Seth Anandram Jaipuria School Lucknow

The Indian school turning the first hour of every day into a living laboratory for emotional wellbeing

Seth Anandram Jaipuria School, an independent kindergarten, primary and secondary school in Lucknow, Uttar Pradesh, India, is ingraining healthy living in the learning environment by dedicating the first hour of every school day to emotional wellbeing, reflection, dialogue, mindfulness, and collective human connection through a transformative initiative known as Project Alchemy. In India’s highly competitive academic culture, where examination performance and external expectations often dominate school life, students can struggle to find safe spaces to reflect, express vulnerability, question social pressures, and develop emotional resilience alongside academic success, leaving many with no way to prioritise their mental wellbeing.

Instead of treating mental health as a one-time campaign or only offering support when problems arise, the school changed its daily routine to focus on the balance of “head, heart, and hand” through Project Alchemy. Every morning, students, teachers, administrators, and leaders join together for a 45-minute to one-hour assembly. The school calls this time a morning mental reset.

Each session starts with guided mindfulness and music chosen to help students transition from distraction to presence. Unlike traditional assemblies that focus on announcements or discipline, Project Alchemy acts as a space for students to practice emotional regulation, reflective thinking, empathy, ethical awareness, and social understanding.

To get the learners engaging, teachers share a prompt, such as a video, image, quote, case study, poem, or current event, as a trigger. This is followed by guided questions and open discussions led by both teachers and students. Teachers make sure students feel comfortable questioning assumptions, challenging social norms, expressing doubts, and listening to different viewpoints. These conversations cover topics that are often hard to discuss in schools, like stress, rejection, body image, obsessive behaviour, loneliness, social pressure, gender identity, the LGBTQ community, artificial intelligence, privilege, conflict, environmental responsibility, and mental wellbeing. This structured approach helps students learn how to think, not just what to think.

The programme is adjusted for different age groups to ensure everyone feels safe and can take part in a meaningful way. Younger students have their own assemblies, while older students join larger assemblies or classroom discussions with the help of technology. Over time, Project Alchemy has grown from being led by teachers to a more student-driven culture, where students suggest topics, volunteer to lead sessions, and guide the conversations themselves.

Teachers are key facilitators, offering reflection, emotional support, and group learning. Each teacher takes turns leading assemblies and designs sessions that fit with the school’s overall wellbeing philosophy.

The school’s focus on emotional and ethical growth also affects families and the wider community. Parents often notice changes in how students communicate, question social norms, and get involved with community issues. Students are bringing these conversations home, helping to build a culture of empathy, reflection, and open dialogue beyond the school.

Project Alchemy’s impact can be seen both emotionally and in the school’s culture. Since 2016, the school has held over 1,800 assembly sessions. Nearly 85% of students say their mental wellbeing has improved, and 77% feel a stronger sense of belonging and confidence in sharing their ideas. More than 83% have become more aware of social and environmental issues.

Over 95% of teachers report a healthy and positive environment, and 88.4% credit Project Alchemy for improving wellbeing and emotional balance at school. The school also earned a Diamond rating in the QS I-GAUGE evaluation, with 92.5% of students satisfied with mental health and wellbeing support.

In T4 Education’s Best Schools to Work programme, which independently assesses schools’ working environment and culture, the school earned Platinum status, an NPS score of 81.8, and an overall rating of 95.2.

Project Alchemy has gained recognition from international education groups like the UN Sustainable Development Solutions Network and Round Square. These organisations described the assemblies as “an everyday adventure” that nurtures empathy, responsibility, and engagement with real-world issues.