Imagining a Day in a Rural School<\/strong><\/h2>\n\n\n\n![\"Rural](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/05\/469906832_1046699937481148_79155-1024x684.jpg\")
<\/figure>\n\n\n\nA teacher arrives after travelling from a nearby town on a road that becomes nearly unusable during the monsoon or they may not arrive at all. A child walks several kilometres to school in forty-degree heat. A girl may miss school every week because of household responsibilities or drop out altogether due to the distance and lack of toilet facilities. The midday meal supplies need counting. A classroom wall still carries damp patches from last season\u2019s rain. Some children trickle in late because they spent the morning fetching water, grazing goats or helping at home. Isn\u2019t the reality so uncomfortable?<\/p>\n\n\n\n
In many rural classrooms, even the most basic facilities<\/a> are still unreliable. Functional toilets, clean drinking water, steady electricity and usable classrooms are often far from guaranteed. Girls carry this burden most heavily. The lack of safe sanitation facilities pushes many adolescent girls out of school long before anyone notices and their absence is often a quiet response to humiliation and neglect.<\/p>\n\n\n\nThe Mental Load Rural Children Carry<\/strong> in a Rural Classroom<\/strong><\/h2>\n\n\n\n![\"A](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/05\/Smile-1-819x1024.jpg\")
<\/figure>\n\n\n\nA student who spends the morning carrying water buckets or caring for younger siblings, and then walks to school, does not enter the classroom with the same mental bandwidth as someone who sat down to breakfast and came in a car, a bus or a public transport. Yet schools expect both children to perform identically. One of the biggest failures in education policy is the refusal to acknowledge the emotional and cognitive burden many rural children carry into school every morning.<\/p>\n\n\n\n
Children in low-income households often balance school with labour, caregiving and household responsibilities. Many study in cramped homes, with no quiet spaces and limited electricity. Sleep is irregular. <\/p>\n\n\n\n
For migrant families, schooling becomes even more unstable. Children move between districts, languages and curricula. They arrive in classrooms where they may not fully understand the language of instruction. Labels like weak student, slow learner, poor performer enter the scenario when children struggle.<\/p>\n\n\n\n
Rarely do systems ask whether the child ever had a fair chance to learn consistently in the first place.<\/p>\n\n\n\n
What Actually Keeps a Rural Classroom Running<\/strong><\/h3>\n\n\n\n![\"\"](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/05\/NGO-for-Education-1.jpg\")
<\/figure>\n\n\n\nRunning a rural classroom every day requires an entire ecosystem to function under pressure. Water, electricity, teacher attendance, nutrition, transport, emotional safety and community trust are all critical to running it. Remove even one of these and learning begins to crack.<\/p>\n\n\n\n
\n- Start with infrastructure<\/strong>. Some rural classrooms remain overcrowded, poorly ventilated or vulnerable to seasonal damage. Electricity cuts interrupt teaching. Internet connectivity is patchy. During peak summer, heat drains concentration from both students and teachers. During the monsoon, damaged roads and leaking roofs disrupt continuity.<\/li>\n\n\n\n
- Then comes staffing<\/strong>. Teachers in rural schools are routinely expected to perform several jobs at once. They teach multiple grades in the same room. They manage administrative paperwork and supervise midday meals. They handle government surveys and local coordination work.<\/li>\n\n\n\n
- Nutrition <\/strong>forms another crucial aspect. Midday meals are often framed as welfare support. For many children, the meal served at school may be the most dependable food they receive all day. Hunger affects concentration, emotional regulation and memory retention.\u00a0<\/li>\n\n\n\n
- Distance <\/strong>creates another layer of instability. In many villages, children still walk long stretches to reach school. Seasonal flooding, unsafe routes and economic pressures frequently interrupt attendance. During harvest periods, many children disappear from classrooms for days or weeks at a time.<\/li>\n<\/ul>\n\n\n\n
Together, they define the learning experience.<\/p>\n\n\n\n
What Serious Investment Would Look Like<\/strong><\/h3>\n\n\n\nRural schools need durable investment in the basics: safe buildings, reliable water supply, clean toilets, electricity and functional classrooms. <\/p>\n\n\n\n
Teachers need support systems too\u2014decent housing in remote areas, less administrative pressure, training for multilingual and multi-grade classrooms and stable staffing that allows them to stay and grow with the communities they serve.<\/p>\n\n\n\n
Learning systems also need to be built with flexibility. Remedial programmes, bridge learning spaces and community-based support are not short-term fixes. In many rural areas, they are what keep children connected to learning, day after day.<\/p>\n\n\n\n
Partnerships between governments, non-profits, local communities and CSR initiatives can play an important role in strengthening these systems. But the priority must remain continuity, not visibility.<\/p>\n\n\n\n
But the challenge does not end at the classroom door. Many rural students who manage to complete school and earn college degrees still struggle to find stable employment. Schooling must prepare students for meaningful economic participation, especially in regions where opportunity remains uneven.<\/p>\n\n\n\n
A Rural Classroom Held Together Every Day<\/strong><\/h3>\n\n\n\n![\"\"](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/05\/484852313_1127466466071161_56623-1024x683.jpg\")
<\/figure>\n\n\n\nA rural classroom survives because teachers, children and families spend enormous energy compensating for gaps in the system. Teachers improvise around limited resources. Parents continue sending children to school despite economic strain in the hope of a better future. Children adapt to instability with far more resilience than they should ever have to carry.<\/p>\n\n\n\n
If India is serious about educational equity, it must stop treating rural schools as peripheral institutions expected to achieve more with less. Learning outcomes are built through stable systems that allow children to attend school regularly, safely and with dignity.<\/p>\n\n\n\n
How Smile Foundation’s Mission Education Is Addressing the Gap<\/strong><\/h3>\n\n\n\nUnderstanding that a rural classroom cannot run on pedagogy alone, Smile Foundation built Mission Education around something more fundamental: the recognition that a child cannot learn if she is hungry, unsafe, unwell or simply absent.<\/p>\n\n\n\n
Mission Education is Smile Foundation’s flagship education programme<\/a>, operating across urban slums, rural villages and remote communities in over 27 states. It works with children who are out of school, at risk of dropping out or receiving an education so inadequate that it offers little real pathway forward. The programme does not treat these children as exceptions to be managed. It treats them as the centre of a system that needs to be rebuilt around their actual lives.<\/p>\n\n\n\nThe programme establishes learning centres in communities where formal schooling is either inaccessible or insufficient. These centres provide structured academic support, bridge learning for children who have fallen behind and early childhood education for those who have never been to school at all. Facilitators are trained to work across mixed-age groups and different learning levels which is a direct response to the multi-grade reality that defines most rural classrooms.<\/p>\n\n\n\n![\"Teacher](\"https:\/\/www.smilefoundationindia.org\/blog\/wp-content\/uploads\/2026\/05\/485176921_1127466502737824_89330-1-1024x684.jpg\")
<\/figure>\n\n\n\nNutrition is embedded into the programme’s design, not treated as a separate welfare function. Smile Foundation recognises what the research confirms: that hunger and learning are inseparable. Children who attend Mission Education centres receive nutritional support as part of their daily programme, directly addressing the concentration and memory deficits that food insecurity produces in the classroom.<\/p>\n\n\n\n
Health and wellness are equally integrated. Regular health screenings, hygiene education and linkages to Smile Foundation’s Smile on Wheels mobile healthcare units mean that children in Mission Education communities receive the kind of basic health support that should be a given in any educational setting but is rarely available in the communities where they live.<\/p>\n\n\n\n
For girls specifically, Mission Education prioritises the conditions that make continued education possible. Safe learning environments, age-appropriate health education, community engagement with families and support for adolescent girls navigating the competing pressures of household responsibilities and schooling all form part of the programme’s design. The premise is straightforward: a girl who feels safe, supported and seen in her learning environment is far more likely to stay in school.<\/p>\n\n\n\n
Teacher and facilitator capacity is another deliberate focus. Mission Education invests in training its educators not just in academic content but in the social and emotional dimensions of working with children who carry significant burdens into the classroom. Facilitators are trained to recognise signs of stress, hunger and disengagement, and to respond in ways that build trust rather than deepen the child’s sense of failure.<\/p>\n\n\n\n
The programme is aligned with the National Education Policy 2020, which emphasises foundational literacy and numeracy, holistic development and flexible, learner-centred approaches. It is also directly aligned with SDG Goal 4, which calls for inclusive and equitable quality education and lifelong learning opportunities for all.<\/p>\n\n\n\n
What distinguishes Mission Education from many education initiatives is its understanding that attendance and learning do not happen in isolation from everything else in a child’s life. The programme works with families and communities and not just children to build the conditions in which sustained learning becomes possible. Parents who understand the value of education and feel respected by the institution are more likely to keep their children enrolled through the seasonal, economic and social disruptions that rural life consistently produces.<\/p>\n\n\n\n
This is a programme designed for the long, slow, necessary work of educational equity that shows up in a child who stays in school through harvest season, who reaches Grade 8 with the foundational skills she was supposed to have by Grade 3, who grows up with a relationship to learning that no one thought to give her.<\/p>\n\n\n\n
Frequently Asked Questions (FAQs)<\/strong><\/h3>\n\n\n\nWhy do rural schools in India still struggle with basic infrastructure despite government schemes?<\/strong> <\/p>\n\n\n\nIndia has invested significantly in rural school infrastructure through schemes like Samagra Shiksha and the Swachh Bharat Mission, and progress has been real. However, the scale of need, combined with gaps in implementation, maintenance funding and last-mile delivery, means that many schools, particularly in remote districts, still lack reliable electricity, functional toilets and usable classrooms. Building infrastructure is one challenge. Maintaining it consistently over years is another.<\/p>\n\n\n\n
How does the lack of sanitation facilities affect girls’ education in rural India?<\/strong> <\/p>\n\n\n\nInadequate and unsafe toilet facilities are one of the most consistent drivers of dropout among adolescent girls in rural India. When a school has no private, functional toilet block for girls, managing menstruation becomes a reason to stay home, and repeated absences accumulate into academic gaps that make returning increasingly difficult. This is not a hygiene issue in isolation. It is an educational equity issue with a straightforward physical solution that has not been consistently prioritised.<\/p>\n\n\n\n
What cognitive challenges do rural children face that urban education policy often ignores?<\/strong> <\/p>\n\n\n\nRural children frequently arrive at school after completing labour, caregiving, or domestic responsibilities that urban children do not share. They may have had disrupted sleep, inadequate food or significant emotional stress before the school day begins. These factors directly affect concentration, working memory and emotional regulation \u2014 the very capacities that learning depends on. Education systems that evaluate all children by the same standards without accounting for these differences are not measuring learning. They are measuring circumstance.<\/p>\n\n\n\n
Why is teacher retention such a significant challenge in rural schools?<\/strong> <\/p>\n\n\n\nRural schools frequently offer inadequate housing, poor infrastructure, social isolation and high administrative workload with limited professional support. Teachers transferred to remote postings often seek reassignment at the earliest opportunity. The result is high turnover in exactly the schools that most need consistency and experience. Without stable teacher presence, schools cannot build the community relationships or continuity of instruction that sustained learning requires.<\/p>\n\n\n\n
How does hunger affect learning outcomes in rural classrooms?<\/strong> <\/p>\n\n\n\nHunger directly impairs cognitive function. Research consistently shows that food-insecure children have lower concentration, reduced memory retention and greater emotional dysregulation in classroom settings. For many rural children, the midday meal served at school is the most reliable food they receive in a day. When that meal is delayed, inadequate or absent, the learning losses are real and measurable. Nutrition is not separate from education \u2014 it is a precondition for it.<\/p>\n\n\n\n
What role do NGOs like Smile Foundation play in addressing rural education gaps?<\/strong> <\/p>\n\n\n\nNGOs with deep community presence and long-term programme commitments fill critical gaps that government systems cannot always reach. Smile Foundation’s Mission Education programme, for example, works in communities where formal schooling is inaccessible or inadequate, providing learning centres, nutritional support, health screenings and facilitator training. Crucially, these programmes work with families and communities and not just children to build the broader conditions that make sustained learning possible.<\/p>\n\n\n\n
What does Mission Education by Smile Foundation actually provide to children?<\/strong> <\/p>\n\n\n\nMission Education provides structured academic support, bridge learning for children who have fallen behind grade level, early childhood education, nutritional support, health and hygiene education and linkages to mobile healthcare services. It operates in urban slums, rural villages and remote communities across more than 27 states. The programme is aligned with NEP 2020 and SDG Goal 4, and is designed around the understanding that learning cannot happen unless the conditions surrounding it like safety, health, nutrition and community trust are also addressed.<\/p>\n\n\n\n
What will it take to achieve genuine educational equity in rural India?<\/strong> <\/p>\n\n\n\nGenuine educational equity requires durable investment in the basics \u2014 safe, well-maintained school buildings, reliable water and electricity, functional sanitation and stable teacher staffing. It also requires flexible learning systems that acknowledge the real conditions of rural children’s lives, including remedial support, community-based learning and programmes that engage families as partners. Most importantly, it requires a shift in how rural schools are valued \u2014 not as peripheral institutions expected to achieve more with less, but as the foundation of a fair society.<\/p>\n\n\n\n
Sources:
<\/strong>https:\/\/www.smilefoundationindia.org\/blog\/school-infrastructure-quality-education-india\/<\/a><\/p>\n\n\n\n
<\/figure>\n\n\n\nA teacher arrives after travelling from a nearby town on a road that becomes nearly unusable during the monsoon or they may not arrive at all. A child walks several kilometres to school in forty-degree heat. A girl may miss school every week because of household responsibilities or drop out altogether due to the distance and lack of toilet facilities. The midday meal supplies need counting. A classroom wall still carries damp patches from last season\u2019s rain. Some children trickle in late because they spent the morning fetching water, grazing goats or helping at home. Isn\u2019t the reality so uncomfortable?<\/p>\n\n\n\n
In many rural classrooms, even the most basic facilities<\/a> are still unreliable. Functional toilets, clean drinking water, steady electricity and usable classrooms are often far from guaranteed. Girls carry this burden most heavily. The lack of safe sanitation facilities pushes many adolescent girls out of school long before anyone notices and their absence is often a quiet response to humiliation and neglect.<\/p>\n\n\n\n A student who spends the morning carrying water buckets or caring for younger siblings, and then walks to school, does not enter the classroom with the same mental bandwidth as someone who sat down to breakfast and came in a car, a bus or a public transport. Yet schools expect both children to perform identically. One of the biggest failures in education policy is the refusal to acknowledge the emotional and cognitive burden many rural children carry into school every morning.<\/p>\n\n\n\n Children in low-income households often balance school with labour, caregiving and household responsibilities. Many study in cramped homes, with no quiet spaces and limited electricity. Sleep is irregular. <\/p>\n\n\n\n For migrant families, schooling becomes even more unstable. Children move between districts, languages and curricula. They arrive in classrooms where they may not fully understand the language of instruction. Labels like weak student, slow learner, poor performer enter the scenario when children struggle.<\/p>\n\n\n\n Rarely do systems ask whether the child ever had a fair chance to learn consistently in the first place.<\/p>\n\n\n\n Running a rural classroom every day requires an entire ecosystem to function under pressure. Water, electricity, teacher attendance, nutrition, transport, emotional safety and community trust are all critical to running it. Remove even one of these and learning begins to crack.<\/p>\n\n\n\n Together, they define the learning experience.<\/p>\n\n\n\n Rural schools need durable investment in the basics: safe buildings, reliable water supply, clean toilets, electricity and functional classrooms. <\/p>\n\n\n\n Teachers need support systems too\u2014decent housing in remote areas, less administrative pressure, training for multilingual and multi-grade classrooms and stable staffing that allows them to stay and grow with the communities they serve.<\/p>\n\n\n\n Learning systems also need to be built with flexibility. Remedial programmes, bridge learning spaces and community-based support are not short-term fixes. In many rural areas, they are what keep children connected to learning, day after day.<\/p>\n\n\n\n Partnerships between governments, non-profits, local communities and CSR initiatives can play an important role in strengthening these systems. But the priority must remain continuity, not visibility.<\/p>\n\n\n\n But the challenge does not end at the classroom door. Many rural students who manage to complete school and earn college degrees still struggle to find stable employment. Schooling must prepare students for meaningful economic participation, especially in regions where opportunity remains uneven.<\/p>\n\n\n\n A rural classroom survives because teachers, children and families spend enormous energy compensating for gaps in the system. Teachers improvise around limited resources. Parents continue sending children to school despite economic strain in the hope of a better future. Children adapt to instability with far more resilience than they should ever have to carry.<\/p>\n\n\n\n If India is serious about educational equity, it must stop treating rural schools as peripheral institutions expected to achieve more with less. Learning outcomes are built through stable systems that allow children to attend school regularly, safely and with dignity.<\/p>\n\n\n\n Understanding that a rural classroom cannot run on pedagogy alone, Smile Foundation built Mission Education around something more fundamental: the recognition that a child cannot learn if she is hungry, unsafe, unwell or simply absent.<\/p>\n\n\n\n Mission Education is Smile Foundation’s flagship education programme<\/a>, operating across urban slums, rural villages and remote communities in over 27 states. It works with children who are out of school, at risk of dropping out or receiving an education so inadequate that it offers little real pathway forward. The programme does not treat these children as exceptions to be managed. It treats them as the centre of a system that needs to be rebuilt around their actual lives.<\/p>\n\n\n\n The programme establishes learning centres in communities where formal schooling is either inaccessible or insufficient. These centres provide structured academic support, bridge learning for children who have fallen behind and early childhood education for those who have never been to school at all. Facilitators are trained to work across mixed-age groups and different learning levels which is a direct response to the multi-grade reality that defines most rural classrooms.<\/p>\n\n\n\n Nutrition is embedded into the programme’s design, not treated as a separate welfare function. Smile Foundation recognises what the research confirms: that hunger and learning are inseparable. Children who attend Mission Education centres receive nutritional support as part of their daily programme, directly addressing the concentration and memory deficits that food insecurity produces in the classroom.<\/p>\n\n\n\n Health and wellness are equally integrated. Regular health screenings, hygiene education and linkages to Smile Foundation’s Smile on Wheels mobile healthcare units mean that children in Mission Education communities receive the kind of basic health support that should be a given in any educational setting but is rarely available in the communities where they live.<\/p>\n\n\n\n For girls specifically, Mission Education prioritises the conditions that make continued education possible. Safe learning environments, age-appropriate health education, community engagement with families and support for adolescent girls navigating the competing pressures of household responsibilities and schooling all form part of the programme’s design. The premise is straightforward: a girl who feels safe, supported and seen in her learning environment is far more likely to stay in school.<\/p>\n\n\n\n Teacher and facilitator capacity is another deliberate focus. Mission Education invests in training its educators not just in academic content but in the social and emotional dimensions of working with children who carry significant burdens into the classroom. Facilitators are trained to recognise signs of stress, hunger and disengagement, and to respond in ways that build trust rather than deepen the child’s sense of failure.<\/p>\n\n\n\n The programme is aligned with the National Education Policy 2020, which emphasises foundational literacy and numeracy, holistic development and flexible, learner-centred approaches. It is also directly aligned with SDG Goal 4, which calls for inclusive and equitable quality education and lifelong learning opportunities for all.<\/p>\n\n\n\n What distinguishes Mission Education from many education initiatives is its understanding that attendance and learning do not happen in isolation from everything else in a child’s life. The programme works with families and communities and not just children to build the conditions in which sustained learning becomes possible. Parents who understand the value of education and feel respected by the institution are more likely to keep their children enrolled through the seasonal, economic and social disruptions that rural life consistently produces.<\/p>\n\n\n\n This is a programme designed for the long, slow, necessary work of educational equity that shows up in a child who stays in school through harvest season, who reaches Grade 8 with the foundational skills she was supposed to have by Grade 3, who grows up with a relationship to learning that no one thought to give her.<\/p>\n\n\n\n Why do rural schools in India still struggle with basic infrastructure despite government schemes?<\/strong> <\/p>\n\n\n\n India has invested significantly in rural school infrastructure through schemes like Samagra Shiksha and the Swachh Bharat Mission, and progress has been real. However, the scale of need, combined with gaps in implementation, maintenance funding and last-mile delivery, means that many schools, particularly in remote districts, still lack reliable electricity, functional toilets and usable classrooms. Building infrastructure is one challenge. Maintaining it consistently over years is another.<\/p>\n\n\n\n How does the lack of sanitation facilities affect girls’ education in rural India?<\/strong> <\/p>\n\n\n\n Inadequate and unsafe toilet facilities are one of the most consistent drivers of dropout among adolescent girls in rural India. When a school has no private, functional toilet block for girls, managing menstruation becomes a reason to stay home, and repeated absences accumulate into academic gaps that make returning increasingly difficult. This is not a hygiene issue in isolation. It is an educational equity issue with a straightforward physical solution that has not been consistently prioritised.<\/p>\n\n\n\n What cognitive challenges do rural children face that urban education policy often ignores?<\/strong> <\/p>\n\n\n\n Rural children frequently arrive at school after completing labour, caregiving, or domestic responsibilities that urban children do not share. They may have had disrupted sleep, inadequate food or significant emotional stress before the school day begins. These factors directly affect concentration, working memory and emotional regulation \u2014 the very capacities that learning depends on. Education systems that evaluate all children by the same standards without accounting for these differences are not measuring learning. They are measuring circumstance.<\/p>\n\n\n\n Why is teacher retention such a significant challenge in rural schools?<\/strong> <\/p>\n\n\n\n Rural schools frequently offer inadequate housing, poor infrastructure, social isolation and high administrative workload with limited professional support. Teachers transferred to remote postings often seek reassignment at the earliest opportunity. The result is high turnover in exactly the schools that most need consistency and experience. Without stable teacher presence, schools cannot build the community relationships or continuity of instruction that sustained learning requires.<\/p>\n\n\n\n How does hunger affect learning outcomes in rural classrooms?<\/strong> <\/p>\n\n\n\n Hunger directly impairs cognitive function. Research consistently shows that food-insecure children have lower concentration, reduced memory retention and greater emotional dysregulation in classroom settings. For many rural children, the midday meal served at school is the most reliable food they receive in a day. When that meal is delayed, inadequate or absent, the learning losses are real and measurable. Nutrition is not separate from education \u2014 it is a precondition for it.<\/p>\n\n\n\n What role do NGOs like Smile Foundation play in addressing rural education gaps?<\/strong> <\/p>\n\n\n\n NGOs with deep community presence and long-term programme commitments fill critical gaps that government systems cannot always reach. Smile Foundation’s Mission Education programme, for example, works in communities where formal schooling is inaccessible or inadequate, providing learning centres, nutritional support, health screenings and facilitator training. Crucially, these programmes work with families and communities and not just children to build the broader conditions that make sustained learning possible.<\/p>\n\n\n\n What does Mission Education by Smile Foundation actually provide to children?<\/strong> <\/p>\n\n\n\n Mission Education provides structured academic support, bridge learning for children who have fallen behind grade level, early childhood education, nutritional support, health and hygiene education and linkages to mobile healthcare services. It operates in urban slums, rural villages and remote communities across more than 27 states. The programme is aligned with NEP 2020 and SDG Goal 4, and is designed around the understanding that learning cannot happen unless the conditions surrounding it like safety, health, nutrition and community trust are also addressed.<\/p>\n\n\n\n What will it take to achieve genuine educational equity in rural India?<\/strong> <\/p>\n\n\n\n Genuine educational equity requires durable investment in the basics \u2014 safe, well-maintained school buildings, reliable water and electricity, functional sanitation and stable teacher staffing. It also requires flexible learning systems that acknowledge the real conditions of rural children’s lives, including remedial support, community-based learning and programmes that engage families as partners. Most importantly, it requires a shift in how rural schools are valued \u2014 not as peripheral institutions expected to achieve more with less, but as the foundation of a fair society.<\/p>\n\n\n\n Sources:The Mental Load Rural Children Carry<\/strong> in a Rural Classroom<\/strong><\/h2>\n\n\n\n
<\/figure>\n\n\n\nWhat Actually Keeps a Rural Classroom Running<\/strong><\/h3>\n\n\n\n
<\/figure>\n\n\n\n\n
What Serious Investment Would Look Like<\/strong><\/h3>\n\n\n\n
A Rural Classroom Held Together Every Day<\/strong><\/h3>\n\n\n\n
<\/figure>\n\n\n\nHow Smile Foundation’s Mission Education Is Addressing the Gap<\/strong><\/h3>\n\n\n\n
<\/figure>\n\n\n\nFrequently Asked Questions (FAQs)<\/strong><\/h3>\n\n\n\n
<\/strong>https:\/\/www.smilefoundationindia.org\/blog\/school-infrastructure-quality-education-india\/<\/a><\/p>\n\n\n\n