Dante Alighieri began his greatest work by speaking of a moment where the road feels lost and the woods grow dark and unfamiliar.

For many children, the traditional path of learning can feel exactly like that, a daunting place where they feel astray from their true potential, lost in a forest of standardized expectations. At Northstar, we believe no child should have to navigate that darkness alone.

Our role as educators isn't to pull the child along our path, but to provide the light and the compass so they can find theirs. We help them navigate the complexities of discovery until the shadows fade, and they find themselves on a road that feels like home. We believe education, at its best, is simply the journey of a child finding their way back to themselves.

Join us in a journey where every child finds their true north.

Read more of Mohit Sir’s thoughts here.

Last year, we introduced the Mulberry Program as an extension of the Northstar experience. Mulberry Program is designed to provide K1 & K2 students of the Northstar School with additional supervised learning and developmental opportunities beyond regular school hours. This program aims to further solidify academic concepts and foster holistic growth within the familiar and secure school environment. 

Watching our first batch of learners progress has been a journey of discovery. We saw children develop a natural rhythm with their meals and rest, while finding joy in completing their tasks at school. Because of this success, we are happy to open registrations for Mulberry 2026.

What we learned from last year

The program is more than just extra hours at school. It is about the quality of those hours. Here is what we observed in our learners:

• Guided Academic Success: We have successfully integrated Extended Learning (Homework) within school hours. By completing tasks under our educator’s supervision, learning becomes more manageable and stress-free, while fostering a strong sense of independence and responsibility in every child.
• Strengthened Core Domains: Beyond the standard curriculum, the extended hours allow for a deeper focus on:
  • Northstar Language Arts & Math Procedural Fluency
  • Creative Expression & Physical Well-being
  • Mindful Habits & Cognitive Development
• Optimal Energy & Engagement: Our curriculum is paced to ensure that learners remain fresh, energetic, and curious right until 3:30 PM. The schedule is meticulously balanced to prevent fatigue while maximizing discovery.
• Quality Family Time: By handling supervised academic work at school, the Mulberry Program reduces the "after-school concerns" for parents. Your evenings at home can remain dedicated to family time.

We are happy to share glimpses of last year’s program. 

Looking Ahead

As we start the new session, we remain committed to providing a safe, familiar environment where curiosity meets structured support. The Mulberry Program continues to be a bridge between school and home, ensuring that every K1 & K2 Northstarian has the space to thrive.

To learn more about the program or to register, 
please call us at +91 90991 95950.

As the HEP-TNS collaboration 2026 came to an end, Northstar was filled with a familiar warmth. Their departure was a reminder that while Switzerland and India may be miles apart, the educational philosophy remains the same. 

Reflecting on these two weeks, Mohit Sir shared, "It doesn't feel like you are coming from somewhere else and visiting us, you almost feel like a part of our school. Please keep coming. We hope that this intercultural exchange is for the good of the world." 

Ruth and Lucy, heads of HEP spoke about the beauty of the differences we share and the boundaries we have broken together. In a world that often feels difficult and challenging, they shared their relief and joy in finding a school like Northstar to partner with. 

They were particularly struck by the wisdom they saw in our learners, a reminder that children often understand the world with a clarity that adults sometimes lose. 

"Education is the key,"  they reminded us. Their parting message to the learners was simple and powerful: "Keep asking questions." 

The two weeks passed quickly, as they always do when people are learning with such intensity. As they left, their final words were of care and connection: "We miss you already. Take good care of yourselves." 

This collaboration is more than just an exchange of teaching methods, it is proof that when we open our doors to the world, we find that we are not so different after all.

The world outside often feels loud, hurried, and fragmented. It demands speed. But we believe a child’s environment should be the opposite: slow, intentional, and unhurried.

Charles Baudelaire wrote of an ideal place where there is nothing else but grace and measure. At Northstar, this isn't just poetry, it is our architectural and pedagogical blueprint. We have created a sanctuary of measure.

What does measure mean to us? It means there is room to breathe. There is time to think. There is a natural rhythm to the day that respects the child’s biological and emotional clock. When we remove the noise of the hurry, something remarkable happens: the child finally hears their own inner voice.

Join us in a space where every child finds their inner voice.

Read more of Mohit Sir’s thoughts here.

Every morning, the sun rises on a new set of questions.

The writer Jorge Luis Borges once wrote of a dawn that finds us exactly where we are. It is a beautiful thought, but at Northstar we have observed something slightly different. We believe the dawn finds us a little different than the day before.

In a traditional school, the day is often a repeat of the one prior: same desks, same scripts, same expectations. But for a curious mind, the dawn isn't just another day, it’s a fresh start. We have built Northstar as a space where wonder is valued. When a child walks through our gates, they aren't just arriving at a building they are stepping into a process of constant transformation.

Learning is not a destination we reach, it is the act of becoming someone new every single morning.

Join us on a journey to wonder and wander together.

Read more of Mohit Sir’s thoughts here.

At Northstar, we often talk about the importance of the environment. We carefully curate our physical spaces to be unhurried and safe. But recently, a workshop conducted by one of our educators reminded us that our learners are spending hours every day in an environment which  we cannot keep a track of: the digital one.

Reflections from the session

What we discovered during the workshop was both revealing and alarming. While the session had the practicals of safety, learners provided the raw reality of their digital lives:

• The Gaming Addiction: In Grades 5 and 6, physical outdoor play is being rapidly replaced by platforms like Roblox. Learners mentioned spending 5–6 hours on weekends immersed in these games.
• Talking to Strangers: Most concerning was the revelation that many learners, especially in Grades 7 and 8, frequently talk to strangers online because they feel heard without judgment. 
• The Bullying Trap: We learned that cyberbullying isn't just something that happens to them, it is a cycle. Some learners admitted that after being bullied in a game chat, they fell into the trap of bullying someone else, not realizing the emotional weight of a mean comment until they reflected on it in the classroom.
• The AI Shortcut: There is a growing blind spot regarding ethics. Using AI for English assignments or generating images to submit as their own is largely seen as acceptable, with little awareness of how this easy button might be blurring their original thinking.
• The Privacy: A recurring theme in learner reflections was the discomfort they feel when parents enter or monitor their rooms without consent. They start hiding as they feel it hinders their privacy. 

The Global Context

These observations aren't unique to our school, they reflect a global crisis.

• Cyber Grooming: Research indicates that grooming is one of the fastest-growing threats, with predators often using gaming websites and social media to build emotional bonds with unsuspecting teenagers.
• The Reach of Bullying: Worldwide, nearly 37% of young people have been bullied online, and 90% of them do not tell an adult because they fear their devices will be taken away.
• The Identity Mask: Global data shows that 50% of children have talked to a stranger online, and many believe that fake identities are just a normal part of the game, not a potential threat.

Beyond the Screen

At Northstar, we believe that if a child goes astray in this digital world, they don't need a lecture, they need guidance. The workshop focused on practical steps:

1. Privacy is a border: Don't share photographs or private info with random/unknown people.
2. The no-react rule: Never respond aggressively to a bully, it only fuels the fire.
3. Identify and block: We taught learners how to save evidence (screenshots) and block groomers immediately.
4. The open door: The most important step is informing a parent or elder immediately when a message makes them feel weird or uncomfortable.

The Northstar Perspective

We realized through this workshop that Cyber Safety is not a technical subject, it is a social-emotional one. It is about Autonomy and Self-Regulation. As we look at the person our learners are becoming, we must ensure they have the tools to navigate the red flags of the digital world with the same grace and measure they show in our physical corridors. We aren't just protecting their accounts, we are protecting their emotional well-being and their creative spark.

Written by:

1. Pallavi Raval

2. Jinali Mirani

Education at Northstar is a dialogue that extends beyond the classroom. Education is rarely about a single moment, it is about the continuity of ideas.

Since 2018, The Northstar School has maintained a  profound dialogue with HEP Switzerland. What began as an exchange program has evolved into a shared philosophy of how we teach and how we learn.

The Timeline

2018: The First Collaborations

We opened our doors to a new perspective. Our first collaborations were about exploring the distance between Rajkot and Lausanne, only to find how much we had in common.

The Gap Years

During the pandemic, we remained keen on sharing, keeping the partnership alive through a shared commitment to educational growth, even from a distance.

Deepening Roots 

The collaboration matured. It moved from observation to co-creation, where Swiss and Indian educators sat together to reimagine the classroom. Highlight

2026: The dialogue continues.

Why We Practice This Collaboration

We believe that learning is a global endeavor.

For the Learner: It is an exercise in intercultural intelligence, seeing the world through another’s lens. It helps in becoming global citizens.

For the Educator: It is a professional refinement, co-teaching with international experts to sharpen our own craft.

For our Community: It fosters empathy, curiosity, and a lifelong love for diverse perspectives.

As we welcome our colleagues from HEP Switzerland back to campus, we don't just welcome guests, we welcome our colleagues in our pursuit of excellence.

We are excited for the collaboration to begin again.

At Northstar, we have always believed that a school is not just a building or a curriculum. It is a living, breathing philosophy. As we mark our 10th year, a decade of teaching and learning, we find ourselves looking back at the foundation of our vision.

We realized that our True North wasn't built on textbooks. It was shaped by the words of thinkers, the vision of artists, and the quiet wisdom of poets. These voices provided the compass for how we see childhood and the path every learner walks within our walls.

The Voices that Shape Us

Over the coming days and weeks, we will be sharing a series of reflections based on the literary pillars of our school. These are not just quotes, poems, art; they are the containers of our daily experiences at The Northstar School. This celebration is not a look back at milestones, but a look inward at our values. We want to share with you the roots of these 10 years, the small breakthroughs, the sensory details of our campus, and the deep respect we hold for the inner life of the child.

We are not just documenting a decade, we are preparing for the next one. We believe that by returning to these core reflections, we can continue to build a space where learning is as natural as breathing.

We invite you to join us. Whether you are a parent who has been with us since day one, a new educator in our hallways, or a curious observer, we invite you to read, write, and reflect alongside us. Let us look deeper than the surface, past the glass, and into the heart of what education can truly be.

It is not uncommon to see schools use a test as a filter for admissions. A test or an interview is used to decide who gets in and who stays out. At Northstar, we see it differently. For us, the admission process isn't a gate, it is a bridge. For early childhood (preschool and early primary grades) we have designed a unique, multi-modal process that we call Bridging Interpretation (BI).

Preamble

To begin an interpretation process, we must establish some first principles and ‘givens’ - things that we believe are foundational to any outcome of the interpretive process. Principles that we keep in consideration are as follows:

1. Quality of life experienced during infancy and early childhood has a significant effect on subsequent development
2. Serious medical, biological, and environmental problems demand swift attention and remediation
3. Early identification of children whose developmental trajectory is delayed or atypical is essential in order to institute timely action to correct or attenuate problems. 
4. It is possible to make a distinction between children whose development is uneventful and children who are facing serious and persistent developmental challenges.

These four principles form the basis of assessment, evaluation and eventual interpretation of the child’s developmental trajectory. 

Our assessment is divided into three parts: 

1. Interpretation of Developmental Indicators, 
2. Interpretation of Social-Emotional Learning
3. Personal interaction with senior educators

Process

We believe that any diagnostic process that we adopt needs to be a scientific, research-backed approach. We also believe that early and accurate identification of infants and young children who have developmental delays or disorders is key to the timely delivery of early intervention services. Our goal is to establish a comprehensive, first-level interpretation program that can be further extended in a medical, professional setting, if the need be. 

We have learnt from our close classroom observations, and also substantiated by research, that:

• Development in most children proceeds at a predictable rate and in a predictable fashion. Most children learn to roll over before they crawl and pull to stand before they walk; however, within such developmental sequences, extensive variations across children can occur (e.g., some children never learn to crawl but do learn to walk without problem)
• If a medical problem occurs when a child is 9 months old, then the condition may have a brief or a lasting effect on the child’s subsequent development.
• The Nature of physiological or environmental conditions cannot be predicted over time. One cannot assume that because a child’s developmental trajectory is on target at 9 months, it will remain on target as the child ages. Similarly, one cannot assume that an infant developing poorly at 4 months will continue to develop poorly over time. 

We implement our interpretation process for kids who are planning to join our early childhood programs, from Play Stage all the way to Grade 1. In the interpretation process, we rely heavily on the involvement of parents. Parents know what their children can do. Honest and reliable information from parents forms the key source for our interpretation. We understand that an assessment that takes place outside the home in a relatively short period of time may not yield accurate results on its own because the child’s full range of abilities have not been assessed due to time constraints or the child being in an unfamiliar location. Given this, it is all the more important for parents to provide accurate information to the interpretation team. 

The screening assesses a child's development across five key developmental areas:  

• Communication
  • Example: How the child babbles, talks, and understands language. 
• Gross Motor
  • Example: Child's large muscle movements, such as running, jumping, and walking up/downstairs. 
• Fine Motor
  • Example: Child's hand and finger small muscle coordination, such as picking up objects or drawing. 
• Problem Solving
  • Example: How the child plays with toys and solves simple problems. 
• Personal-Social
  • Example: The child's social skills and independence, such as eating or getting dressed.  

These results help us to identify a child's strengths and potential areas of concern, ensuring that if a child needs a different kind of support, we recognize it immediately. An additional set of questions about the child’s overall health and development are also included to ascertain healthy development of hearing, vision, etc. 

In addition to interpretation of the development areas mentioned above, we have designed a process to interpret the child’s social and emotional developmental trajectory. We believe that a child’s ability to regulate their emotions, interact with others, and develop autonomy is just as important as their ability to solve maths problems. We look at:

• Autonomy
• Self-Regulation
• Interaction
• Affect
• Adaptation

Early identification of social-emotional challenges isn't about labelling a child. It’s about identifying behaviors of concern during their most critical years so we can support the parents in providing a supportive and nurturing environment.

Finally, interacting with our senior educators gives insights that cannot be obtained through structure questions or activities. This is the time to understand the subtleties of a child's nature. 

Conclusion

Our interpretation team evaluates all the areas based on the child's demonstration and responses to probing questions or activities, and also on parent testimony. Based on all data, we are able to provide a comprehensive interpretation that the parent can use to further support the child. Our Bridging Interpretation is so well-designed and rigorous that it forms an important tool for pediatricians, psychologists and counselors. 

We live in an era where knowing is easy, but being is hard. By focusing on the social and emotional health of a child from day one, we aren't just preparing them for school, we are preparing them for life. We aren't just looking at where a child is today. We are looking at the person they are becoming.

We are proud to share that Mohit Sir was recently featured in a podcast by InspireED Talk, now streaming on YouTube. In this engaging episode, he reflects on Northstar’s journey and the vision behind creating a learning environment that truly inspires.

During the conversation, Mohit Sir delves into the importance of teacher development, thoughtful school design, and fostering a culture where curiosity and creativity thrive. His insights offer a glimpse into how Northstar continues to evolve as a space for meaningful education.

This inspiring talk is a celebration of purposeful learning and the collective effort that makes Northstar a community of lifelong learners.

Watch the full episode here.

As part of Wildlife Week, our learners embarked on a journey to explore and appreciate the beauty of nature around them. They took a campus walk to observe and identify various birds and trees, discovering the rich biodiversity within their surroundings. Through art activities, learners expressed their love for nature and raised awareness about endangered and near-extinct animals, fostering a spirit of empathy and responsibility toward wildlife.

Adding to the excitement, Mohit Sir shared his stunning wildlife photographs and the fascinating stories behind each one. Learners were also captivated by videos featuring snow leopards and the breathtaking Kumbhalgarh Wildlife Sanctuary, offering them a glimpse into the wonders of the wild.

It was truly a week filled with learning, creativity, and a renewed appreciation for the natural world — inspiring our young minds to care for the planet and its incredible wildlife.

How Young Children Learn English Language is an engaging and informative workshop designed to help educators understand the natural ways in which young children acquire a new language. Rooted in child development and language acquisition research, the session explores how children learn best through play, meaningful interaction, repetition, and context-rich experiences. Participants will discover practical strategies to create language-rich environments, use songs, stories, and games effectively, and support emerging English learners with patience and intentionality. Through hands-on activities, real-life examples, and reflective discussions, teachers will gain confidence in guiding children through their early language journey in ways that align with their developmental stage—making the process joyful, age-appropriate, and successful.

Let Children Play – Structured and Unstructured Play is an inspiring and practical workshop designed for early childhood educators to explore the essential balance between guided activities and child-led exploration. This session delves into how structured play can be used intentionally to develop specific cognitive, motor, and social skills, while unstructured play offers children the freedom to imagine, create, and build independence. Participants will reflect on the value of both forms of play and learn how to design a preschool environment that encourages curiosity, nurtures emotional growth, and supports holistic development. Through interactive discussions and real-world examples, educators will leave with a deeper understanding of how to thoughtfully integrate play into the daily rhythm—ensuring that learning remains joyful, meaningful, and developmentally appropriate.

Harmony in the Hive: Mastering Preschool Dynamics is a thoughtful and engaging workshop designed for early childhood educators who want to create more balanced, connected, and responsive classroom environments. Through a mix of reflective exercises and collaborative discussions, participants will explore strategies for building stronger relationships with children, fostering emotional safety, and enhancing daily classroom flow. The workshop offers practical tools to support positive behavior, improve teacher well-being, and nurture a sense of harmony where both educators and students can thrive together. Ideal for teachers, assistants, and early learning leaders, this experience provides a space to reconnect with your purpose and return to your classroom with renewed clarity and confidence.

The Mentorship / Teacher as a Role Model Workshop empowers educators to embrace the qualities that inspire and influence students. Through interactive discussions and activities, participants explore the impact of creativity, empathy, innovation, and adaptability in teaching. The workshop highlights how positive role modeling enhances student engagement and learning. Educators will reflect on their practices and strengthen their ability to lead with purpose and authenticity.