Homeless Children in India: Systemic Challenges and the Transformative Role of Teachers in Building Resilience

Abstract India’s homeless children, numbering over 1.5 million, endure intersecting crises of poverty, exclusion, and violence. This article investigates the structural barriers denying these children access to education, health, and social protection while emphasising the transformative potential of teachers as catalysts for change. Through a mixed methods analysis of government reports, NGO interventions, and academic studies, this paper argues that educators equipped with trauma-informed pedagogies, community partnerships, and policy advocacy can disrupt cycles of marginalisation. Case studies from Rajasthan, Delhi, and Maharashtra illustrate scalable models for inclusion. The article concludes with recommendations for systemic reforms to empower teachers as agents of social justice.