He cleared SSC CGL and CHSL mains but missed final selection; Now 27-year-old Harshit Sanguri walks through a forest to teach 9 children in remote Uttarakhand school

After reaching the mains of several competitive examinations without securing a final selection, 27-year-old Harshit Sanguri found an unexpected calling in a remote primary school in Uttarakhand's Nainital district.

Today, he is the only teacher at a government primary school in the Ramgarh block, where he teaches children from Classes 1 to 5. He walks through a forested stretch to reach the school and, beyond teaching, often spends his own time helping students who struggle to afford basic necessities such as shoes and clothes.

For Harshit, the job has also become deeply personal. His own experiences as a child shaped the kind of teacher he wanted to become.

'I Feel My Teachers Never Paid Attention'

When Harshit looks back at his school years, he remembers what it felt like to be a child who did not feel heard or understood. He recalls being scolded and, at times, beaten without fully understanding what he had done wrong.

"There were occasions when I was scolded or beaten without fully understanding what he had done wrong. At times, I was called to the principal’s room and my parents were summoned. My father ran a shop close to the school, which made those moments even more embarrassing for me. I feel my teachers never paid attention, they were not bothered how kids felt, they didn't care! As a child, it was heartbreaking, sometimes"

Those memories have stayed with him. Years later, they have influenced how he interacts with his own students.

Rather than simply teaching lessons, Harshit says he wants to understand the children sitting in front of him and ensure they do not experience the same sense of being ignored.

One Teacher, Nine Students And Five Classes

The school where Harshit teaches has only nine students from Classes 1 to 5, and he is its sole teacher.

Reaching the school itself is not easy. From the roadside, Harshit walks for around 15–20 minutes through a forested stretch to reach his room, followed by another 15–20 minutes to the school.

The remote location has also contributed to the decline in the number of students, as many families have moved away over the years due to limited infrastructure and road connectivity.

"It is a part of the hills where many families have moved away over the years, partly because of the lack of basic infrastructure and road connectivity. With fewer families remaining in the villages, the number of children in the local school has also steadily fallen," says Harshit.

When he joined the school, there were 10 students. Some children later moved on, while new admissions did not significantly increase the strength.

Despite having only nine students, Harshit's workload remains substantial.

"But nine children do not mean nine times less work. As a primary teacher, I have to teach all the subjects — English, Hindi, mathematics, Environmental Studies and Sanskrit- across five classes. Whether there is one child in a class or four, the syllabus still has to be completed,” he explains. “You have to keep track of every child, every subject, who is falling behind and whether everyone is keeping up.”

Being the only teacher also makes taking leave difficult, as there is no colleague available to take over his classes. Finding a replacement willing to travel to such a remote location can be challenging.

'These Children Come From Extremely Poor Families'

Harshit says his students come from families facing far greater financial challenges than his own.

"I come from a middle class family, but I was still privileged, but these children come from extremely poor families. They wear the same uniform for years if the government supply does not come, they have tattered shoes and insufficient clothing considering the harsh weather conditions."

For him, these needs cannot simply be separated from education. When students need shoes or clothes, he tries to help them find what they need.

He has also shared glimpses of school life on Instagram, allowing people outside the village to see the children, their surroundings and the realities of education in a remote Himalayan community.

The posts gradually attracted attention, with people reaching out to support the children. For Harshit, social media has become less about himself and more about giving his students a connection to the world beyond their village.

Teaching Was Not His Original Career Plan

Teaching was not Harshit's first career choice. After completing Classes 11 and 12, he began preparing for government jobs, encouraged by his parents to pursue a secure career.

"I was not very good in studies and was weak in several subjects and my parents wanted me to try for a government job. I did not want to disappoint them so I eventually travelled to Haldwani for several months of coaching for the Staff Selection Commission examinations. But I soon realised that MY basics were not strong enough. So I returned home and began studying on my own. For the next couple of years, my routine revolved almost entirely around preparation. I would wake up at around 5 am, study through much of the day and take breaks mainly for meals."

Harshit appeared for several SSC and Uttarakhand government recruitment examinations. He cleared the mains of exams such as SSC CGL and CHSL and reached the mains stage of Uttarakhand Public Service Commission examinations. He also cleared stages of the Patwari recruitment process.

However, the final selection remained out of reach.

D.El.Ed Changed The Course Of His Life

His path eventually changed when he appeared for the Diploma in Elementary Education (D.El.Ed.) examination.

His earlier preparation in mathematics, reasoning, Hindi and general knowledge helped him perform well. He secured a top rank and was allotted a DIET in the Nainital area, allowing him to continue living at home.

Harshit completed his D.El.Ed. in early 2025. In January 2026, he finally became a government school teacher.

It was only after entering the classroom that he realised teaching was something he genuinely enjoyed.

He liked interacting with the children, joking with them and understanding how they thought. More importantly, his own experiences as a student gave him a different perspective on what children need from their teachers.

For Harshit, The Children Come First

Harshit does not describe his remote posting with resentment. Instead, he says he is grateful that the authorities have ensured that even a school with only nine students has a teacher.

"Actually most people are not willing to take up a job in remote areas, even the authorities face challenge here."

While relatives have encouraged him to pursue other government examinations or higher academic qualifications, Harshit says he currently wants to focus on the nine children who depend on him for their education.

“I am enjoying this,” he says.

His parents are also proud of his work. His father, who continues to run a general provisions shop, regularly watches Harshit's videos and shares them with his mother.

From A Child Who Felt Unheard To A Teacher Who Listens

Harshit's story is not simply about clearing exams or securing a government job. It is about finding purpose in a place he never initially imagined.

The school may have only nine students, but for Harshit, each one matters. Whether he remains at the same school or is eventually transferred elsewhere, he wants to continue supporting the children in front of him.

He remembers what it was like to be a child who wanted a teacher to understand him.

Now, in a quiet corner of the Uttarakhand hills, he is trying to become that teacher for someone else.

[With TOI inputs]