Building a safe, supportive and inclusive boarding environment through everyday care, structured wellbeing programmes and a strong partnership between students, staff and families.
PUNE, MAHARASHTRA, INDIA — Vishwashanti Gurukul World School (VGWS), an IB Continuum World School offering PYP, MYP, DP and CP from its residential campus in Pune, has continued to strengthen its approach to student and staff wellbeing through its Wellbeing and Inclusion Department.
At the heart of this work is Dr. Abhiruchi Udayan, Head – Wellbeing and Inclusion, whose work brings together counselling, special education, adolescent development, staff wellbeing and parent engagement.
With a PhD in Stress Management & Coping Skills, an MSc in Counselling and Therapies, a Master’s in Labour Laws & Personnel Management, a PGDHRM, and postgraduate qualifications in Adolescent Psychology, Cyber Psychology, Neuroscience Coaching, Art Therapy, Autism Management and Neuro-Linguistic Programming, Dr. Abhiruchi brings a multidisciplinary perspective to wellbeing.
What stands out in her work, however, is not simply the range of qualifications, but the way she uses that learning in everyday school life—to make conversations around mental health, behaviour, inclusion, adolescence and emotional wellbeing more accessible to students, parents and educators.
About VGWS
VGWS’s residential setting brings together students, teachers, house parents, wardens, counsellors and families in a close-knit community. In such an environment, wellbeing cannot remain the responsibility of one department.
The school’s Wellbeing and Inclusion Department works closely with academic and residential teams to create systems of support for students, while also helping teachers and parents understand the changing emotional and behavioural needs of children and adolescents.
Dr. Abhiruchi’s role is therefore not limited to individual counselling. She works across the school to connect student support, inclusion, life skills, parent education, staff development and safeguarding.
The larger objective is to create an environment where asking for help is normal, concerns are noticed early and students are supported with both care and accountability.
Department Leadership
Dr. Abhiruchi Udayan’s professional journey brings together psychology, counselling, special education, human resources and organisational wellbeing.
Her PhD in Stress Management & Coping Skills and her postgraduate training across counselling, adolescent psychology, cyberpsychology, neuroscience coaching, art therapy and autism management have helped shape a broad understanding of the different factors that influence a child’s wellbeing.
She brings this perspective to VGWS through counselling, student interventions, parent conversations, staff training, life-skills education, inclusion and wellbeing initiatives.
Her work also extends beyond the school community. Through parent education, adolescent awareness programmes, professional development and conversations around mental health and child safety, she seeks to make psychological understanding more accessible to families and educators.
For Dr. Abhiruchi, wellbeing is not about removing every difficulty from a child’s life. It is about helping children develop the understanding, confidence and support systems they need to navigate those difficulties.
How VGWS Structures Wellness Across Boarding Life
Rather than treating wellbeing as a single activity or an occasional intervention, VGWS has developed recurring programmes and initiatives across emotional awareness, behavioural guidance, physical wellness, inclusion, adolescent health and child safety.
Dr. Abhiruchi works with the wider school team to plan and support many of these initiatives, while teachers, house parents, wardens and other staff play an equally important role in taking the work into everyday school and boarding life.
1. Emotional Wellness
| Focus | Programme / Activity |
| Ongoing emotional awareness | Student- and parent-facing conversations around recognising emotions, understanding behaviour and noticing what children may not always express openly. |
| Structured parent webinars | Jigyasa Webinar Series covering adolescent mental health, the teenage brain, digital wellbeing, parenting teenagers and related concerns |
| Life-skills reinforcement | Student activities such as the Habit Auction, encouraging students to reflect on their habits, choices and personal responsibility. |
| Emotional intelligence education | Sessions such as “Mending the Inner Compass”, helping students understand emotional intelligence as an everyday life skill. |
A significant part of Dr. Abhiruchi’s work is creating spaces where difficult conversations become easier to have—whether that conversation is with a student, parent or teacher.
2. Behavioural Guidance & Digital-Age Parenting
| Focus | Programme / Activity |
| Adolescent development | Jigyasa sessions such as “Parenting Made Simple”, helping parents understand the teenage brain and changing adolescent behaviour. |
| Digital behaviour & cyber safety | Digital parenting and cyberpsychology sessions focused on children’s online lives and responsible technology use. |
| Substance-free culture | Student awareness initiatives supporting a healthy, substance-free boarding environment. |
| Safeguarding | Child-safety awareness aligned with the school’s safeguarding framework and India’s POCSO requirements. |
Her approach is often to help adults look beyond the behaviour itself and understand what may be driving it. This allows discipline, counselling and student support to work together rather than operate separately.
3. Physical & Mental Wellness
| Focus | Programme / Activity |
| Movement & mindfulness | Yoga, movement and mindfulness incorporated into boarding and activity routines. |
| Experiential wellbeing | Night camps and outdoor adventure experiences that encourage resilience, teamwork and independence. |
| Cultural & recreational outings | Boarding outings and visits that give students opportunities to step away from academic routines and experience the world beyond the classroom. |
Wellbeing, in this approach, is not limited to conversations about mental health. Rest, movement, friendships, recreation, creativity and meaningful experiences are all part of a healthy residential life.
4. Inclusion & Community Values
| Focus | Programme / Activity |
| Inclusive education | Participation in platforms such as the World Inclusion Conference (WIC 2026) and continued work around inclusive practices. |
| Family connection for boarders | International Day of Families and other initiatives that help students living away from home maintain a sense of connection. |
| Values & empathy building | Community-service experiences, including old-age-home visits, encouraging empathy, gratitude and social responsibility. |
Dr. Abhiruchi’s work in this area brings together her experience in counselling and special education, with an emphasis on seeing each student as an individual with different strengths, needs and ways of learning.
5. Adolescent Health & Life Education
| Focus | Programme / Activity |
| Puberty, sex education & digital-safety awareness | Sessions for MYP 1–3 students on puberty, sex education and pornography awareness, conducted in partnership with NGO Prayas and organised separately for boys and girls. |
These sessions are designed as facilitated conversations rather than one-way lectures.
Students are given a safe, age-appropriate space to ask questions that they may otherwise hesitate to discuss. Dr. Abhiruchi’s role is to ensure that these conversations remain respectful, developmentally appropriate and grounded in psychological understanding.
The intention is not simply to provide information, but to help young people make safer and more informed choices.
Student-Led Wellbeing Governance
VGWS also recognises that students themselves have an important role to play in creating a positive wellbeing culture.
The school’s Student Well-Being Council provides students with an opportunity to contribute to conversations around wellbeing and peer support.
The council is headed by student leader Master Rudraksh Verma, reflecting the school’s belief that wellbeing should not only be something adults provide for students—it should also be something students learn to contribute to within their community.
Student Voice & Staff Accountability
For boarding students, maintaining a strong connection with family remains an important part of wellbeing.
VGWS facilitates daily parent phone calls and weekly video calls, along with individual parent interactions and regular opportunities for families to remain connected with their children.
Buddy programmes, weekend activities and outings also provide students with opportunities to develop friendships and a sense of belonging within the boarding community.
At the same time, Dr. Abhiruchi’s work extends to the adults who work with students every day.
Through the school’s INSET programme, she has contributed to sessions such as “From Transactions to Trust” on parent interactions, classroom and behaviour management, POSH awareness, and professional reflection and growth.
The underlying belief is simple: when adults feel supported, understood and better equipped, they are better placed to support children.
Leadership Perspective
“Wellbeing is not about making a child’s journey free from challenges. It is about making sure that when a child faces a challenge, there is someone who notices, someone who listens and someone who helps them find a way forward.
At school, we are privileged to be part of that journey. My role is to bring together psychological understanding, compassion and practical support—but the real work happens when counselors, teachers, house parents, families and students work together.”
— Dr. Abhiruchi Udayan, Head – Wellbeing and Inclusion, Vishwashanti Gurukul World School
The Work Beyond the Title
For Dr. Abhiruchi, the work often extends beyond formal programmes and scheduled sessions.
It may be a conversation with a student who is struggling to settle into boarding life, a parent who needs help understanding a child’s behaviour, a teacher trying to respond to a difficult classroom situation, or a colleague who simply needs someone to listen.
Her work is rooted in the belief that psychological support should not feel distant or clinical. It should be approachable, respectful and part of everyday school life.
Through VGWS, she continues to bring these principles into the school community while also contributing to wider conversations around adolescent wellbeing, inclusion, mental health awareness, parenting and education.
The strength of this work, however, lies in the collective effort around it.
A counsellor can begin a conversation. A teacher can notice a change. A house parent can provide comfort. A parent can listen. A student can reach out to a friend. And together, these small acts can create a much safer and kinder environment for children to grow.
Frequently Asked Questions
Who oversees student emotional and behavioural wellbeing at Vishwashanti Gurukul World School?
Dr. Abhiruchi Udayan, Head – Wellbeing and Inclusion, leads the school’s wellbeing work, supported by counsellors, special educators, teachers, residential staff and school leadership.
What does Dr. Abhiruchi bring to VGWS?
Her work brings together counselling, stress management, adolescent psychology, special education, cyberpsychology, staff wellbeing and parent education. Her multidisciplinary background allows her to approach student wellbeing from both psychological and educational perspectives.
What programmes does VGWS run for boarding student wellbeing?
The school runs initiatives including the Jigyasa parent webinar series, life-skills activities, digital parenting and cyber-safety sessions, student wellbeing programmes, community experiences, counselling support and adolescent health education.
How does VGWS support boarding students’ connection with their families?
The school facilitates daily phone calls, weekly video calls, parent interactions, family-focused programmes, buddy activities and weekend outings to help students maintain meaningful connections while living on campus.
Does VGWS focus on staff wellbeing too?
Yes. The Wellbeing and Inclusion Department also contributes to staff development through INSET sessions on parent communication, classroom and behaviour management, POSH awareness, professional reflection and building healthier relationships within the school community.
Does VGWS provide age-appropriate adolescent health education?
Yes. VGWS works with Prayas to conduct age-appropriate sessions for MYP 1–3 students around puberty, sex education, personal safety and pornography awareness, with separate sessions for boys and girls.
Do VGWS students have a voice in wellbeing?
Yes. Through the Student Well-Being Council and other student-led initiatives, students are encouraged to participate in building a positive and supportive campus culture.
Media Contact
Vishwashanti Gurukul World School, Pune, Maharashtra, India
Website: www.mitgurukul.com | Email: admissions@mitgurukul.com | Phone: 7897894804
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