These were the questions that came to mind when I visited government schools, regardless of the place, city, or village in which they were situated. But, these were not the only questions that bothered my mind, and I’m sure that I’m also not the only one to have noticed this.

Being a part of a family where teaching is a major profession, I have had quite a bit of exposure to schools and educational facilities. Evidently, the quality of the furniture (if present) depends upon the kind of school it is and the kind of funds available for it. But it's not just about the funds available; it's also about the nature and design of the furniture, which is a major part of the problem and will be discussed later in the report. As a student of design, it was a natural instinct to look for a design intervention for this scenario. It might, however, be a system-level intervention, but one can look at it as an approach to a level where apparent flaws in design could be removed. Hence, I started looking for clues.

It was even more surprising to learn that there had been a fair amount of research done on this topic throughout the country to understand the issue behind the ill-designed furniture in schools, especially in rural and remote areas. After going through a few of these reports, the validity of the issue was more clear, and I took it as a challenge to turn this potential topic into a successful design intervention.