Part 8 of a weekly series for parents of middle-school children
Afterdiscussing adjustment to hostel life and the support systems thatmatter, an important question naturally arises: What changes doparents actually see after a year in a Sainik School environment?
Thetransformation is rarely dramatic or theatrical. It is subtle—butunmistakable.
The firstvisible shift is in confidence.
Confidencehere does not mean loudness or bravado. It manifests in posture, eyecontact, and clarity of expression. Children who once hesitated tospeak in gatherings begin articulating thoughts more coherently. Theyvolunteer for responsibilities. They participate in discussionswithout excessive fear of being judged. This confidence grows fromrepeated exposure—to assemblies, group tasks, leadership rotations,and public speaking opportunities.
The secondtransformation appears in communication.
In astructured, peer-based environment, children interact daily withclassmates from diverse backgrounds. They learn to listen actively,express disagreement respectfully, and collaborate on tasks. Overtime, their vocabulary strengthens—not merely in language, but inemotional articulation. Instead of reacting impulsively, they beginexplaining their perspectives.
Parentsoften notice this during holidays. Conversations become morethoughtful. Responses are measured. There is less defensiveness andmore reasoning. Communication shifts from reactive to reflective.
The thirdand perhaps most profound change lies in responsibility.
Responsibilityin a Sainik School is not theoretical; it is practiced daily. Whethermaintaining personal belongings, adhering to schedules, assistingjuniors, or representing the institution in events, childreninternalize accountability. They begin to understand that privilegesare linked to effort and conduct.
Parentsfrequently observe small but meaningful differences—childrenmanaging their own routines during vacations, waking upindependently, planning study time without constant reminders. Thesehabits, once externally guided, begin to operate internally.
Physicalfitness also contributes to visible change. A year of regularactivity improves stamina and posture, but more importantly, itenhances self-belief. A child who completes a cross-country run orovercomes a physical challenge carries that achievement mentally aswell.
Emotionally,children tend to become more balanced. They may not display dramatichighs and lows. Instead, they demonstrate steadiness—handlingdisappointment with composure and success with humility. Thisemotional moderation is often a byproduct of consistent structure andmentorship.
Forparents in regions like Goa/Konkan, where children grow up in warm,family-centric environments, the change can be especially noticeable.The affectionate bond remains, yet there is an added layer ofmaturity. Children begin contributing to household discussions ratherthan merely observing them.
It isimportant to note that transformation is not uniform. Each childevolves at his or her own pace. Some show rapid change; othersprogress gradually. But when environment, routine, mentorship, andparental support align, growth becomes inevitable.
Ultimately,the visible transformation is not just in behaviour—it is inmindset. Children start seeing themselves as capable individualsrather than dependent ones.
In thenext article, we turn toward a broader dimension of education thatextends beyond individual growth:
How doSainik Schools nurture civic responsibility and a sense of nationhoodwithout losing balance or inclusivity?
(Theauthor is Commandant, Yashwantrao Bhonsale Sainik School and CEO,Bhonsale Knowledge City Sawantwadi, District Sindhudurga,Maharashtra. As a Counselling Psychologist and an Educationist he isdeeply engaged in mentoring students and guiding parents. He ispassionate about character formation, holistic education, andpreparing young minds for the demands of a complex future. You canreach out to him on ceo-bkc@ybit.ac.in)
