just my own dreams, but also my family’s wishes. My parents couldn’t study, but through me, they have tasted what education can do. Being first-generation is not just about opening a book, or narrating a single story which I am doing now, it is about opening a door that was closed for the people before you.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Danish Ali’s story reflects the quiet struggles of growing up in a complex family environment while navigating uncertainty without guidance. Coming from a remote area of Kupwara, his life moved without a clear plan—until a sudden loss changed everything. His journey is not defined by dramatic events alone, but by the silent weight of expectations, confusion, and the search for direction. It is a story of standing at a crossroads, unsure yet aware that choices must be made.

“Sometimes life doesn’t ask if you’re ready—it simply expects you to become.”

Read his full story below. Profile by Mir Kouser Gulzar.

Where are you from, and what kind of life did you grow up in?

Danish: I am from a far-flung area of the district Kupwara. It is far from Srinagar—not only in distance but also in how it feels. I am the youngest among eight siblings. Our house was never very settled. There were two families living under one roof, as my father had married twice. There were adjustments, land issues, and tensions—both small and large—that never really ended. Still, we lived together and somehow managed to adjust.

What was your place in the family as the youngest?

Danish: I was never taken seriously. Being the youngest means you are everyone’s favorite, but also that people often take you lightly. My siblings had their own lives and responsibilities. Some studied until the 10th standard, my sisters got married soon after, and my brothers started doing labor work.

For me, things were easier. No one forced me to earn or pushed me to focus on anything. If I wanted to study, I could; if I didn’t, that would have been acceptable too.

Why did you continue studying?

Danish: Because everyone around me was doing it. My friends were going to school and then to college, so I followed them. There was no strong reason or plan behind it.

How was your schooling and early education?

Danish: It was normal. I was an average student. I completed my 10th and then chose to go to college with humanities subjects. I didn’t choose this stream out of interest—there were only two options: medical or humanities, so I went with this one.

We had around 40 to 50 students in both 10th and 12th. The classrooms were always full, with both boys and girls. I studied in a private school until the 7th standard, and after that, I moved to government schools.

Did caste, background, or money affect your education?

Danish: My caste is Mir, but I never really thought about it. It never affected anything. We were a middle-class—maybe lower-middle-class—family. My father was a contractor and managed all our expenses, so I never had to worry about money for my education.

Of course, like many middle-class students, there were small struggles—pocket money, pending fees, and bus fares—but those are common for most students.

Was there any big challenge you faced in school and college?

Danish: Yes, many. The pressure to wear good clothes, to speak properly, and to impress others. My language, communication skills, and limited exposure challenged me every day. Still, I managed somehow. Being part of Gen Z helped me adjust and fit in with my peers.

What changed in your life during graduation?

Danish: Everything changed. My father passed away.

What happened after that?

Danish: I stopped. My college, my life, my dreams—everything came to a halt. There was no one to guide me or even ask me what I wanted to do. My siblings had their own families and responsibilities.

People started saying, “Ab tumhe dekhna hai sab” (now you have to take care of everything). But no one tells you how.

What is your life now? How are you dealing with it?

Danish: Right now, I am just thinking. People say I should take over my father’s work, but I don’t even understand it properly. There was never any clarity about it. I don’t know where to begin. At the same time, I need to earn and take care of my mother and the household.

My mother wants me to get married, but I still feel like a child. I don’t even understand my own life yet—how can I take responsibility for someone else? My siblings got married at 23 or 24, but things were different then.

Did you ever think of a different life for yourself—something beyond all this?

Danish: Yes, for a while, I thought about joining the Indian Army. It felt like a clear path. But now I don’t see it the same way. My mother is alone, and I don’t know how I could leave her.

Did you ever have guidance or someone to show you a path?

Danish: No, not really. Some relatives were well-educated, but they lived separately. No one comes and tells you what to do. You just observe others and try to learn from what they are doing.

Looking back, how do you see your journey until now?

Danish: I didn’t struggle to study—I struggled to understand why I was studying. Everything in my life just kept happening: school, college, and then this sudden end to my happiness.

What do you feel is your greatest challenge today?

Danish: I am uncertain about my next steps. Everyone says I need to take responsibility now. I know that too—but knowing and doing are very different things.

When people say, “Now you need to become responsible,” what do you think they misunderstand?

Danish: They think I became responsible the day my father passed away. But I didn’t. I am still trying to understand how life works without him.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Goldy Kumari’s journey is one of resilience, courage, and quiet determination. From growing up in a flood-prone village in Bihar to pursuing higher education in Delhi, her story reflects the challenges many first-generation learners face. Guided by her mother’s unfulfilled dreams, Goldy continues to move forward with a strong sense of purpose. Her journey is not just about education, but about independence, dignity, and redefining possibilities.

“I want to stand on my own feet and fulfill the dream my mother could not live.”

Read her full story below. Profile by Rashika.

1. Could you introduce yourself and tell us a bit about your background?

My name is Goldy Kumari. I was born in a village called Mubarakpur in the Chapra district of Bihar. My village is surrounded by rivers, so at times it feels like living on an island. During the rainy season, water levels rise significantly, and floods often reach our homes. Life there can be difficult, as crops are destroyed and transportation becomes challenging.

When I was around four years old, my family moved to Delhi in search of better opportunities. Since then, I have completed my schooling here. Currently, I am pursuing a B.A. B.Ed. Integrated Teacher Education Programme (ITEP) at Dr. B. R. Ambedkar University Delhi under the new education policy.

2. Could you tell us about your parents and their educational background?

My mother studied up to Class 8, and my father studied up to Class 5. Earlier, my family depended entirely on agriculture in our village. My father moved to Delhi before I was born in search of work. Initially, he worked in a garage repairing cycles and cars with his brother. Later, he became a welder, working with iron and steel. Today, he runs his own small business related to welding and UPVC work. My mother is a homemaker.

3. What were your early school experiences like?

When I first started school in Delhi, it was very difficult for me to adjust. I did not know how to speak Hindi properly and was very shy. I also struggled to make friends and faced bullying from classmates, which made school challenging.

However, I always loved going to school. Even on rainy days, I rarely took leave because I enjoyed studying and attending classes. Over time, things improved. By Class 8, I had started building friendships and felt more comfortable. Those early struggles made me stronger and helped me grow more confident.

4. How important is education in your family and community?

In my family, most people have not studied beyond basic schooling. Some of my siblings could not complete their education. For many people around us, education simply means having basic knowledge or a degree that is sufficient for marriage.

However, I always wanted something more. I wanted to continue my studies and build a career. In that sense, my perspective on education is quite different from many people around me.

5. Who supported you the most in your decision to pursue higher education?

My biggest support has always been my mother. She was married at a very young age, around fifteen, and could not continue her education. Because of that, she always wanted her daughter to become independent.

She often tells me that she wants to see me working, driving my own car, and living an independent life. Her dream motivates me every day to continue my studies and never give up.

6. Did you face any challenges while trying to get into college?

Yes, I faced many challenges. After Class 12, I could not initially secure admission to the course I wanted through CUET. That was a very difficult time, as it felt like all my efforts had gone to waste.

During that period, I enrolled in NCWEB at Hansraj College for a weekend degree programme. Later, when the results of the NCET exam were announced, I was selected for the ITEP programme at Ambedkar University. That became a turning point in my journey.

7. What challenges do you face as a college student now?

One of the main challenges is financial. Daily travel to college requires money, and my family has to manage educational expenses for multiple siblings.

Another challenge is adjusting to the social environment in college. Sometimes, students judge others based on language, clothing, or rural backgrounds. I have seen classmates being mocked or bullied for how they speak or look. Such experiences can be painful, especially for those who are already trying to adapt to a new environment.

8. Are you comfortable sharing your caste identity, and has it affected your life?

Yes, I belong to the Brahmin community. However, I personally do not believe in caste divisions. I feel that caste often becomes a reason for discrimination in society, even within families.

I try to question such thinking whenever I can. For me, a person’s identity should not be defined by caste.

9. What have you learned about yourself since entering university?

College has taught me how to deal with different people and situations. Earlier, I used to speak very directly whenever I felt something was wrong. Over time, I have realized that sometimes it is better to stay silent and choose your battles wisely.

University life has helped me grow emotionally and become more aware of how people think and behave.

10. What does success mean to you?

For me, success means becoming independent and building a life where I can stand on my own feet. It also means fulfilling my mother’s dream and proving that education can transform lives.

I want to continue my studies and build a meaningful career. More than anything, I want to show that girls from ordinary backgrounds can achieve great things when given the opportunity to learn and grow.

Goldy’s mother, Ritu Devi

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Alisha Parvez’s journey reflects the quiet resilience of first-generation learners who navigate higher education without a roadmap. Moving across cities, confronting language barriers, and overcoming self-doubt, she has steadily built her path toward becoming a clinical psychologist. Her story is one of persistence, emotional growth, and learning to belong in unfamiliar spaces.

“Don’t be afraid to ask questions, even if they seem small—communication is everything.”

Read her full story below. Profile by Sumaiya Shahid.

What was it like growing up in Kolkata, and how did your family influence your outlook on education?

Growing up in Kolkata was comfortable, and I never lacked opportunities, although I believe the city still has scope to grow. My family has seven members; my mother studied until matriculation, and my father did not have the chance to receive formal education. Despite their limited educational backgrounds, they always encouraged us to study, and all of my siblings are pursuing education. Education felt important, even if they couldn’t guide us in detail.

Could you tell us about your schooling and any key turning points in your early academic journey?

I attended Anglo Arabic Secondary School in Kolkata before continuing my education at Rahmani 30 in Patna, where I stayed in their hostel facility. I believe young people benefit from moving between cities, as it helps them learn independence early on. After completing my twelfth grade, I began preparing for NEET, but I soon realized that this path did not align with my interests. That phase was confusing because I wasn’t sure what to choose next. Eventually, through CUET and interviews, I discovered psychology, which became a turning point.

Was this where you initially wanted to study? What influenced your decision?

No, I had hoped to study at Christ University or TISS Mumbai. As a first-generation college student, I was unaware of many admission requirements and application deadlines, and I only discovered them after they had passed.

What challenges do students from your background commonly face while entering higher education?

First-generation students must figure out all aspects of college life on their own, as they often lack guidance. This makes decision-making difficult, especially when it comes to academic and career choices.

How has your university experience been so far? What has challenged you the most?

My experience has been a mix of learning and adjustment. Managing multiple academic courses along with presentations was particularly challenging at the beginning. I struggled with stage fright and a speech-related issue, which made me extremely anxious during my initial presentations. However, with consistent practice, I gradually improved and became more confident.

Did university life match your expectations? Do you feel a sense of belonging?

Not really. My expectations were shaped by pop culture, which often shows only the positive side of university life. In reality, everything felt overwhelming at first, and it was difficult to make sense of it all. I still don’t feel a strong sense of belonging, partly because I am not very social and sometimes find it hard to relate to others.

How has your background, especially language, shaped your experience?

Language has been one of my biggest challenges. Being in Bangalore, where many people are fluent in English, initially made me feel uneasy. I was hesitant to speak, and not knowing Kannada made everyday interactions more difficult. This experience made me more aware of how deeply language affects confidence and inclusion.

Have there been moments when you felt out of place or different from your peers?

Yes, I often feel that the people around me are very high-energy and socially active, which sometimes makes me feel like I don’t belong. However, I have been working on improving my communication and public speaking skills, and I’ve seen noticeable progress.

How do you manage academic pressure and your daily routine?

My routine mainly involves attending classes, preparing for presentations, and studying. I don’t engage much in social activities, as staying focused on academics helps me manage pressure better.

Have your goals evolved since you joined the university?

My main goal has remained the same—I want to become a clinical psychologist.

Do you feel that being a first-generation student affects how others perceive you?

Yes, it does. Relatives often view me with appreciation, and teachers also recognize the efforts of first-generation students. It brings both acknowledgment and encouragement.

What kind of support systems have helped you navigate this journey?

My family supports me financially, and my university provides weekly counselling sessions, which have been helpful.

What do you wish professors and your peers understood better about students like you?

I wish professors would place greater emphasis on students’ mental health. The combination of academic pressure, mandatory attendance, and continuous schedules can feel overwhelming. A more flexible and compassionate approach would make a significant difference.

What does success mean to you at this stage of your life?

Success, for me, means achieving financial independence, making my parents proud, having a positive impact on others, and finding contentment and inner peace.

What have you discovered about yourself through this journey?

I’ve realized that I am more patient and emotionally strong than I once believed. I used to struggle with controlling my anger, but now I am better at managing my emotions.

Has your image changed among your family or community after joining the university?

Yes, my decision to study psychology has made my family and relatives more appreciative. People often show curiosity and admiration when they speak with me.

What advice would you give to a first-generation student just starting college?

Don’t be afraid to ask questions, even if they seem small. Communication is extremely important. Use any language you are comfortable with, but don’t stop expressing yourself.

If you could change one thing about higher education today, what would it be? What do first-generation students need most?

I would reduce unnecessary academic pressure, such as excessive electives and strict attendance requirements. First-generation students need constant self-motivation, reassurance, and belief in themselves to keep moving forward.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Manjeet Kumar’s journey is one of quiet determination and growing self-belief. Coming from a first-generation learner background, he navigated uncertainty, limited awareness, and academic challenges with resilience. His story reflects the power of encouragement, family support, and inner motivation in shaping a meaningful educational path. Today, he aspires not just to succeed, but to inspire others as a future educator.

“Sometimes, all it takes is one person’s belief in you to change the course of your life.”

Read his full story below. Profile by Rashika.

1. Could you introduce yourself and tell us a bit about your background?

My name is Manjeet Kumar. My family and I live in Delhi, but our roots lie in a small rural village in Bihar. My father is educated up to Class 10, and my mother has never received formal education. I have an older brother who completed college through SOL, and two sisters—one has completed her schooling and is now married, while the other is currently in secondary school. I am the only one in my family pursuing higher education seriously through a regular and reputed university.

2. What was your family’s attitude toward education? Did they support your academic decisions?

Yes, my parents were extremely supportive, even though they were anxious and unfamiliar with the system. When I didn’t get into a college through CUET initially, they were worried about my next step—whether I would also study through an open university like SOL or IGNOU. They didn’t pressure me, but they actively explored options. Eventually, one of my teachers informed me about the ITEP program under NCET. I applied, cleared the exam, and got selected. My parents were overjoyed—they even bought me a tablet to help me study with focus, which surprised me a lot.

3. What was your experience with the ITEP program like?

It was quite unexpected, as I hadn’t heard about the program before. However, once I cleared the entrance and experienced the support from the faculty, it felt like a new door had opened for me. The tablet my parents gave me helped me keep up with coursework, and I was also able to hone my soft skills significantly.

4. Was there any inspiration behind your decision to pursue teaching as a career?

Yes. In school, I always admired my teachers, especially those who recognized my potential. Their encouragement gave me a sense of belonging. One teacher in particular, Mr. Balraj, once told me, “You can become a teacher.” That stayed with me. Even when I was unsure about my future, that one sentence guided me—I decided that I wanted to teach.

5. Did your community support your educational journey?

To a large extent, yes. People around me—including extended family and neighbors—encouraged me to continue studying. Some even approached me for help with applications, college queries, or forms. Of course, there were a few who questioned the value of education and made discouraging remarks like, “What’s the use of studying so much?” But overall, I received more support than resistance.

6. Did caste ever influence your educational journey or how people perceived you?

I belong to the Nishad community, which is categorized as a Scheduled Caste. In my hometown, caste still plays a significant role in how people are perceived, especially in rural areas. While I personally did not face direct discrimination in my urban college environment, I am aware of these biases. I prefer not to highlight my caste, but I also don’t hide it. I want to be known for who I am, not my caste.

7. What challenges did you face transitioning to university life?

Initially, it was overwhelming. Orientation went well, but once classes began, I realized how intense the academic environment was. I had expected college to be more relaxed and centered around campus life. When I saw how serious the studies were, I struggled to adjust. In my second semester, I couldn’t attend classes regularly, and my grades dropped. That affected my confidence, but gradually, I managed to recover and improve.

8. How did you manage your studies and emotional well-being during difficult phases?

There were times when I isolated myself, especially when I fell behind academically. However, my friends supported me a lot. They shared notes, encouraged me, and made me feel that I wasn’t alone. Over time, I learned that it’s okay to fall short sometimes—it doesn’t define your worth.

9. Who or what inspired you the most?

My biggest inspiration has been my school teachers. They saw potential in me before I could see it myself. They didn’t just teach—they guided and believed in me. That connection and encouragement pushed me to take education seriously. I hope to become a teacher who can inspire students in the same way.

10. Have you come across any student support programs in your college?

So far, I haven’t seen any specific initiatives targeted at first-generation learners in my college. I wasn’t informed about NCET or ITEP through my school or community—it was only through personal effort and inquiry that I discovered it. Orientation helped fill some gaps, but structured support is still lacking.

11. What does success mean to you?

For me, success is not just about getting a job or earning well. It’s about becoming a good person and being able to help others. I believe that if you do good, good will come back to you. That is the value I want to carry forward in my life—as a learner and, hopefully, one day as a teacher.

12. What is the one thing first-generation students need to succeed?

First-generation students need belief—both in themselves and from the people around them.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Aazib Abdullah’s journey reflects the quiet struggles many students carry but rarely express—of adjusting, belonging, and battling inner doubts. Growing up between a village and the city, his story highlights how exposure, confidence, and technology shape a young mind. It is not just about academics, but about identity, pressure, and the slow realization of lost time. His honesty offers a mirror to an entire generation learning to find direction in a distracted world.

“Your voice matters—even if it shakes.”

Read his full story below. Profile by Mir Kouser Gulzar.

Where are you from and what kind of family did you grow up in?

Aazib:
I was born in Handwara, Kupwara. I am the eldest among five siblings. My father is a vegetable vendor, and my mother is a homemaker. My mother studied till class 10, and my father till class 12. Education has always been present in our family—my grandfather, uncles, and aunts are educated—so going to school was never a debate. It was as natural as breathing or drinking water.

What was your childhood like?

Aazib:
I didn’t spend much time in my village. When I was just nine years old, I was sent to a boarding school. My family says I was a tough child—yes, I was—but honestly, I was more than that: shy, quiet, and deeply uncomfortable in new spaces. Boarding school was hard. I couldn’t talk freely or open up. Even today, that part of me hasn’t fully left.

Did your parents know about this nature of yours, and did you feel understood when they called you tough to handle?

Aazib:
Yes, they tried. They always pushed me to be confident and to speak up. But confidence doesn’t come just because someone tells you to be confident. It comes from exposure, safety, and practice—and those things take time. Parents sometimes don’t understand that.

Where did you study, how many students were in your class in 10th and 12th, and how did your schooling shape you?

Aazib:
I studied in private schools from the beginning. Till class 10, I was in Srinagar. After that, I took admission in a government higher secondary school near my home village, but I still went to Srinagar for tuition. In classes 10 and 12, we were around 50 students. Almost all of us went into different streams—some cracked NEET, some pursued engineering, and others chose BSc, BCom, or BA. Education was normalised—it was expected.

What is your caste, and did it ever affect you?

Aazib:
My caste is War. It’s a simple identity for me. I never faced discrimination because of it—neither in school nor in college. Honestly, these things didn’t matter where I studied or in social gatherings in my area.

What challenges did you face during school?

Aazib:
The biggest challenge wasn’t academics—it was adjustment, language, accent, and confidence. I had a Kashmiri accent and was trolled for certain words. I trolled back too, because everyone had their own differences. But those things stay with you. You become conscious of how you speak and how you sound.

Who do you think is responsible for students like you remaining exposure-less?

Aazib:
A lot of factors—parents, the area we are born in, childhood, schools, and friends. Schools should do more than just teach textbooks. We need debates, competitions, speaking platforms, and exposure. Confident kids often come from big schools in Srinagar that charge huge fees—something most village parents cannot afford. That gap starts very early.

What about college and your current academic journey?

Aazib:
I am currently pursuing a BSc from SP College, Srinagar. I never attended college regularly because I was preparing for NEET—and I still am. College didn’t feel as difficult as school. By then, I had spent many years in Srinagar, gained exposure, and adjusted. Colleges are filled with students like me—middle class and upper middle class. The very rich often go outside Kashmir or abroad. Among us, we feel equal.

What role did technology play in your life?

Aazib:
This is where things went wrong. My parents bought me a tablet for studies, but it became a distraction. It started with games like Free Fire, then Instagram and Snapchat—slowly turning into an addiction.

I don’t blame my parents for giving me gadgets, but there should be guidance, supervision, and balance. Even when they tried, I still managed to escape into screens. Social media ruined my focus and, honestly, my golden years.

How do you see yourself today?

Aazib:
I am good at studies, but I don’t study the way I should. I carry insecurities about wasted time and lost opportunities. I feel guilty. I know this guilt will lead to distress if I don’t change. Yet even now, I am just going with the flow.

What are your goals as of now? What does success mean to you?

Aazib:
I still want to crack NEET, though I also feel I might not make it. I want money—a lot of money. For me, success means financial freedom: travelling and living without stress about money.

Who supports and guides you?

Aazib:
My father finances my education. I never applied for fellowships, and I didn’t get any. My mentors are informal—my uncle and aunt. They are brilliant, well-educated, and guide me a lot. I also follow people online like Dhruv Rathee. Sometimes I watch them and think maybe I could be like that someday.

Do you think being a first-generation learner affects you?

Aazib:
Not really. What affects me more is being the eldest—the expectations, the pressure, the responsibility. That’s always on my mind.

What do you think your generation needs most?

Aazib:
The right education. Parents need to understand that we are Gen Z—we are different. They think we are careless or unserious, but we actually know more than they ever did. We just need direction, support, and trust.

If you could speak to your nine-year-old self—the child entering a hostel, scared and silent—what would you tell him today?

Aazib:
I would tell him:
“You are not weak for being shy. You are not slow for taking time. But don’t disappear into screens. Don’t escape from effort. Your voice matters—even if it shakes. And one day, you will regret the days you didn’t try. So try, even when it’s hard.”

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Savarmal Meghwal is a 21-year-old construction worker from a small village in Rajasthan whose life reflects resilience, responsibility, and quiet determination. Forced to leave school early due to financial hardship, he stepped into the workforce to support his family. Today, he works tirelessly not just to sustain his household, but to build a better future for the next generation. His journey is one of sacrifice, strength, and unwavering hope.

“No one’s coming to save you. You’ve got to carry your own bricks and build your own roof.”

Read his full story below. Profile by Jaisica Tanwar.

Q. Where are you from, and what was your childhood like?

A. I’m Savarmal Meghwal, a 21-year-old construction worker from Kodasar Jatan, a small mofussil in Rajasthan. My childhood was simple and short-lived. There was school, yes, but there was also survival. By the time most kids my age were still playing, I had already stepped into the world of work.

Q. Tell me about your family. What do your father and mother do?

A. I come from a big family. We are three brothers, two elder sisters, and my parents. I am also married—my wife, Papita, is just 20, and we have a one-year-old baby boy. My father works as a construction worker, and my mother farms our small piece of land. We all contribute in whatever way we can.

Q. How much did you study, and where?

A. I studied up to Class 8 in the government school in my village. After that, we simply could not afford it. School stopped, and real life began.

Q. What did you want to become growing up?

A. I always dreamed of wearing the Indian Army uniform. The discipline, pride, and honour drew me in. I attempted the exam once but didn’t make it. I had no coaching or guidance—just a dream and a prayer. It wasn’t enough.

Q. Was your education aligned with your current job? If not, how did your career path change?

A. Not at all. My current job wasn’t a choice; it was a necessity. I am the eldest son, and when I saw my father struggling, I couldn’t sit back. I left everything and followed him into construction work. At first, I didn’t even know how to use basic tools. Now, it’s what feeds my family.

Q. What is your current job? How did you get started in this line of work?

A. I am a construction worker, just like my father. I started going to sites with him when things got really tough at home. Watching him work while I stood idle felt unbearable. So I picked up a shovel and joined in.

Q. What does a typical day at work look like for you?

A. I reach the site by 8 in the morning, take lunch at 1, and return home by 6 in the evening. However, when the sun is too harsh or the rains are heavy, we stop early. Sometimes, the weather decides our pay.

Q. What aspects of your job do you enjoy? What do you not like about your work?

A. To be honest, enjoyment is a luxury. When you are working just to survive, the job becomes a part of you. I do my work honestly and on time. I make sure no one ever has a reason to complain about me—that’s my pride.

Q. How much do you earn per day/month?

A. I earn around ₹25,000 to ₹30,000 per month. It is enough to run the household, but not enough to dream big.

Q. What are your short-term and long-term professional goals?

A. My goal is simple—I want to educate my children so they can become someone in life. Someone respected, independent, and better than me.

Q. What do you think you will be doing in 5 years? Same job or different job?

A. In five years, I don’t see myself here. I plan to move to Israel. I have already submitted my documents and am waiting for my passport and visa. The wages there are better, and the cost of moving is manageable. I need to earn more for my family, and I am ready to go wherever that takes me.

Q. What keeps you motivated?

A. My mother motivates me. Even now, when she sees me tired, she reminds me, “You’re not just earning, you’re changing our story.”

Q. What keeps you going, even on hard days?

A. The thought of my younger brothers finishing school because of me, and the dream of my baby boy going to college one day—that’s what keeps me going.

Q. How do you spend your salary?

A. I first pay the school fees for my two younger brothers. The rest goes toward running the household—food, clothes, and basic needs.

Q. What do you enjoy doing in your free time?

A. Free time is rare, but when I do get it, I go to the farm to help my mother. That is where I find peace.

Q. Have there been any specific challenges due to your social background?

A. Things have improved over time. My grandfather used to tell me stories of discrimination—being denied tea at worksites or not being allowed to sit on chairs. Today, I work shoulder to shoulder with everyone. That is progress.

Q. What life lessons have you learned through your journey so far?

A. I have learned that no one is coming to save you. You have to build your own future with your own hands.

Q. What is your perspective on youth employment in India? Do you feel there are sufficient opportunities?

A. There are degrees, but no jobs. Even graduates are working alongside me, lifting bricks. One of my co-workers topped his class, and today he is mixing cement. It makes you wonder—what is the point of studying if there is nothing waiting on the other side?

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from young workers across India. Follow us on social media for more updates.

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Toyiba Tun Nisa’s journey reflects the quiet resilience of first-generation learners who carve their own paths without inherited academic privilege. Coming from a humble background, her story is shaped not by access, but by discipline, perseverance, and the values instilled by her parents. Her experience reminds us that education is not only about careers, but about dignity, awareness, and self-growth. Through her reflections, we see how strength often grows in the most unassuming environments.

“Be proud of yourself. Never feel ashamed of where you come from. Prove yourself, not to others, but to your own doubts.”

Read her full story below. Profile by Mir Kouser Gulzar.

Tell us about yourself and your background. Where are you from, and what kind of family did you grow up in?

Toyiba: My name is Toyiba Tun Nisa. I am 28 years old, married, and currently a homemaker. I come from a family where education was never inherited, but discipline and hard work were. My father worked as a tailor, and my mother has always been a homemaker. Both of them are not formally educated, yet my father is one of the most intellectually rich people I know.

Despite never going to school, he can speak multiple languages—English, Urdu, Arabic, Persian, Kashmiri, Punjabi, and even some basics of others. Growing up with such a father quietly shaped our relationship with learning. We are four siblings, and I am the eldest.

What was the atmosphere around education in your home and community?

Toyiba: Education was always important in our home—not in a dramatic way, but as a routine, almost a discipline. My father firmly believed that children should never sit idle. He used to say, “Khali dimaag shaitaan ka ghar hota hai.” That one sentence guided many of our choices.

All of us studied in private schools until class 10. I don’t remember the exact number of students, but in both classes 10 and 12, classrooms were full, with boys and girls almost equally present. Almost everyone went on to college. By our time, education had become a priority in most households, even if it wasn’t so in our parents’ or grandparents’ time. The 21st century brought that shift.

Did being a girl affect your educational journey in any way?

Toyiba: Yes, subtly. I chose humanities after school—not because I wasn’t capable, but because I was the eldest. My younger siblings took medical streams and succeeded in them. I understood the pressure and intensity those studies required, and at that stage, I felt I wasn’t strong enough emotionally or mentally to carry that burden alongside family responsibilities.

It was almost understood that, as the eldest, I would eventually get married earlier. I did get married at 25. It wasn’t imposed harshly—it was simply how life unfolded.

What about caste or social identity? Did it play any role in your experience?

Toyiba: My caste is Baba, and we are also known as Peers in a religious sense. I never experienced caste-based discrimination in my classroom—not for myself and not for others. Traditionally, peers are known for marrying within their community, though this norm is slowly changing. In my family, we do not strictly follow it.

Being a first-generation learner never made me feel different or isolated. Everyone around me was studying; it felt natural, expected, and normal.

How did you manage your education financially? Did you receive any scholarships or support?

Toyiba: I never received any scholarship. Every fee—for school, college, and books—was paid by my father through his tailoring work. He worked extremely hard, especially when my siblings entered professional courses.

One of my brothers is now a doctor, another an engineer, and my sister is a government employee. Watching my father arrange books, materials, and coaching for them showed me what real sacrifice looks like.

What were your academic goals while studying?

Toyiba: Honestly, I never had a sharply defined academic goal. I went with the flow—school, then graduation, then a master’s. I completed my Master’s in History from IGNOU and later did my B.Ed. from Kashmir University.

Life felt like a continuous walk rather than a race. I didn’t stop to question where I was heading; I just kept moving.

How was your college experience? Did you face any challenges?

Toyiba: My college experience was quite smooth. The college was about 30 kilometres away but still within the same district. I had schoolmates with me, so it never felt unfamiliar. I made new friends, but nothing felt overwhelming.

I often feel that real challenges begin at universities, especially those located in Srinagar. Students who go there step into an entirely different world. I consider them very brave.

Did you ever consider going to a university outside your district?

Toyiba: No, I didn’t. But through my sister’s experience, I’ve seen what university life can be like. Despite being a topper and a brilliant student, she struggled deeply with underconfidence, nervousness, and even depression—largely due to a lack of exposure.

That taught me that confidence, not intelligence, often becomes the real barrier.

Did you have mentors or guidance during your educational journey?

Toyiba: No—and neither did my siblings. That culture doesn’t really exist in our surroundings. I often wish it did. I wish parents were trained to build confidence in their children.

I also wish there were mentors to guide village students and prepare them to sit beside city students without feeling smaller.

What are you doing now, and how do you see your education today?

Toyiba: Today, my life revolves around my children and my husband. I am a full-time homemaker. But I am deeply grateful that I am educated.

I can teach my children, raise them with values, and help them navigate the world with awareness and confidence. Education didn’t give me a job, but it gave me dignity and clarity.

How do you feel about being a first-generation learner now?

Toyiba: Earlier, I did carry an inferiority complex. My father was a tailor and not formally educated, and that made me feel small. But not anymore. Today, I feel proud. I realise I had the best parents I could have asked for.

Being a first-generation learner doesn’t weaken you—it builds you. With time, I have discovered many things about myself, and I continue to do so every day.

If you could give one piece of advice to first-generation learners, what would it be?

Toyiba: Be proud of yourself. Never feel ashamed of where you come from. Prove yourself—not to others, but to your own doubts.

What changes would you like to see in the education system?

Toyiba: Skill-based courses should be introduced from the very beginning. Guidance and counselling are necessary. Degrees alone are not enough—confidence, exposure, and direction matter just as much.

If someone only knew your surname, your family background, or where you come from but never heard your story, what would they miss about you?

Toyiba: They would miss the strength that comes from quiet persistence. They would miss the discipline my parents taught me without books, the dignity of labour I grew up watching, and the growth that education brought into my thinking—even when life didn’t follow a straight line.

Most of all, they would miss the truth that people are much larger than the labels they carry.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Nikita Patre’s journey is a powerful reflection of resilience, courage, and determination. Growing up in a rural Scheduled Tribe community in Maharashtra, she faced deeply rooted gender norms and limited expectations for girls’ education. Despite these challenges, she carved her own path, pursuing higher education across cities and redefining her identity. Today, her story stands as an inspiring example for first-generation learners striving to overcome societal barriers.

“Ignore what people think. There will always be people who don’t want to see you study, but you must stay focused on your goal.”

Read his full story below. Profile by Bhumeshwari.

To start, could you tell us about your roots? What was life like growing up in your village?

Nikita: I come from Khed, a small village in the Yavatmal district of Maharashtra. Growing up in a rural Scheduled Tribe community, expectations for girls were very limited. Education for girls was often seen as temporary; people believed that since a girl would eventually marry and move to another household, there was no point in investing in her studies beyond the free schooling available until the 12th grade.

How did your family view your education, especially given those community norms?

Nikita: It was a struggle. My father studied until the 10th grade, and my mother never attended school. Initially, my family did not want me to move away for higher studies and suggested I stay in the village for my B.A. In my community, success is typically defined by professions like doctor, engineer, or police officer. They did not understand the social sector or why a girl would need to travel to places like Pune, Bhopal, or Chhattisgarh for education. Even now, while they see me as a self-dependent woman, there is still some lingering disapproval from the wider community.

You’ve attended several government institutions. What was that journey like?

Nikita: I began my education at a ZP government school, then moved to Indira Gandhi Kanya Vidyalaya, and later studied from grades 6 to 12 at a Navodaya school. The turning point came in 12th grade when a teacher guided me toward higher education and scholarships in larger cities. I was selected for Nivrutti Gurukul, but my family did not allow me to go due to the pandemic. Eventually, with my father’s support, I joined Fergusson College in Pune to pursue a B.A. in Economics.

Moving to a city like Pune must have presented new challenges. How did you navigate that?

Nikita: It was very difficult financially. I could not stay in a government hostel until my admission was finalized, so I had to stay in a private hostel where I struggled to afford rent and food. Later, I cleared interviews for Vidyarthi Sahayak Samiti, which provided low-cost accommodation, and eventually moved to an Adivasi girls’ hostel in Wakad. They also supported me with food expenses, which made a big difference.

Now you are finishing your M.A. in Education. How has that experience changed your perspective?

Nikita: The shift from rote learning to critical thinking was significant. Initially, I struggled with a language barrier because I was more comfortable in Hindi than in English, which affected my confidence. However, the experience-based learning and fieldwork in Madhya Pradesh and Chhattisgarh changed my perspective completely. I witnessed ground realities—such as issues related to school nutrition and serious social challenges like suicides linked to teenage pregnancy. These experiences taught me how to build meaningful relationships with communities and understand their needs.

How do you feel your identity has shifted through this journey?

Nikita: Earlier, I saw myself as just a village girl who should remain quiet and focus on household work. In my village, girls do not even go to the store alone. Now, I travel independently without worrying about gender bias. I have become confident enough to question my community: why shouldn’t a girl be allowed to learn? As the eldest of four sisters and one brother, I am guiding all of them to pursue education so that no one can question their right to learn.

You mentioned that people sometimes react with “shock” because of your Scheduled Tribe background. Can you elaborate?

Nikita: Yes, sometimes people are surprised because of the way I dress. They do not expect someone from a tribal background to look or present themselves in a certain way. There is a stereotype that if you come from a “jungle area,” you must dress differently. I have had to navigate these assumptions while building my own identity.

What is next for you? What are your goals now that you are in your final year?

Nikita: Before joining this program, I only wanted to improve my English and gain a better education. Now, I want to work on the ground to gain practical experience, and eventually, I hope to pursue further studies abroad.

What advice would you give to other first-generation students?

Nikita: Ignore what people think. There will always be those who do not want to see you succeed, but you must stay focused on your goals. Most importantly, believe in yourself, even during the toughest times.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Dhiraj Patnure’s journey is one of determination, resilience, and quiet courage. Coming from a rural background in Maharashtra, he has navigated financial struggles, social barriers, and language challenges to pursue higher education. His story reflects not only personal growth but also a deep commitment to social change. Through education and music, Dhiraj hopes to create spaces where every child feels seen and valued.

“Stay firm on your goal. Your success is not just yours—it opens doors for many others.”

Read his full story below. Profile by Bhumeshwari.

Q: Can you introduce yourself and tell me where you’re from? What was it like growing up there? Tell me a bit about your family.

Dhiraj: My name is Dhiraj Patnure. I’m from a village in the Latur district of Maharashtra, and I come from a rural background. My mother manages the household and also works in the fields. My brother is a mechanic in a garage, and my sister is pursuing a nursing course. In 2023, my father passed away due to a heart attack, and since then, the responsibilities at home have increased significantly.

Q: Where did you go to school?

Dhiraj: I completed all my education up to the 12th grade in government schools, mostly supported by scholarships. Private schools were never an option for us.

Q: Did people around you talk about education as something important?

Dhiraj: Not really. In my village, education wasn’t seen as something powerful. I am the only person from my village who has gone outside the district for higher education, so my choice was unusual for many people.

Q: You’ve also spoken about caste affecting your journey. Would you like to share a bit about that?

Dhiraj: Yes. I was usually first or second in class—I scored 92% in 10th and 88% in 12th. Still, some people believed I got opportunities only because of my caste and reservation. It felt like my hard work was invisible to them.

Q: Did you feel this in your college and cultural life too?

Dhiraj: Yes. I am deeply involved in music and can play several instruments. I have even taught others. However, there were times when I was kept on a waiting list for instruments, while the same instruments were given to people I had trained. It was painful because I knew it wasn’t about my skill.

Q: After the 12th, how did you manage to continue your studies?

Dhiraj: After the 12th, I didn’t have financial support from my family for higher education. I moved to Pune and started working—first in a hotel as a chef, waiter, and helper, then in event management in Rasta Peth, and later as a graphic designer in Shaniwar Peth. I also performed in music concerts to manage my food and accommodation. Eventually, I secured admission to a Samajkalyan hostel on merit, which gave me some stability.

Q: Was studying in Pune always your dream?

Dhiraj: Actually, no. My dream was something else, but one of my faculty members encouraged me to leave the village and try something new. My vice-principal pushed me to apply to Fergusson College, and a relative, Anil Kamble, guided me with scholarships and support. My journey changed because of the people who believed in me.

Q: How did Azim Premji University come into the picture?

Dhiraj: I heard about Azim Premji University from seniors and friends. Getting admission there was a big surprise because I had never studied in an English-medium environment. I had to give the interview in English, along with some Hindi, and it was very difficult. Somehow, I managed and got selected.

Q: How were the first months at university?

Dhiraj: The first two months were very tough. I came from a background where English was taught as a subject, not used as a language in daily life. Many students spoke English fluently, almost like a mother tongue. I often felt judged for my accent and grammar. I knew many things in my mother tongue but couldn’t always express them in English.

Q: Did the classroom environment match what you expected?

Dhiraj: I expected strict professors and a lot of distance, but it was very different. The professors were supportive and patient. They listened even when my English was broken and made me feel comfortable. Because of that, the classroom gradually became a space where I started speaking and participating.

Q: How do you handle academic pressure now?

Dhiraj: I manage it through peer learning, group discussions, and by seeking guidance from faculty mentors. Earlier, I used to stay quiet, but now I participate more and share my thoughts.

Q: Outside academics, what keeps you connected to campus?

Dhiraj: Music. I am part of different clubs and committees, especially the music club, where I serve on the core committee. I also work with my professor, Rajashree, on a project about child development and music. Every two weeks, we invite children under nine to explore music and instruments. This work gives me happiness and a strong sense of purpose.

Q: When you joined university, what were your goals?

Dhiraj: From the beginning, my goal has been to use education as a tool against social exploitation and injustice. I want to work in the social sector and integrate music into education, using musical pedagogy to make learning more meaningful for children.

Q: What does success mean to you right now?

Dhiraj: Success is not just about getting a good job. For me, it means being able to stand against injustice, support my family, and transform education so that students from backgrounds like mine feel seen, respected, and confident.

Q: Has your image changed in your family and community after coming this far?

Dhiraj: Yes, a lot. Earlier, many relatives and even some family members did not include me in decision-making or value my opinions. After I reached places like Pune and Azim Premji University, their behavior changed. Now they respect me more and listen to what I say. In my village, people see me as someone who has moved ahead.

Q: As a first-generation student, do you feel a special responsibility?

Dhiraj: Definitely. First-generation students face financial struggles, language barriers, and social judgments, but we also become examples. Younger students look at us and think, “If he can do it, maybe I can too.” That creates a strong sense of responsibility to stay resilient and keep moving forward.

Q: Finally, what is one thing that will help other Pehli Peedi students succeed?

Dhiraj: I would say—stay firm in your goals. There will be pressure from family, financial struggles, and people judging your language or background. Don’t let that break you. Believe in your journey, ask for help when needed, and remember that your success is not just yours—it can open doors for many others.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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Tshering Lhamu Lepcha’s journey is one of resilience, responsibility, and quiet determination. Growing up in a challenging household in Sikkim as a first-generation learner, she navigated family duties, financial hardships, and academic struggles largely on her own. Despite these obstacles, education remained her source of hope and transformation. Today, her story reflects the strength it takes to pursue knowledge against the odds.

“Sometimes progress may be slow, but every step forward matters.”

Read her full story below. Profile by Sabnam Khanam.

Q. Tell us about yourself and where your journey began.

I’m Tshering from Sikkim. I was born into a middle-class family with eleven siblings. My father is a farmer and my mother is a homemaker, but education was never part of their lives. My father never attended school and my mother studied only up to Grade 5. Among my siblings, my elder brother studied until Grade 4 and my elder sister until Grade 9. In such an environment, education was unfamiliar, and as a first-generation learner I had to navigate most aspects of my academic journey on my own.

Q. Could you describe your childhood and the environment you grew up in?

I belong to the Lepcha community, one of the original inhabitants of Sikkim and recognised as a Scheduled Tribe. In our community, education is valued and girls are encouraged to study. However, my greatest challenges came from within my own home.

My parents struggled with alcoholism, which created an unstable household filled with frequent conflicts and uncertainty. Unable to cope with the situation, my elder sister married early to escape the turmoil, and my elder brother left for Himachal Pradesh to become a monk. Their absence meant that, even as a child, I had to take on adult responsibilities and care for my younger siblings. As a first-generation learner, I had to manage both family duties and academic aspirations without guidance or a supportive environment for studying.

Q. What was your schooling experience during those years?

Despite the difficulties at home, I loved going to school because it represented hope and possibility. However, attending regularly was not easy. During my middle school years (Grades 6–8), family responsibilities often came before my education. I had to care for my younger siblings, prepare them for school, pack their meals, and get them ready each morning.

After that, I managed household work such as cooking, looking after cattle, and collecting firewood from nearby forests. At one point, the situation became so difficult that I even took up small odd jobs to continue my studies. Because of these responsibilities, I often missed school, though I ensured my siblings never did. On the days I attended, I walked nearly one and a half hours to reach school.

Q. How did the situation at home affect you emotionally?

It affected me deeply. There were many nights when I cried myself to sleep. I would plead with my parents to stop drinking and pray that things would somehow change. Members of our community also tried to counsel them and encourage them to take better care of the family, but their efforts did not immediately succeed. As a child, it was very painful to witness all of this. Yet those experiences also strengthened my resolve to work towards a better future.

Q. Were there people who supported you along the way?

I remain deeply grateful to the teachers who supported me during difficult times. When I moved to Grade 9, my school shifted to the town area of Gangtok, which created the additional challenge of travel expenses. I tried to save money and often took state buses to reduce costs. Studying in a government school and belonging to the ST community also provided some relief through lower fees and subsidised textbooks.

One day, my headmistress called me to her office because of my frequent absences. I was nervous, but when I explained my situation, she listened with patience and understanding. Instead of scolding me, she arranged for a teacher to help me after school so that I could catch up on missed lessons—an act of kindness that helped me greatly.

Q. What motivated you to pursue higher education despite these challenges?

During my Plus Two years, I had a teacher named Yankila Ma’am who deeply inspired me. She often shared stories from her own life, describing how she had overcome hardships to pursue higher education.

Listening to her made me realise something important: people from backgrounds like mine could also dream of building meaningful careers through education. Her words gave me the courage to imagine a different future for myself.

Q. How did your journey continue after school?

After completing high school, I enrolled at Sikkim Government College, Burtuk, to pursue a Bachelor’s degree in Political Science. Like many students, I dreamed of studying at prestigious universities outside the state, such as Delhi University or JNU. However, my family’s financial situation and responsibilities at home made it impossible for me to leave Sikkim. This is a common reality for many first-generation learners, whose aspirations often adjust to their circumstances.

Later, I joined Sikkim Central University for my postgraduate studies. The transition was challenging at first because the academic language and concepts were demanding, as my professors had studied at leading institutions like JNU and DU. Gradually, however, these challenges helped me develop a stronger foundation in my subject.

Q. Did your family situation change during this period?

Yes, it did. During my university years, particularly in my second year, my parents finally stopped drinking. Slowly, our household began to regain a sense of stability. While I was relieved to see this change, I also realised that the years when I needed their support the most had already passed. By then, I had learned to navigate life on my own and had already missed many aspects of a typical childhood.

Q. What are you doing now in your professional life?

After completing my postgraduate degree, I secured a contractual position as an Administrative Officer in the government education department in Sikkim. For my family, it was a proud moment because I became the first person to hold a formal job.

Although my role is administrative, I am sometimes asked to teach, especially since I am currently pursuing a B.Ed. Through these experiences, I discovered that teaching and research truly resonate with me. Whenever I stand in a classroom, I feel a deep sense of purpose.

Q. What are your aspirations for the future?

Over time, I realised that academia is where I truly belong, and during my university years I decided to pursue a PhD. I cleared the UGC NET on my second attempt. However, I hope to secure the Junior Research Fellowship for financial stability before starting my PhD.

Failing to clear JRF on my third attempt was discouraging. Balancing work, home responsibilities, and preparation has been challenging.

Q. How did you deal with this setback?

For a time, I felt deeply disappointed and even questioned whether I should continue on this path, especially as the exam pattern had changed and become more difficult. However, after reflecting on my journey and speaking with other aspirants facing similar struggles, I realised how far I had come.

As a first-generation learner with limited resources and greater responsibilities, progress can take longer. Understanding this helped me regain my determination.

Q. What message would you like to share with other first-generation learners?

My journey has taught me that the road for first-generation learners is rarely smooth. There will be many obstacles—financial limitations, family responsibilities, and moments when you feel completely alone.

But perseverance makes a difference. Even when circumstances seem overwhelming, it is important to keep believing in your dreams. Sometimes progress may be slow, but every step forward matters.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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For many students, school is the center of life. For others, survival comes first. Twenty-year-old Gaurav Yadav belongs to the second category — a young student balancing the demands of education with the realities of earning a living. By day he attends school, and by night he works long shifts serving food, carrying trays, and standing on his feet for hours.

His story reflects the invisible struggle of thousands of young Indians who quietly juggle education and labour in hopes of a more stable future.

“Sometimes life isn’t about choosing between dreams and responsibility — it’s about carrying both at the same time.”

Read his full story below. Profile by Paridhi Jain.

Q: Can you tell me a little about yourself?

A: My name is Gaurav Yadav. I’m 20 years old. I belong to Uttar Pradesh, but a few years ago my family moved to Jaipur in search of better job opportunities. Right now, I’m studying in Class 12 while also working at Pizza Hut.

Q: What does your family do for a living?

A: We are five members in the family. My father works as a daily-wage labourer, and my mother works as a security guard. I also have one sister and one brother. Whatever little money we earn mostly goes toward rent, food, and education.

Q: You study during the day and work the night shift. How does your routine look?

A: I go to a government school in the morning and return home around 1 PM. After that, I try to complete my homework and revise my lessons. At 7 PM, I leave for my shift at Pizza Hut, where I work until 4 AM. By the time I reach home and sleep, it’s almost morning again. Then the same cycle repeats.

Q: That sounds exhausting. How do you keep yourself going?

A: Honestly, I rarely get time for myself. My body feels tired most of the time. Sometimes during the night shift, when there are fewer customers, I get a short break — that’s the only moment I can really breathe. Otherwise, my weeks pass between work, study, and sleep.

Q: What kind of work do you do at Pizza Hut?

A: I do almost everything — from cleaning and taking orders to sometimes delivering food. It depends on what is needed at the moment. People think it’s easy, but handling customers at midnight, lifting things, and standing for hours can be very draining.

Q: Do your classmates or friends know you work nights?

A: Very few people know. I don’t like talking about it much. In India, people often look down on jobs like this. They think only poor or uneducated kids do them. But I’m not ashamed. At least I’m not wasting my time — I’m working and earning with dignity.

Q: Why do you think people attach stigma to jobs like yours?

A: In India, people mostly respect “big jobs” like government jobs or office jobs. Work like waiting tables or cleaning is often seen as low. But in many other countries, students proudly do part-time jobs. Here, if you’re wearing a Pizza Hut cap, society quickly decides your status.

Q: How much do you earn from this work? Is it enough?

A: I earn around ₹10,000–12,000 depending on the month and the number of shifts. It helps with household expenses and my school fees. It’s not enough, but it still makes a difference. At least it reduces some of the burden on my parents.

Q: What do you dream of doing after your studies?

A: To be honest, I don’t dream much. In middle-class families like ours, we are often taught to work hard rather than to dream big. But if I get the opportunity, I would like to continue my studies and get a stable job where I don’t have to sacrifice my health like this.

Q: What’s the hardest part of juggling school and night work?

A: Staying awake in class. After working until 4 AM, I barely get enough sleep before going to school. My body is there, but my mind feels tired. Sometimes teachers think we’re lazy, but they don’t know the reality behind it.

Q: Is there anything about this job that you actually enjoy?

A: Yes. When I serve food to families or children, sometimes they smile or say thank you. That small moment of respect means a lot. It reminds me that my work matters.

Q: If your life were a dish at Pizza Hut, what would it be?

A: Maybe a “half onion and capsicum pizza.” One half represents my studies, and the other half represents my job. Both are different, but both are necessary for my life right now.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from the youth of India. Follow us on social media for more updates.

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Education has been a transformative force in Rajesh Kawade’s life. Coming from a modest background where higher education was uncommon, his journey has been shaped by resilience, hard work, and the quiet encouragement of his family. Balancing work and studies from a young age, he learned to navigate challenges independently while holding onto the belief that education could change his future. His journey—from a small locality to institutions of higher learning—has not only shaped his aspirations but has also strengthened his commitment to learning and personal growth.

“Education is the most powerful weapon which you can use to change the world.” — Nelson Mandela

Read his full story below. Profile by Bhumeshwari.

Where are you from? Tell me about your family—what do your parents or guardians do? Specifically ask about both parents’ educational backgrounds.

I was born and brought up in Kanchanwadi, a small locality that shaped much of my early experiences. Growing up there was a mix of simplicity and resilience—our community was close-knit, and I learned the value of hard work and perseverance from a young age.

We are a family of six: my grandmother, my parents, and four siblings. My father studied until the 4th standard. Until I was in the 7th grade, he worked in a garage. Later, after we migrated, he began working in the steel industry, where he remained employed until 2022. My mother has been working in a company, assisting my older brother with machine operations; her role involves both support work and hands-on engagement with machinery.

Their educational backgrounds are modest, but their work ethic and determination have always inspired me. Despite their limited formal education, they consistently prioritized our learning and growth, which has deeply influenced my academic journey.

Which school did you attend? Government or private?

I studied in government institutions throughout my academic journey, including during my graduation.

Was education something people in your family or community talked about often?

In my family and community, education was not a frequent topic of discussion. However, my parents were always curious and hopeful about it. Despite their limited formal schooling, they showed a deep interest in our academic progress. Their quiet encouragement and belief in the value of learning became an important source of strength and motivation for me.

How many students were in your 12th class with you? How many went to college?

I started working from the 7th standard. During my 11th and 12th grades, I was also working full-time, which meant I could only focus on my studies during breaks and prepare for exams independently. It was a challenging time to balance work and education, but I remained committed to completing my schooling.

Because of this situation, I was not part of a regular classroom environment and did not have a fixed group of classmates. However, from what I observed, not many students from my batch went on to pursue college. The transition to higher education was not common in my community, often due to financial constraints or lack of awareness. Despite these challenges, I was determined to continue my education and eventually completed my graduation in Political Science from Fergusson College, Pune.

Was it always known that you would go to college? If not, who inspired you to go to college?

It was not always certain that I would go to college. Although I had heard about the civil services examination and dreamed of changing my circumstances, the path to higher education was not clearly visible to me.

One day, while I was working, a customer noticed my situation and asked, “Why are you working here?” That simple question led to a deeper conversation. He encouraged me to pursue higher education and suggested that I explore good colleges across India. His words stayed with me and gave me the push I needed.

Motivated by that interaction, I researched colleges and eventually filled out the application form for Fergusson College. That moment marked a turning point—it was the beginning of a journey that led me to study there.

Were there any hurdles that you had to overcome to go to college?

Pursuing college was not easy. Financial challenges were a constant part of my journey. I contributed about 75% of my earnings to support my family and saved the remaining 25% to invest in my education. With those savings, I enrolled in computer classes and tried to make the most of every opportunity to learn.

I followed an “earn and learn” path—working while studying. I received support from Vidyarthi Sahayak Samiti, which helped me manage my basic needs. I also worked in data entry at a mess to support myself. Since my family was unfamiliar with the processes of higher education, I had to navigate most of these steps on my own.

Finding a stable place to live was another challenge. I had to change my residence three times to find something affordable. Even during holidays, I continued working to sustain my education.

These experiences taught me resilience, time management, and the value of every small step toward a larger goal.

Tell us about your college experience. Are there any areas or issues that you feel students of your background face?

My college journey began with a profound personal loss. On the very day of my admission, my father passed away. I could not attend his funeral because it coincided with the admission process. During that difficult time, a professor supported me and helped me navigate both grief and responsibility. That moment marked the beginning of a challenging yet transformative phase in my life.

Just six days into my first year, I went for an interview at Vidyarthi Sahayak Samiti, an organization that supports students financially and logistically. During the interview, I was asked, “How should I trust you?”—a question that reflected the skepticism students from underprivileged backgrounds sometimes face. From that moment onward, the hurdles began, but I held on to my faith in myself.

Living far from college meant managing long commutes, attending lectures regularly, and dealing with issues like hygiene and access to proper food. These are common struggles for students from economically weaker sections, especially those who migrate for education. Stability in housing, financial security, and emotional resilience become daily challenges.

Despite all of this, I remained committed to my education. These experiences taught me strength, independence, and the importance of community support.

How has the university experience been for you so far? What surprised or challenged you?

My time at Azim Premji University has been a wonderful opportunity that I deeply cherish. Receiving a scholarship made it possible for me to be part of a learning environment that was both intellectually stimulating and emotionally supportive.

What surprised me most was the university’s pedagogy. The teaching methods were thoughtful and discussion-based, encouraging critical thinking. The examination system focused more on understanding than memorization, which was a refreshing change from my previous academic experiences.

I was also moved by the patience and dedication of the professors. They were approachable, empathetic, and genuinely committed to helping students from diverse backgrounds succeed. Being part of a diverse peer group challenged me to broaden my perspectives and engage with ideas and experiences very different from my own.

How has your background (language, class, caste, religion, urban/rural) shaped your experience?

Coming from a Marathi-speaking rural background, language was a major challenge—especially my accent and fluency in English. For the past six months, I have been actively working to improve my communication skills.

My social and economic background also shaped my experience in many ways. Adjusting to an urban, English-speaking academic environment was initially difficult, but it ultimately helped me grow both personally and academically.

What were your goals when you joined university? What are your goals now?

When I joined the university, my goal was to pursue my master’s degree with enthusiasm and explore research opportunities. Over time, my aspirations have expanded. I now aim to study abroad and deepen my academic journey through global exposure and advanced research.

What does “success” mean to you at this stage?

For me, success at this stage is simply being here. The journey itself—reaching this point despite the challenges—is already a success.

Do you feel being a first-generation learner affects how others perceive you?

Being a first-generation learner has certainly shaped how others perceive me. For instance, a neighbor once questioned my decision to study outside Pune and warned me about societal dangers, expressing doubt about my choices. Such reactions often stem from a lack of understanding about higher education.

When compared to students whose families have had generations of formal education, the differences are visible—especially in terms of confidence, access to resources, and social networks. At times, this leads to sympathy or underestimation, but I have learned to stand firm and trust myself.

What have you discovered about yourself during this journey?

This journey has taught me the value of hard work and self-motivation. I have discovered that I have the potential to become an influential speaker and a determined learner. If given the opportunity, I am ready to work even harder.

I have also learned to let go of painful memories while carrying forward the lessons they have taught me.

What advice would you give to a first-generation student just starting out?

As a first-generation student, you may face resistance—even from your own family—due to limited cultural and financial capital. However, if you truly believe in the power of education, do not let those limitations hold you back. Break through them. There is a beautiful world ahead waiting for you to explore and grow.

If you could change one thing about higher education today, what would it be?

If I could change one thing about higher education in India, I would incorporate elements of the Finland education system, particularly its flexible and student-centered pedagogy. The current system is often too structured and exam-focused, even at the school level.

There is also a need to address issues such as discrimination, outdated textbooks, and the lack of institutional support for first-generation learners. Education should continuously evolve, but many traditional practices have remained unchanged for decades. We need a system that adapts, includes, and empowers every learner.

This is an ongoing series of profiles documenting the experiences of young people across India. Stay tuned for more stories from first-generation students across India. Follow us on social media for more updates.

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