For 20 years, this man has taught underprivileged children under Yamuna Bank bridge

What has Rajesh Sharma been doing under the Yamuna Bank bridge since 2006?

Since 2006, Rajesh Sharma has provided free education to children whose families could not easily afford formal schooling. His classroom operates beneath a bridge near Yamuna Bank, where the ground serves as the floor and the bridge protects students from rain and harsh sunlight. The work began after he noticed children from poor families working at a construction site.

Rajesh first taught two children under a eucalyptus tree. He later cleared a pit, spread soil over it and began lessons without charging fees. When floods forced a move in 2009, he found space under a flyover. Other teachers eventually joined as unpaid volunteers.

The classroom continues to serve children who study maths, English and other subjects there. Some former students have become doctors, engineers and teachers. Rajesh says his time is his biggest sacrifice, but believes the education he invests in keeps growing.

What is an informal school, and how is this classroom different from a conventional school?

An informal school provides organised learning without the buildings, fees or formal structure usually associated with conventional schools. It matters because children facing poverty may still need a safe, accessible place to study before they can enter or continue in formal education. Rajesh’s school grew from that practical need.

The classroom began under a tree and later moved beneath a flyover after a flood. Its setting is simple. The ground is the floor, the bridge is the roof and walls double as blackboards. Rajesh teaches without charging fees, while other teachers volunteer their time without salaries. The school also accepts supplies instead of cash.

This arrangement is not presented as a replacement for every formal school. Rather, it keeps children learning despite difficult circumstances and helps some move into formal schools. Its continuing lessons show how community effort can create education where conventional facilities are unavailable.

How many children has the initiative reached, and how many did Rajesh help enter formal schools?

Rajesh’s initiative expanded far beyond its original scale. He began with two children in 2006, but within two to three years, around 140 children were attending. That growth shows how strongly families needed a free and nearby learning option. The classroom became a community school rather than a one-person effort.

Rajesh did more than teach lessons at the bridge. He helped 70 children gain admission to formal schools. This was a key mechanism in extending their education, because the informal classroom could connect children who had been excluded from regular schooling with formal institutions. Other teachers later joined him as volunteers.

The article also describes the initiative as having helped hundreds continue their education over two decades. Its reach is therefore both immediate and long-term. Some former students became doctors, engineers and teachers, showing what sustained support can make possible.

Why do children from labourers' families sometimes miss out on formal education?

Children from labourers’ families can miss formal education when household finances are too limited to cover the costs connected with schooling. The article describes parents working as labourers, car cleaners, metro cleaners, domestic workers and in other low-paying jobs. Their families may live in makeshift homes where even basic facilities are limited.

The problem can also involve children’s immediate circumstances. Rajesh first met children working at a construction site near Yamuna Bank. One parent explained that the children could attend school if someone was willing to teach them. Rajesh removed fees from the equation by offering free lessons and later helping some children enter formal schools.

These barriers can interrupt education before children reach their ambitions. Yet the students still dream of becoming police officers, soldiers, teachers, doctors and engineers. A nearby, free classroom gives them a practical way to keep learning while their families face financial hardship.

What happens to children's future opportunities when they receive sustained schooling despite financial hardship?

Sustained schooling protects children from having poverty permanently narrow their choices. It gives them continuing lessons, preparation and a route into formal education. That matters because financial hardship can otherwise interrupt education, even when children have clear ambitions and ability.

The classroom provides this continuity through free teaching and support with formal-school admission. Rajesh helped 70 children enter formal schools after teaching them at the bridge. Amrita studied there around 16 years ago, later cleared the BPSC examination and became a government school teacher in Bihar. Her experience shows how early educational support can connect to a professional future.

The results extend beyond one child. Former students have also become doctors and engineers. Their progress demonstrates that sustained learning can create opportunities far beyond the classroom and may inspire other children to continue studying. The school therefore offers not only lessons, but a route toward futures their circumstances might otherwise limit.

How can volunteers, donated supplies and community support provide an alternative when families cannot afford school-related costs?

Community support can fill the gap when families cannot afford school-related costs. Volunteers contribute time and teaching, while donors provide practical items that children need to study. This matters because removing fees alone may not remove every barrier to attendance or continued learning.

Rajesh’s school uses both forms of support. Other teachers volunteer without salaries, and the school accepts books, notebooks, bags, uniforms and food instead of cash donations. Rajesh also teaches without charging fees. Together, these contributions create a functioning classroom for children whose parents work in low-paying jobs and face difficult living conditions.

This model keeps the focus on access rather than payment. It has supported children at the bridge and helped 70 enter formal schools. The school’s experience suggests that local commitment can sustain learning over time, especially when support is directed toward teaching and the everyday materials children need.

How does access to education help reduce the effects of poverty and enable social mobility across generations?

Access to education reduces poverty’s effects by keeping children connected to learning when family finances are unstable. It can help them develop knowledge and move toward formal schooling, qualifications and work with greater opportunities. Rajesh’s aim is clear: no poor child’s education should be interrupted because of financial circumstances.

His classroom offers free lessons and helps children enter formal schools. That support has already produced visible outcomes. Amrita studied there, cleared the BPSC examination and became a government school teacher in Bihar. Other former students became doctors and engineers. These examples show how education can help children move beyond the limits facing their families.

Social mobility can also continue across generations when educated former students serve their communities and support children’s learning. The article does not describe specific effects on students’ children, but it shows a foundation for that possibility through professional achievement. Rajesh’s school keeps that foundation available to children under the bridge.

Key Facts:

📌 Rajesh Sharma has taught under the Yamuna Bank bridge since 2006.

📌 The school began with two children under a eucalyptus tree.

📌 Lessons include maths, English and other subjects.

📌 The classroom has no conventional walls.

📌 The bridge serves as the classroom’s roof.

📌 Teachers volunteer their time without a salary.

📌 The number of children grew to around 140 within two to three years.