(From the forthcoming book: From the Principal’s Desk – A Journey of Lessons)
Dr Arun Prakash
At SAI International School, we decided to send children on an international trip, and we chose Singapore—a vibrant city that has transformed itself from one of the most corrupt places in the world to one of the best-governed states. What’s fascinating about Singapore is that it runs on meritocracy—nothing but merit matters. It’s a perfect example of how good governance, clear values, and shared expectations can lead to extraordinary results.
There were several reasons for selecting Singapore. First, it’s relatively close, with only a few hours of flight time. Second, it wasn’t too costly because we had a trusted tour operator who promised an excellent experience. This was the first international trip for many of the children, and we wanted it to be memorable. The added bonus of great shopping and the presence of a large Indian diaspora, with plenty of Indian restaurants serving familiar cuisine, made the choice even easier.
Seats filled up in no time, and we had to stop taking further entries. Around 75 students from classes six and above were eager to go—it was a great start!
Now came the challenging part: Who would accompany the children? Every educator knows how difficult it is to manage teenagers, especially when they are away from home for the first time, filled with excitement to be with their friends. It’s no less than a nightmare! Until those children are safely back in their parents’ arms, no one can rest easy. Today, we have better communication, multiple flight options, and instant money transfers, but this was 15 years ago. The school was relatively new, and so were the teachers. We didn’t want to take any chances.
Though we had capable and experienced teachers, it was the first time, and we didn’t want to leave anything to chance. We decided that the senior team would take responsibility for this inaugural trip and set an example for others to follow. Dr B.K. Sahoo, our chairman, his wife and trustee Dr Shilpi Sahoo, I as the principal, and my wife Mridula all decided to accompany the children. Of course, our 8-year-old daughter came along too—after all, where else could she stay?
Everything went smoothly, and on the day of departure, we all assembled at Bhubaneswar airport. The scene was typical of any big school trip: proud parents, anxious mothers, and grandmothers reminding the children to eat properly. There was a mix of excitement, nervousness, and happiness. We lined the children up, assigned them special numbers, and prepared to enter the terminal.
As we approached the gate, something small but quite significant happened. The children, as expected, were buzzing with excitement, and it was challenging to keep them calm. At one point, a student, after showing his ID, paused for just a moment too long, and the security guard impatiently nudged him forward a bit too harshly. Dr B.K. Sahoo, who was nearby, immediately intervened. He told the security guard, “Don’t push. You can ask him politely to move forward. He deserves respect. Who knows? Tomorrow, he might be the Director General of your force, CISF.”
This incident may seem minor, but it carries a profound message. Children should be treated with respect and dignity because they are the future leaders of society. Dr Sahoo had a clear vision: our school was not just producing students—it was grooming future leaders, entrepreneurs, administrators, and change-makers. These children should be nurtured like leaders from the very beginning, and that means treating them with the care and respect that their future roles demand.
This shared belief became the backbone of how we treated every child. It wasn’t just an idea that remained at the top—it trickled down to every level, from the teachers to the support staff. The result? Our students thrived. They grew into young leaders who are now spread across the world, contributing to society in meaningful ways, whether in terms of happiness, wealth creation, social responsibility, or progress toward the sustainable development goals.
One of the most valuable lessons I’ve learned is that value-based actions lead to outstanding results. However, these values must be shared and understood by everyone in the system. The strength of an institution isn’t just in its academic results—it shows in the smallest actions. How a security guard treats a child can set the tone for future interactions. When we treat children with dignity, we instil in them the values of respect, empathy, and self-worth.
This lesson reminds me of the time I was sent to set up a new branch of DPS in Bongaigaon, Assam. I was accompanied by Major General K.N. Sardana, AVSM, VSM, Principal of DPS Mathura Road and a veteran of the Army Education Corps. He had previously headed prestigious institutions like the Rashtriya Indian Military College (RIMC) in Dehradun. Major General Sardana wasn’t part of the core team setting up the school, but he joined me for a final round of discussions with parents and local authorities before I took up the role of founder principal.
During this visit, Major General Sardana shared some deeply insightful thoughts about leadership, especially from his experience with the Army’s training philosophy. The Indian Army places great emphasis on Officer-Like Qualities (OLQs), a set of 15 traits that define what makes an officer capable of leadership under extreme circumstances. These qualities include effective intelligence, social adaptability, responsibility, reasoning ability, initiative, self-confidence, courage, determination, and stamina, among others. These aren’t just skills—they are the backbone of leadership.
General Sardana explained how at RIMC, he wanted the boys, aged 12 to 18, to polish their own shoes. For him, it was about instilling the dignity of work and ensuring that these future officers understood responsibility at a granular level. However, the Army’s philosophy differed. They believed that if these boys were being groomed to be officers, they should be treated like officers from the beginning. They were expected to lead men into battle, possibly making the ultimate sacrifice for their country. The Army felt that by treating them as officers-in-training, they would come to understand the immense care and respect society and the Army were investing in them.
Eventually, General Sardana had to align with the Army’s perspective, but the lesson was clear. If we want children to become something, we must raise them accordingly. Just as the Army shaped its cadets by expecting them to grow into officers, schools must raise children with the expectation that they will become the leaders of tomorrow. If we don’t believe in their potential, it becomes difficult for them to achieve success. Belief is the cornerstone of transformation. Only when we truly believe that something is possible, do we work toward it with full conviction. If we doubt, it’s unlikely that the goal will be achieved. And even if it is, it may be because of someone else’s belief in the same goal—someone who helped drive that success, whether directly or indirectly.
In today’s world, where shortcuts to success seem tempting, real, lasting success still comes from hard work, perseverance, and a strong foundation of values. Just like in football, where a single kick can change the course of a game, that one kick isn’t a random stroke of luck—it’s the result of years of practice, dedication, and discipline.
The lesson here is not just about leadership but about expectation. What we expect from our students, and the values we uphold for them, shape the path they walk. If we want them to grow into leaders, we must raise them with Officer-Like Qualities, instilling a sense of responsibility, self-discipline, and confidence. We must show them through our actions what leadership looks like.
In this context, thinking critically becomes an essential skill we must help our students develop. Leadership isn’t just about following orders—it’s about making sound decisions in difficult situations. While we may teach them values, it’s equally important to equip them with the ability to assess situations, question assumptions, and make informed choices. These skills, combined with values like courage and determination, shape well-rounded individuals who can navigate complexities with integrity.
By grounding our schools in shared values and high expectations, we create an environment where students are not just taught to succeed—they are empowered to lead with responsibility, empathy, and a clear sense of purpose. These are the qualities that ensure long-lasting success—not just for the students, but for society.
