For Schools & Institutions
Acrophile Wellbeing works with schools and institutions that recognise student wellbeing as a long-term developmental responsibility rather than a short-term intervention. This work is designed for educational ecosystems — involving students, teachers, parents, and leadership — and is shared through dialogue and collaboration rather than open enrolment or fixed packages.
A developmental, human-first approach
In many educational settings, wellbeing is addressed only when problems surface — through one-off programmes, external talks, or crisis responses. Acrophile Wellbeing takes a different view: that emotional regulation, resilience, relational capacity, and adult presence are developmental foundations that must be built steadily over time. Institutional work here is grounded in developmental and positive psychology, with a strong emphasis on context, culture, and lived experience within Indian schools and organisations.
Saksham — a whole-school wellbeing framework
Saksham is Acrophile Wellbeing’s flagship institutional framework. It is designed to support schools in building emotionally grounded environments by working across multiple layers — students, teachers, parents, and leadership — rather than focusing on isolated interventions. The framework focuses on emotional regulation, resilience, identity development, and relational capacity, and unfolds over time through structured engagement rather than one-time delivery.
How this work unfolds
Institutional engagement begins with conversation — understanding the culture, pressures, and realities of the school or organisation. Programmes are then shaped collaboratively, respecting developmental stages, staff capacity, and long-term intent.
There is no standard template. The work adapts to the institution rather than forcing the institution into a predefined model.
Who this work is suited for
This work is suited for schools, colleges, and organisations that are willing to engage with wellbeing as a sustained developmental process. It resonates most with leadership teams and educators who understand that meaningful change requires patience, reflection, and alignment across adults before it reaches students.
Beginning a conversation
Institutional conversations are exploratory by nature. The intention is not immediate onboarding, but mutual understanding — of needs, readiness, and long-term fit.