In a powerful example of how personal adversity can inspire lasting social change, Satyendra Pal, a resident of Uttar Pradesh’s Badaun district, has transformed the lives of hundreds of underprivileged children by setting up an informal school beneath a flyover in Delhi’s Yamuna Khadar.
Forced to abandon his own education after completing Class 12 in 2012 to support his family’s farming livelihood, Satyendra later found purpose through the teachings of Dr B.R. Ambedkar and Buddhism, which reinforced his belief that education is the strongest tool for breaking the cycle of poverty and exclusion.
After moving to Delhi in 2015, he realised that many children in the Y.K. Jhuggi Camp were unable to attend the nearest government school because it was two kilometres away and required crossing busy roads, while their parents, occupied with daily wage work, could not accompany them.
In response, he founded Panchsheel Shikshan Sansthan, a community-run school that now provides free or pay-as-you-can education to children from Classes 1 to 10.
While there are no official statements attached to his initiative, his work continues to highlight the importance of community-led solutions in bridging educational gaps for India’s most vulnerable children.
A Classroom Within Reach
For Satyendra Pal, the struggle for education was deeply personal long before it became a mission for others. Growing up in Badaun, Uttar Pradesh, he completed his Class 12 examinations in 2012 with hopes of continuing his studies.
However, financial realities intervened. At his father’s request, he left education behind to join the family’s farming work, a decision driven by necessity rather than choice. Although he accepted the responsibility, the experience left a lasting impression of what it means to lose opportunities despite having the ability to succeed.
A turning point came in 2013 when Satyendra attended a course on Buddhism and the teachings of Dr B.R. Ambedkar at the Nagarjuna Training Institute in Nagpur. The programme reshaped his understanding of social justice and the transformative role of education. Inspired by Ambedkar’s belief that education empowers communities to challenge inequality, Satyendra resolved that if he could not reclaim his own lost education, he could ensure that others did not face the same fate.
When he moved to Delhi in December 2015 and settled in the Y.K. Jhuggi Camp in Yamuna Khadar, he noticed a harsh reality unfolding around him. Dozens of children spent their days at home instead of attending school.
The nearest government school, though technically accessible, was two kilometres away and required young children to cross congested roads. Most parents worked long hours in nearby fields or as daily wage labourers and simply could not escort them every day. As a result, many children never entered a classroom despite the existence of public education facilities.
Rather than accepting the situation as inevitable, Satyendra chose to create an alternative. He started Panchsheel Shikshan Sansthan with only a handful of students, converting an open space beneath a flyover slab into a functioning classroom.
A small thatched hut was later added to accommodate younger children. Without waiting for institutional support, he began teaching mathematics, English and science across Classes 1 to 10, conducting classes seven days a week. Families contributed according to their means, but no child was denied education because of an inability to pay.
Growing Community Impact
What began as a modest community initiative gradually evolved into a lifeline for children who had slipped through the cracks of the education system. The informal school’s accessibility became its greatest strength. Unlike distant institutions that presented logistical challenges, Satyendra’s classroom existed within walking distance of the children’s homes, making regular attendance possible.
His efforts became even more significant during the COVID-19 pandemic. As schools across the country shifted to online learning, thousands of children from economically weaker families struggled because they lacked smartphones, internet access or digital devices.
For children living in informal settlements, virtual classrooms remained largely out of reach. Satyendra’s school became one of the few spaces where learning could continue in some form, and student enrolment increased as children from neighbouring settlements also began attending.
Despite limited resources, the initiative continued to function through dedication rather than infrastructure. The image of a mathematics graduate teaching beneath a concrete flyover became symbolic of resilience and community action. It demonstrated that while physical classrooms and formal systems are essential, meaningful education also depends on individuals willing to bridge the gap where institutions cannot immediately respond.
Although the initiative has not been accompanied by formal government statements or institutional recognition highlighted in public reports, it reflects broader concerns repeatedly acknowledged by education experts that physical access, socio-economic barriers and family circumstances continue to prevent many children from receiving quality education.
Government schools may exist, but for many vulnerable communities, practical obstacles such as distance, transport and parental work commitments remain significant challenges. Satyendra’s work addresses precisely these everyday barriers by bringing education directly into the community.
His journey also serves as a reminder that educational inequality is not always caused by a lack of schools. Often, it stems from circumstances that make attending those schools impossible. By understanding these realities from lived experience, Satyendra created a solution rooted in empathy rather than charity, empowering children through consistent learning and encouragement.
The Logical Indian’s Perspective
Satyendra Pal’s story is a compelling reminder that meaningful social change often begins with ordinary people refusing to accept inequality as inevitable. While governments play the primary role in guaranteeing every child’s right to education, community initiatives like Panchsheel Shikshan Sansthan demonstrate how citizens can complement public systems by responding to local realities with compassion and determination. His classroom beneath a flyover is not merely an inspiring symbol; it is also a reflection of the barriers that still prevent many children from accessing education despite constitutional guarantees and public welfare programmes.
Also read: Indian Railways Brings Free Menstrual Hygiene Access to 175 Stations with 500 Smart Vending Machines
