A streetlight can illuminate a page, but education can illuminate an entire future.
The Boy Who Learned to Read Under a Streetlight
A Powerful Story About Reading, Perseverance, Educational Opportunity and the Light Every Child Deserves
Written by Nainika Kundu
EDUCARE LOOK
Published: September 6, 2026
Imagine a Child Studying Under a Streetlight
Imagine a child sitting beside a road after sunset.
There is no study table.
No private study room.
No expensive desk lamp.
No laptop.
No quiet corner.
There is only a book, a schoolbag, a pencil—and a streetlight shining overhead.
Cars pass.
People walk by.
The road remains noisy.
Yet the child keeps reading.
One page.
Then another.
One difficult word.
Then another.
The child continues because learning matters.
At first, the scene looks like a simple story about determination.
But look closer.
It is also a story about opportunity.
It asks:
Why should a child have to search for a streetlight to find enough light to study?
That question makes this story much bigger than motivation.
It becomes a story about:
literacy,
educational access,
inequality,
teachers,
parents,
community support,
learning environments,
perseverance,
and hope.
And there is an important distinction we must make from the beginning:
We can celebrate a child's determination without romanticizing the conditions that made such determination necessary.
That distinction is at the heart of this article.
Important Editorial Note: What Is Real and What Is Illustrative?
The opening scene above is an illustrative narrative created to introduce the educational theme.
It is not presented as the biography of one specific child.
However, children studying under streetlights because of difficult circumstances have been documented in Indian news reports.
This article discusses two documented cases separately:
Harendra Singh Chauhan, a Class 9 student in Noida whose story was reported in 2015 after he was seen studying near Noida City Centre Metro station while also using a weighing scale to earn money.
Three siblings in Surat, whose teachers discovered in 2023 that they were studying under a streetlight because their home had no electricity connection.
These cases are included because they provide documented context for a story that otherwise might be mistaken for a fictional inspirational anecdote.
The distinction matters.
Illustration should never be presented as fact.
And factual reporting should always be attributed to the source that reported it.
What Does “The Boy Who Learned to Read Under a Streetlight” Mean?
“The Boy Who Learned to Read Under a Streetlight” is an educational and inspirational story about a learner who continues studying despite difficult circumstances. The streetlight symbolizes limited access to learning, while the book represents knowledge, literacy and opportunity. The deeper lesson is that determination matters—but children also deserve safe, supportive and equitable conditions in which to learn.
In simple words:
The story is about keeping the light of learning alive while working to make that light easier for every child to reach.
That is more meaningful than simply saying:
“Never give up.”
Because children need more than motivation.
They need opportunity.
A Child's Determination Is Powerful—but It Should Not Become an Excuse for Inequality
Inspirational education stories often follow a familiar pattern:
A child faces hardship.
The child works harder.
The child succeeds.
The audience feels inspired.
There is nothing wrong with inspiration.
But there is a danger when the story ends there.
If we only celebrate how much hardship a child endured, we can accidentally send the wrong message:
“Children succeed because they learn to live without resources.”
That is not the lesson we should teach.
A healthier message is:
“Children can show extraordinary determination, and adults and institutions should work to remove unnecessary barriers to learning.”
A child can be resilient.
And a child can still deserve better.
Both statements can be true.
A Documented Indian Story: Harendra Singh Chauhan
In September 2015, The Times of India reported the story of 13-year-old Harendra Singh Chauhan, a Class 9 student in Noida.
A passenger saw Harendra near Noida City Centre Metro station with schoolwork and a portable weighing scale.
According to the report, Harendra used the weighing scale to earn money to help fund his education. He had taken his books with him so he could study while waiting for customers.
A separate contemporary report by ScoopWhoop described Harendra as a Class 9 student who had been seen studying under a streetlight on the pavement outside the metro station while carrying the weighing scale.
The image attracted attention online.
People began discussing the boy's determination.
But something even more important happened:
His circumstances became visible.
A follow-up report from The Times of India stated that then-Uttar Pradesh Chief Minister Akhilesh Yadav provided Harendra with a ₹5 lakh cheque after his story received public attention. The report also said that support had come from readers and others after the original coverage.
The lesson is not merely:
“Look how hard this child worked.”
There is another lesson:
Someone noticed.
And once the problem became visible, support became possible.
Another Documented Case: Three Siblings Studying Under a Streetlight in Surat
In June 2023, The Indian Express reported another striking example from Surat, Gujarat.
Three siblings were studying under a streetlight near their home because their mud house did not have an electricity connection.
Their parents worked as farm labourers.
Their mathematics teacher, Hasmukh Patel, discovered their situation during a home visit intended to discuss the children's academic progress.
The teacher shared what he had learned with the school's principal and colleagues.
The response was practical.
Teachers contributed toward installing a solar panel at the home so the children would not need to go outside to study under the streetlight.
The newspaper reported that the solar installation was completed in May 2023, with a contribution from the solar-panel business owner reducing the family's cost.
The children's academic performance also stood out: the report said two of the siblings were among the top five students in their classes, while the third also performed strongly.
This story changes the way we should interpret the streetlight.
The important question isn't simply:
“How determined were these children?”
It is also:
“What happened when an adult noticed the barrier and helped remove it?”
That is a much more constructive model of educational support.
The Real Hero May Be the Person Who Notices
Educational stories often place the entire spotlight on the student.
But learning rarely happens through individual effort alone.
Behind a learner there may be:
a parent,
a teacher,
an older sibling,
a librarian,
a mentor,
a school,
a community,
a scholarship,
or a person willing to pay attention.
The Surat case demonstrates this beautifully.
The children were already trying.
The teacher noticed.
The school responded.
A practical solution followed.
That suggests an important principle:
Sometimes improving a child's education begins with noticing what other people have stopped seeing.
A struggling student may not need sympathy.
The student may need:
a book,
an explanation,
a lamp,
a safe place,
a mentor,
more practice,
or simply someone to ask:
“What is making learning difficult for you?”
Why Reading Matters
The book beneath the streetlight is more than a symbol.
Reading is one of the foundational skills that allows children to access knowledge across subjects.
A child who can read with understanding can increasingly access:
textbooks,
instructions,
stories,
science,
history,
mathematics,
technology,
reference materials,
and information beyond the classroom.
The World Bank describes foundational learning as including basic literacy, numeracy and socio-emotional skills and identifies literacy as a gateway to further learning.
Its 2025 Commitment to Action page says that children who cannot read and understand a simple text by age 10 are considered to be experiencing learning poverty, and estimates that this affects around six in ten children globally and seven in ten in low- and middle-income countries.
UNICEF's foundational-learning materials likewise emphasize that many children are not acquiring reading comprehension despite being in school.
The message is simple:
Being enrolled in school is important. Actually learning is essential.
What Is Foundational Literacy?
Foundational literacy refers to basic reading abilities that children need to access later learning.
It involves more than recognizing letters.
A developing reader needs to build skills such as:
recognizing words,
reading accurately,
understanding sentences,
developing vocabulary,
understanding meaning,
answering questions,
making connections,
and eventually drawing reasonable inferences from what is read.
UNICEF's foundational-learning assessment work describes reading assessment in terms that include oral reading accuracy, literal comprehension and inferential comprehension.
That distinction matters.
A child who can pronounce every word but cannot explain what the paragraph means still needs support.
The goal is not simply:
“Can the child read the words?”
The better question is:
“Does the child understand what the words are saying?”
The Global Learning Challenge
The streetlight story may feel local.
The underlying learning challenge is global.
The World Bank's 2025 foundational-learning brief cites a 2022 global estimate that 70% of 10-year-olds in low- and middle-income countries are unable to read and understand an age-appropriate text.
UNICEF's current foundational-learning materials similarly state that approximately two-thirds of 10-year-olds globally cannot read with comprehension, despite most being in school.
These figures refer to different populations and sources, so they should not be treated as interchangeable statistics.
But they point toward the same broad problem:
School attendance does not automatically produce foundational learning.
That is why modern education must care about both:
Access and Learning quality.
Education Is More Than School Enrollment
It is tempting to think:
School + Books = Education.
Reality is more complicated.
A learner may need:
Access
School, books, electricity and learning materials.
Instruction
A teacher who can explain concepts effectively.
Practice
Opportunities to apply new knowledge.
Feedback
Someone who can identify and correct mistakes.
Support
Parents, teachers, mentors or peers.
Safety
A learning environment in which the child can concentrate and participate.
Time
Enough opportunity to practice and improve.
The World Bank emphasizes the importance of skilled teachers, appropriate pedagogy, suitable classroom environments and effective implementation in strengthening foundational learning.
UNICEF's 2025 Foundational Learning Action Tracker similarly places strong attention on teachers and systems that support effective classroom learning.
So educational opportunity is not a single object.
It is a system.
Why We Should Not Romanticize Studying Under a Streetlight
This is perhaps the most important message in this entire article.
A photograph of a child reading under a streetlight can be emotionally powerful.
But the image should make us ask two questions.
Question 1:
How determined is this child?
Question 2:
Why does this child need to study here?
The first question creates inspiration.
The second creates responsibility.
A streetlight can provide illumination.
But it does not automatically provide:
quiet,
safety,
comfortable seating,
protection from weather,
books,
reliable electricity,
teacher guidance,
or a suitable learning environment.
Therefore:
The streetlight should be seen as a symbol of determination and limited access—not as an ideal classroom.
The goal should never be:
“Children should learn to succeed with less.”
The better goal is:
“Children should have what they need to learn well.”
The EDUCARE LOOK Light–Book–Mentor–Opportunity Framework
 |
| From a spark of curiosity to a brighter future, the journey of educational hope is built on four pillars: Light, Book, Mentor, and Opportunity. |
The central lesson can be transformed into a simple educational framework.
1. Light → Access
Before learning can happen comfortably, basic conditions matter.
This can include:
adequate lighting,
electricity,
a safe place,
reasonable quiet,
enough time.
2. Book → Knowledge
Learners need meaningful content.
That may come through:
textbooks,
storybooks,
libraries,
newspapers,
worksheets,
educational websites,
digital resources.
A book is not merely paper.
It is a doorway to knowledge.
3. Mentor → Guidance
A learner benefits from someone who can answer:
“What should I learn next?”
and:
“What am I doing incorrectly?”
That person might be:
a teacher,
parent,
sibling,
librarian,
tutor,
mentor,
volunteer.
4. Opportunity → Choice
The ultimate purpose of education is not merely to pass an examination.
Education can expand a person's future choices.
It can support the ability to:
understand information,
solve problems,
communicate,
make decisions,
continue learning,
develop skills,
pursue careers,
participate in society.
So the framework becomes:
Light → Access → Book → Knowledge → Mentor → Guidance → Opportunity → Choice
That is the deeper meaning behind the streetlight.
What the Story Can Teach Students
If you are a student reading this, take the story as encouragement—but not pressure.
You do not have to become perfect overnight.
1. Start With What You Can Do
You may not have:
the perfect desk,
every book,
the newest phone,
the best laptop,
private tutoring.
But if you have a safe opportunity to study, use it.
At the same time, remember:
Using what you have today does not mean you must accept inadequate conditions forever.
2. Ask for Help
If you don't understand something, ask.
If you struggle with reading, tell your teacher.
If you cannot afford a resource, ask about a library or alternative.
If your environment makes studying difficult, discuss possible solutions with someone you trust.
Asking for help is not weakness.
It is part of learning.
3. Measure Progress, Not Perfection
Suppose you read for five minutes today.
Tomorrow, read for seven.
Next week, perhaps ten.
The important question is:
“What can I understand today that I couldn't understand before?”
4. Protect Your Curiosity
Not every book needs to be related to an examination.
Explore:
science,
history,
biographies,
nature,
technology,
geography,
literature,
current affairs.
Curiosity can turn learning from a duty into a habit.
A Simple 20-Minute Reading Routine
You don't need to begin with two hours.
Try twenty focused minutes.
Minutes 1–3: Choose
Pick a book, lesson or article appropriate to your level.
Minutes 4–13: Read
Read continuously for ten minutes.
Don't stop for every unfamiliar word.
Try to understand the main idea first.
Minutes 14–17: Recall
Close the material.
Ask:
What did I read?
What was the main idea?
What surprised me?
What do I remember?
Minutes 18–20: Record
Write:
One new word
One important idea
One question
That's enough for one session.
The goal is not to finish books quickly.
The goal is to build a repeatable habit.
How Parents Can Support Reading
Parents do not need expensive educational equipment to encourage literacy.
A parent can ask:
“What did you read today?”
Then:
“What did you like?”
“Which word was difficult?”
“Can you explain the story to me?”
“What would you like to read next?”
These questions communicate:
Your learning matters to me.
Parents can also:
borrow books,
share books between siblings,
read aloud,
listen to children read,
visit libraries,
discuss stories,
discuss age-appropriate news,
create a small reading space,
celebrate consistent effort.
UNICEF's India-focused work on home learning has also highlighted the role parents can play in supporting children's learning outside school.
A reading culture does not require an expensive bookshelf.
It begins with attention.
How Teachers Can Turn Inspiration Into Action
Teachers are often among the first adults outside a family to notice when a child is struggling.
A student may:
stop completing homework,
avoid reading aloud,
become unusually quiet,
repeatedly struggle with the same skill,
miss school,
lose confidence,
fall behind.
It is easy to label the student:
“Lazy.” “Careless.” “Not interested.”
A better first question is: “What is making this difficult?”
The answer could be:
academic,
financial,
linguistic,
technological,
logistical,
emotional,
environmental.
The teacher may not be able to solve every problem. But identifying the barrier is often the first step toward support.
Why Libraries Matter
A family may not be able to buy dozens of books. A library can dramatically expand access.
Libraries can provide:
books,
discovery,
choice,
quiet,
independence,
exposure to new subjects,
opportunities to develop reading habits.
A textbook helps a child follow a curriculum. A library can help a child discover a world beyond the curriculum.
The Education Resource Ladder
Not every learning problem requires an expensive product. Consider the problem first.
| Learning Barrier | First Resource to Consider |
|---|---|
| Difficulty reading | Teacher + appropriate reading material |
| Need more practice | Books + structured exercises |
| Need explanation | Teacher + mentor |
| Lack of books | Library + book sharing |
| Lack of electricity | Family/community/institutional support |
| Limited digital access | School/community digital facilities |
| Specialized preparation | Appropriate course or tutoring |
The principle is:
Identify the problem before buying the solution.
If the problem is reading comprehension, a premium laptop may not be the first answer. If the problem is electricity, another online course won't solve it.
If the problem is conceptual confusion, one good explanation may be more useful than ten educational apps.
Can Technology Help?
Yes—but technology should remain a tool.
Digital learning can provide:
e-books,
dictionaries,
educational videos,
practice exercises,
accessibility features,
language support,
learning platforms.
UNICEF's foundational-learning work highlights the potential of adaptive and personalized digital tools when they are appropriately matched to children's learning levels, language and circumstances.
But technology does not automatically create understanding.
A device cannot replace:
appropriate instruction,
practice,
feedback,
foundational skills,
motivation,
human support.
The best educational technology is not necessarily the most expensive.
It is the tool that addresses the learner's actual need.
The Human Side of Education
Education is often discussed through:
schools,
exams,
marks,
degrees,
technology,
courses.
But education is also human.
A student may remember:
the teacher who explained a difficult chapter patiently,
the parent who listened,
the librarian who recommended a book,
the friend who shared notes,
the mentor who said, “Try again.”
Encouragement cannot eliminate structural barriers.
But encouragement combined with practical support can help a learner keep going while those barriers are addressed.
Determination Matters—But It Is Not Enough
Determination can help a learner continue.
But determination alone cannot:
create electricity,
provide every textbook,
replace effective teaching,
guarantee safety,
eliminate poverty,
solve transportation problems,
provide a quiet study environment.
That is why educational responsibility has two sides.
Personal responsibility
Keep learning wherever it is safely possible.
Social responsibility
Help create conditions in which learning becomes safer, easier and more equitable.
Neither should replace the other.
What Communities Can Do
Educational support does not always require a large organization.
Communities can create:
reading clubs,
book-sharing programs,
community libraries,
tutoring networks,
mentorship programs,
safe study spaces,
school-supply initiatives,
digital-access programs.
The Surat case is a powerful example of this principle: teachers identified a barrier and worked collectively toward a practical electricity solution.
The question should become:
“What barrier can we remove?”
rather than only:
“How inspirational is this child?”
What This Story Does NOT Mean
This deserves to be stated clearly.
It does not mean poverty is necessary for success.
Hardship is not a prerequisite for intelligence, talent or achievement.
It does not mean children should study in unsafe conditions.
A streetlight can symbolize hope without becoming an acceptable substitute for a proper learning environment.
It does not mean determination replaces resources.
Motivation cannot substitute for books, teachers, electricity, safety or time.
It does not mean every struggling student lacks motivation.
A struggling learner may be facing a barrier that adults have not yet identified.
It does not mean technology alone can solve literacy.
Digital tools can help, but foundational learning depends on appropriate instruction, practice, assessment and support.
It does mean something important:
Determination deserves support.
Seven Lessons From the Streetlight
Lesson 1: Never underestimate a learner's determination
A difficult beginning does not automatically define a person's future.
Lesson 2: Hardship should not be romanticized
A struggle can inspire us while still being something society should work to reduce.
Lesson 3: Reading is a gateway skill
Foundational literacy supports further learning.
Lesson 4: Access matters
Books, electricity, time, safety and learning environments affect educational opportunity.
Lesson 5: Teachers can change trajectories
A teacher who notices a barrier may become the person who helps remove it.
Lesson 6: Communities matter
Educational progress becomes stronger when people work together.
Lesson 7: Inspiration should become action
The most useful response to an emotional story is not simply to feel inspired.
It is to do something constructive.
The EDUCARE LOOK 30-Day Reading Challenge
If this story inspires you, turn that emotion into a habit.
Days 1–7: Begin
Read for 10 minutes a day.
Choose something interesting.
Focus on consistency.
Days 8–14: Understand
Increase to 15 minutes.
After reading, explain the main idea in your own words.
Days 15–21: Explore
Choose something outside your normal subject.
Try:
science,
history,
biography,
nature,
technology,
literature.
Days 22–30: Share
Tell another person something you learned.
You can:
explain an idea,
recommend a book,
teach a younger sibling,
discuss a story,
write a short reflection.
Teaching someone else can help you think more carefully about what you know.
 |
| Build a lasting reading habit in 30 days with the EDUCARE LOOK Reading Challenge—begin with 10 minutes a day, explore new subjects, reflect on what you learn, and share your knowledge with others. |
30-Day Reading Tracker
| Period | Daily Goal | Reflection |
|---|---|---|
| Days 1–7 | 10 minutes | What did I discover? |
| Days 8–14 | 15 minutes | What did I understand? |
| Days 15–21 | 15–20 minutes | What new subject did I explore? |
| Days 22–30 | 20 minutes | What can I teach someone else? |
The objective isn't perfection.
It is repetition.
One Practical Action for Everyone
| Person | One Action |
|---|---|
| Student | Read consistently and ask for help |
| Parent | Encourage reading and discuss what the child learns |
| Teacher | Identify barriers before labeling a struggling learner |
| School | Connect learners with appropriate academic and practical support |
| Community | Expand access to books, mentors and safe learning spaces |
| Institution | Strengthen equitable access and foundational learning |
Everyone has a role.
Not everyone has the same role.
But everyone can contribute.
The Streetlight Is a Symbol—Not the Solution
The streetlight represents several things at once.
Hope
The child continues.
Access
Even limited access can create an opening.
Determination
The learner refuses to abandon education.
Inequality
The learning environment is not equal to what every child deserves.
Responsibility
Other people can help improve those conditions.
That is why the streetlight is such a powerful symbol.
It contains both inspiration and warning.
The light gives hope—but the circumstances tell us that more light is needed.
From Streetlight to Study Room
Imagine the same learner several years later.
There is now:
a small desk,
a reliable lamp,
a few books,
enough time to study,
access to a teacher,
support from family,
and confidence built through learning.
The child's determination has not disappeared.
It has been given better conditions in which to grow.
That is what educational progress should look like.
We should not try to make children better at surviving unnecessary barriers.
We should help remove those barriers while encouraging children to keep learning.
A Final Message to Students
If studying feels difficult right now, start small. Read one page. Solve one problem. Learn one concept. Ask one question. Try again. Then repeat tomorrow.
Your present circumstances may influence where you begin. They do not have to determine where you finish.
And remember:
Asking for help is part of learning, not a sign that you have failed.
A Final Message to Parents, Teachers and Communities
If there is a child around you who is struggling, don't ask only:
“Why isn't this child trying harder?”
Ask:
“What is standing in the way?”
Maybe the problem is academic.
Maybe it is financial.
Maybe it is environmental.
Maybe it is technological.
Maybe the child simply needs someone to explain the lesson differently.
Your action may not be dramatic.
It may be: lending a book, explaining a paragraph, providing a study light, creating library access, giving ten minutes of attention, connecting a family with legitimate support, or simply saying:
“I believe you can learn this.” Small actions can matter.
The Best Ending to This Story
The best ending is not that the child becomes famous. It is not that a photograph becomes viral. It is not even that people call the child inspirational. The best ending is simpler. The child keeps learning. The child receives support. The child gains confidence. The child develops useful skills. The child eventually has choices. And one day, perhaps, that child notices another learner struggling in the dark.
Instead of walking past, the child stops. Offers a book. Offers an explanation. Offers encouragement. Offers light.
Because the most beautiful ending to a story about someone searching for light is not that the person becomes stronger at living in darkness.
It is that:
The light becomes easier for the next child to find.
That is the lesson EDUCARE LOOK should carry forward.
Celebrate determination.
Remove barriers.
Protect dignity.
Build reading habits.
Support teachers.
Share knowledge.
Create opportunity.
And above all:
A child should never have to study under a streetlight to prove that they deserve an education.
Let the streetlight symbolize hope.
Let the book symbolize knowledge.
Let the mentor symbolize support.
And let education become the bridge between where a child begins and where that child can choose to go.
Keep learning. Keep helping. Keep the light on.
Frequently Asked Questions
What is “The Boy Who Learned to Read Under a Streetlight” about?
It is an inspirational educational story about a learner who continues studying despite difficult circumstances. The streetlight represents limited access to learning, while the book represents knowledge, literacy and opportunity.
Is “The Boy Who Learned to Read Under a Streetlight” a true story?
The opening narrative in this article is illustrative. It is not presented as the biography of one specific child. However, documented Indian cases of children studying under streetlights have been reported, including Harendra Singh Chauhan in Noida and three siblings in Surat.
Who was Harendra Singh Chauhan?
Harendra Singh Chauhan was reported in 2015 as a 13-year-old Class 9 student in Noida. A Times of India report said he studied near Noida City Centre Metro station while using a weighing scale to earn money toward his education. A later report described financial support provided after his story gained public attention.
Why were three siblings in Surat studying under a streetlight?
The Indian Express reported that the siblings lived in a mud house without an electricity connection and studied under a nearby streetlight. Their mathematics teacher discovered the situation and worked with colleagues toward installing a solar panel at the home.
Why is reading important for children?
Reading with comprehension is a foundational learning skill and a gateway to learning in other subjects. The World Bank identifies literacy as a foundational skill and a gateway to further learning.
Should children study under streetlights?
A streetlight may sometimes provide temporary illumination, but it should not be considered an ideal study environment. Children deserve safe, supportive and adequate learning conditions.
How can parents encourage reading?
Parents can listen to children read, discuss stories, ask questions, borrow books, visit libraries and make reading a regular part of everyday life.
What should teachers do when a child struggles?
Teachers should try to understand the cause of the difficulty rather than immediately labeling the learner. The barrier may be academic, economic, linguistic, technological, emotional or environmental.
Can technology improve literacy?
Technology can support literacy when tools are appropriately matched to learners' levels, needs and language contexts. It works best as part of a broader learning system that includes instruction, practice and human support.
What is the biggest lesson from the story?
The biggest lesson is:
Keep the light of learning alive—and work toward a world in which every child has a fair opportunity to reach that light.
Recommended Reading and Learning Resources
When choosing resources for children, prioritize:
age appropriateness,
reading level,
educational quality,
accessibility,
genuine interest,
affordability.
Useful categories include:
For beginning readers
illustrated storybooks,
phonics-friendly readers,
short chapter books,
simple nonfiction.
For developing readers
biographies,
science books,
history books,
age-appropriate novels,
magazines.
For families
children's dictionaries,
reading journals,
library memberships,
shared book collections.
For students
notebooks,
reading trackers,
reference books,
legitimate free learning resources.
The most expensive resource is not automatically the most useful.
Choose the resource that solves the learner's actual problem.
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Sources and Further Reading
Foundational Learning
World Bank — Foundational Learning
Provides background on foundational literacy, numeracy and socio-emotional skills and explains why reading is a gateway to further learning.
World Bank — Commitment to Action on Foundational Learning
Provides current global context on learning poverty and the importance of foundational literacy.
UNICEF — Foundations First: Global Foundational Learning Action Tracker 2025
Reviews government actions supporting foundational learning across 124 low- and middle-income countries and highlights the role of teachers.
UNICEF — Foundational Learning
Explains the global challenge in reading comprehension and discusses adaptive and personalized approaches to foundational learning.
UNICEF — Foundational Learning Skills Module
Explains how foundational reading skills can be assessed through accuracy and comprehension.
India and Home Learning
UNICEF — Home as a Learning Space Initiative in India
Provides India-specific context on foundational learning and the role of parents and home learning environments.
Documented Indian Cases
The Times of India — Harendra Singh Chauhan, September 2015
Contemporary reporting on the Noida student's circumstances and his efforts to continue education.
The Times of India — Follow-up on Harendra Singh Chauhan, September 2015
Reports the financial support announced after the story received public attention.
ScoopWhoop — Harendra Singh Chauhan, September 2015
Contemporary coverage of the widely shared photograph and circumstances described in the story.
The Indian Express — Three siblings studying under a streetlight in Surat, June 2023
Documents the siblings' lack of electricity and the response by their teachers.
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