Education · Schools
A school partnership programme that settles who is responsible for what before a session is scheduled.
Your institution knows its students, its calendar and its rules. We know how to design a session and who could credibly run it. A partnership is the standing arrangement between those two things — approvals, consent, scheduling, supervision, communication, and what comes back to you afterwards.
In short
A GullyFuture school partnership is an ongoing working arrangement between an institution and Gully Future Foundation, Bengaluru. The school approves themes and contributors, obtains consent and supervises every session; we design the programmes, brief the people who run them and report back afterwards. It can cover student, parent and teacher sessions, and programmes are generally free for participants.
Why this matters
What a standing arrangement settles in advance
Most of the work in arranging a session is not the session. It is the approvals, the consent, the calendar and the question of who owns which part. A partnership answers those once instead of every time.
Approvals stop being renegotiated each time
The school decides once how a contributor is approved, who signs off a theme and how much notice is needed. Every later programme travels the same route, rather than beginning again with whoever picks up the phone.
Context accumulates on our side
By the second or third programme we know your class stages, your calendar, which formats worked in your hall and which theme you did not find useful. Proposals become more specific and less generic as a result.
The calendar can be planned with, not worked around
Examination weeks, admissions season, sports week and the board timetable are obvious to you and invisible to us. Looking at a year together keeps sessions out of the weeks where they would only be resented.
Consent gets handled properly rather than quickly
Participation, photography, recording, feedback collection and parent communication each need a decision. Settled in advance they are routine. Settled on the morning of a session, they tend to be settled badly.
One relationship covers three audiences
Students, parents and teachers are usually arranged as three separate exercises. Under a partnership they sit in one plan, which is also how a theme reaches a student from more than one direction.
Programmes
What a partnership can cover, by class stage
A partnership is not tied to one age group. Schools commonly hold one stage steady for a year and rotate the others.
Programmes
And the audiences beyond the students
The people a student spends the rest of the week with are part of the arrangement, not an add-on to it.
What we cover
What GullyFuture is responsible for
Everything below is our side of the arrangement. If we cannot do one of these for a particular programme, we say so before the school commits a date.
Designing the programme
Themes, session structure, discussion scenarios, activities, worksheets and the questions a facilitator works from — written for the class stage the school has named rather than adapted from a generic deck.
Finding and briefing the people who run it
We source facilitators, professionals and practitioners from the GullyFuture community, screen and brief them for the specific role, and tell the school who is coming and why they suit that session.
Proposing a format honestly
If an assembly will not do what the school is hoping for, we say so and propose a workshop or a short series instead. We also say plainly when a request sits outside what we do.
Keeping every session non-commercial
Contributors may not sell, recruit, collect leads or promote a business, course, institution or service — in a session, before it or after it. A contributor who does is not sent to a school again.
Staying inside the stated boundary
We provide educational guidance and programme facilitation. Not tuition, therapy, diagnosis, crisis care or guaranteed career counselling, and no private advice to an individual student.
Reporting after each programme
Sessions completed, who actually attended rather than who was registered, which class stages and topics, feedback that was anonymous or consented, and question themes in aggregate.
Asking for as little information as possible
We request only what a programme needs to run and to be reported, keep it no longer than that requires, and pass a contributor nothing beyond what their session needs.
In the session
How one programme moves through the partnership
The same seven steps each time, which is most of the point of having an arrangement at all.
- A needs discussion with the coordinator, with the counsellor or a few teachers in the room where the school wants them there.
- A written proposal: theme, class stage, format, length, the kind of contributor, and what the institution would need to provide.
- School approval of the theme, the format and the named contributor — any of the three can be sent back without a reason.
- Dates and venue confirmed against your calendar, with examination and admission weeks kept clear.
- Consent, supervision and any photography or recording permission settled before the date is fixed, rather than on the day.
- The session runs under the supervision of your designated adult, followed by a short debrief with the coordinator.
- A written report to the school, and a decision about whether to continue, change the theme, or move to another class stage.
What students leave with
Modest, and all of it observable
A partnership is an arrangement, not an outcome. What follows is what a school can expect to hold after each programme — none of it a claim about what changed in a student.
- A named point of contact on our side, and one route for arranging anything rather than a new conversation each term.
- A record of which contributors the school approved, and for which sessions.
- A report after each programme covering sessions completed, attendance, class stages and topics covered.
- Anonymous or consented participant feedback, alongside the coordinator's own notes on what to change next time.
- A decision point at the end of each programme: continue, pause, change the theme, or extend to another group.
Formats
Ways this can run at your institution
Pick what fits the group, the hall and the time you can give it. Most schools start with one session and decide afterwards.
Awareness session
A concise introduction for a larger group — an assembly or a year group — closing with moderated questions.
Interactive workshop
Classroom-sized. Scenarios, discussion, reflection, and an action worksheet the student keeps.
Expert conversation
A supervised conversation with a professional or practitioner, built around the questions students prepared.
Panel discussion
Several perspectives on one theme, with prepared questions and questions submitted by students.
Short programme series
Two or more connected sessions, with something to practise in between and a closing reflection.
Parent session
Held separately for parents — home routines, communication, expectations and boundaries.
Teacher orientation
For staff: facilitation, what to watch for, how to follow up, and where the referral boundary sits.
What the school provides
This is the institution's side of the same arrangement. Most of it already exists in your policies; the partnership only asks that we are told which version applies.
Start a conversation- A named coordinator, and a second name for the weeks when that person is unavailable.
- Approval of each theme and each contributor before a session is scheduled.
- Institutional and parent or guardian consent wherever your policy or the law requires it.
- A designated adult supervising each session and present for the whole of it.
- Venue, seating, and any projection or audio the agreed format needs.
- Dates that fit your own calendar, and early notice when one has to move.
- Your escalation route, and the staff member who owns a concern raised during a session.
- A written decision on photography, recording, and any later use of material from a session.
Safeguarding
How sessions with students are kept safe
An ongoing relationship needs rules a one-off booking does not, because familiarity is exactly what erodes a boundary. These apply for as long as the partnership lasts.
- Programmes are arranged through the institution and run in approved group settings, supervised throughout by a school-designated adult.
- No unsupervised one-to-one mentoring of a student, and no private messaging or personal contact between a contributor and a student.
- Contributors are screened and briefed for the role they are given, and may not use a session to sell or promote anything.
- We collect only the information a programme needs, and seek institutional and parent or guardian consent where it is required.
- A student's photograph, quote or story is used only with specific permission obtained beforehand.
- Anything touching safety, abuse, severe distress or self-harm follows the institution's own escalation and professional-referral process.
- Approval is per contributor and per session. A partnership is never a standing clearance for whoever we might send next time.
- Media permission is specific and per event. Consent given for one session is not carried into the next, and no photograph, quote or story is used without permission obtained beforehand.
- All communication runs through the school. We write to the coordinator, never to a student, and contributors do not join school or class groups on any messaging platform.
- Contributors may not sell, recruit, collect contact details or promote anything at any point in the relationship. The school can ask us to withdraw a contributor at any time and does not have to say why.
- Information about the school and its participants is kept to what a programme needs, and a contributor receives only what their own session requires.
- Follow-up with an individual student stays with the school's designated adult — including in the weeks between programmes, when none of us is in the building.
Privacy, consent and child-data wording on this site is being reviewed against current Indian law before any student information is collected. See our privacy notice for what we hold and why.
Questions
Questions schools ask us
What does a school partnership actually involve?
A standing way of working rather than a fixed commitment. The school names a coordinator and its approval route; we propose themes, formats and contributors for the groups you choose. Each programme is agreed on its own, run under your supervision and reported back. A school can run one programme a year or several a term.
Do we have to sign an agreement?
Nothing elaborate is needed to begin a conversation. Many schools prefer a short written record of what has been agreed — themes, supervision, consent, media permissions and how information is handled — and some institutional policies require one. Any such document should be reviewed by the school's own legal advisers before it is signed.
Who approves the contributors?
The school does. We propose a facilitator, professional or practitioner for each session, say what role they are being brought in for, and provide what the school needs to make a decision. The institution can decline anyone without giving a reason, and can ask us to withdraw a contributor later on the same terms.
Who obtains consent, and what happens to the information we share?
The school obtains institutional and parent or guardian consent, because consent belongs with the institution that holds the relationship with families. We ask for the minimum a programme needs to run and to be reported, keep it no longer than that requires, and share with a contributor only what their session needs.
Are programmes free for schools and participants?
Programmes are generally free for participants, and nothing is sold in a session. Contributors may not promote a business, course, institution or service. Where a specific programme has a practical requirement, it is discussed with the school beforehand rather than raised once dates are in the calendar.
Can a partnership cover parents and teachers as well as students?
Yes, and it is usually better when it does. Parent sessions cover routines at home, expectations and communication. Teacher orientations cover facilitation, what to notice, how to follow up and where the referral boundary sits. Both are arranged through the same coordinator and the same approval route as the student sessions.
Related programmes
What schools usually look at next
About GullyFuture
GullyFuture is an initiative of Gully Future Foundation, Bengaluru. We design practical, age-appropriate group programmes and bring suitable educators, professionals and mentors to institutions that invite us. The institution provides the student group, the venue, supervision and the local context; we shape the programme and find the right people to run it.
We are not a tuition centre, a counselling or therapy service, a diagnostic service, a course marketplace, or a motivational-speaking business. We provide educational guidance and programme facilitation — not tuition, therapy, diagnosis, crisis care or guaranteed career counselling.
More about Gully Future FoundationPage review
Last reviewed . Guidance pages are re-read as programmes run and as rules change.
Bring this initiative to your institution
Tell us who would coordinate it, which groups you have in mind for the year, and how your school approves a visiting contributor. We will work to your process rather than ask you to adopt ours.