Swechchha was born in Jaleshwar, Mahottari. She was a bright, shy child who was the top girl in class, the kind of student teachers remembered and parents took pride in. Throughout her childhood, she changed her school four times, each with different priorities, environment, and attention to education. During her +2, anxiety disorder made classrooms feel impossible; a teacher made the school a safe space for her. She went on to complete her BSc. CSIT, fighting through financial pressure and self-doubt to stay on the path she knew mattered to her. Living with anxiety has made Swechchha more empathetic, more attuned to what other people are carrying, and more certain that growth is never linear. She values continuous learning from experiences and challenges, integrity, and a sense of possibility. She sees the TFN Fellowship as a real, grounded step towards the kind of life she wants to build - that values people, their stories, and spaces of growth - especially in education and mental h…

Shrawan grew up at the edge of the Kathmandu Valley, in Naikap, with a habit of rational, curious thinking and a sense of civic responsibility toward the world beyond the family. He dreamed of being an astronaut as a child, was shaped by fictional characters who quietly did the right thing, and grew into someone drawn to long philosophical conversations, novels, guitar, and the kind of ideas that don't resolve easily. Shrawan arrives at the Teach For Nepal Fellowship resonating with the organization’s clarity of purpose, grounded approach, and emphasis on equity in education. He hopes to understand community, education, and classrooms rooted in reality through the Fellowship. He wants to develop his capacity for leadership, diplomacy, negotiation, problem solving which will aid his goal of working in policymaking with fundamental facets of community. The fellowship aligns with his larger purpose in life - to view things critically and broadly, understand the education system at its co…

My childhood, shaped by frequent relocations, was filled with academic discipline and a quiet determination to excel. These experiences, along with the subtle gendered injustices I witnessed in school, planted the seeds of feminism. I encountered my fair share of deeply biased teachers, as well as those who were encouraging. These experiences led me to reflect on how education, when supportive and inclusive, can transform lives. I recognized the privilege of attending schools that prioritized education and student development. A strong education has opened doors to opportunities that have fostered my growth, shaped my unique perspective, and helped me maintain my individuality. The Teach For Nepal Fellowship is an opportunity to merge my academic background in psychology, my passion for community service, and my dream of making a meaningful difference. The ability to positively impact children's lives is the primary reason I pursued this fellowship. Additionally, it allows me to un…

Rahul grew up in Dhanusha in a modest household, with a father who worked abroad and a mother whose quiet determination became the single most decisive force in his life. It was she who convinced him to pursue a Bachelor's degree when, looking at the family's circumstances, he had already made peace with going abroad for work instead. He was a shy, slow learner as a child, but his fundamentals were always clear, and in grade 10, he topped his class and became a second runner-up in a Science Exhibition that same year, where he built a working cannon from scratch. He started understanding that curiosity, persistence, and hands-on thinking could take him further than examinations ever suggested. He went on to complete Computer Engineering in Gujarat, navigating a new country and the hard work of finding his voice in unfamiliar rooms. Communication never came naturally to Rahul, but deep thinking did, but translating that into words, into leadership, into presence in a crowd required deli…

Bindu grew up in Nepalgunj, a quiet and observant child who finished her homework on the terrace while watching the sunset. School was a place she took seriously, and the teachers who took her seriously back left a mark she still carries. From her school teacher who encouraged her to write her first poem to her teachers in her Bachelor’s, who made complex concepts feel relevant and alive through creative, real-world assignments. But it was also in those same school years that Bindu watched classmates who struggled, often from difficult homes, who failed exams and missed homework receive punishment instead of understanding, and she never forgot the discomfort that stirred in her. Going through open-heart surgery and a long recovery period forced her to slow down, pause plans, and face uncertainty in ways she had never experienced before. It also taught her resilience, patience, and the importance of moving forward one step at a time. She went on to complete her Bachelor's, drawn to the…

Growing up, I always dreamed of becoming a professor. I used to pretend to be a teacher while my friends played the role of students. Those were some of my favorite childhood memories. Coming from a family where no one had studied beyond Grade 10, being the first girl to attend a convocation and receive a bachelor’s degree was a proud and emotional moment for me. I want to join Teach For Nepal because it represents everything I value: education, equal opportunity, empowerment, meaningful change, and growth. It stands for breaking generational cycles, where children from rural areas aspire to become the first in their family to achieve more and do more. No one should be left behind because of where they come from or what identity they carry. I believe this fellowship will not only help me improve my communication skills and confidence but also allow me to inspire other children, especially girls from backgrounds like mine, to dream bigger and believe in their potential.

When I was a child, I often saw barefoot children holding plastic as I looked out of the bus window, and it made me deeply sad. I couldn’t help but wonder about their lives and the circumstances that had led them to that situation. That curiosity about their stories stayed with me and gradually grew into a desire to make a difference. I wanted to help bridge the gap between privilege and deprivation. When I learned about Teach For Nepal and their vision of ensuring that all children in Nepal attain an excellent education, I felt inspired. I wanted to be part of a movement that could create change for children who, like those I saw from the bus, might not have had the same opportunities. It felt like a pathway to channel my childhood questions and emotions into action. This motivation led me to apply to Teach For Nepal, with the hope of contributing to a better future for these children and ensuring that others would not have to face the same challenges. I wanted to be part of a move…

Parash grew up in Ranipur, Bardiya, which shaped a childhood of mud, football, movies, and the particular kind of freedom that comes from growing up close to something wild. After grade 3, he moved into a hostel at an army school, spending seven formative years among children from every corner of Nepal, every ethnic background, every kind of family that became the texture of his education as much as any textbook. He was a mediocre student for much of school, until a teacher beat him in front of the whole class and told him he was good for nothing; Parash made a promise to prove him wrong. Two teachers stayed with him from that point on: a Social Studies teacher who called him to his house and talked about geopolitics and world order, and a Business Finance teacher who never handed out notebooks or assignments, showed films and told stories, and connected everything back to the syllabus in a way that made learning feel effortless. It was during his bachelor years that he began giving p…

I was born in Mahottari into a large family where both of my parents were farmers. In my community, for girls like me who come from similar backgrounds and attend public schools, opportunities are limited. Social expectations often dictate early marriage, and many girls are married off at a young age. However, I chose to prioritize my education and career aspirations over these expectations. Through hard work and persistence, I completed my SLC. I went on to finish my higher education and am now pursuing my Master’s in English. This decision was not easy, but it taught me the importance of self-determination, resilience, and challenging societal norms. I want the girls in my community to dream bigger than what society has allowed them to. As a teacher, I want to show my students that their lives hold possibilities beyond what they can imagine and that they are capable of achieving more.

I grew up in Biratnagar in a family that valued education, even amidst financial challenges. Despite being an average student, I have always been deeply disciplined and persistent. Over the years, I’ve realized my passion lies in teaching and serving communities, especially in rural areas. The pandemic prompted me to reflect further on the role I could play in supporting others. When I discovered Teach For Nepal, I saw a platform that aligned with my values and dreams. Through TFN, I hope to make a meaningful impact on children’s lives, breaking the cycle of inadequacy and helping them build a better future for themselves. I also aim to grow into a more resilient and effective educator. This fellowship is a step toward my long-term goal of becoming a university professor and continuing to advocate for educational equity.