The Logic Model — Impact Framework
This logic model outlines a phased expansion over the next one year across Ludhiana, followed by two years across Punjab and five years nationally across India to scale impact sustainably
1. HUMAN INPUTS
Year 1 – Ludhiana
- Student ambassador teams: 60
- Students engaged: 4,000 (ages 6–17)
- Students per team: Minimum 3
- Total student ambassadors: 180
- Neurodivergent students: Minimum 60 (1 per team)
Adult & Professional Support
- Teacher mentors: 40 (2 per school × 20 schools)
- School coordinators: 20 (1 per school)
- Special educators: 10
- Gardeners / horticulture staff: 10 (1 per 2 schools)
- Psychologists / wellbeing experts: 2
- Ecologists / biodiversity experts: 3
- City coordinator: 1
- Research assistants: 2
- NGO programme coordinators: 2
Years 2–3 – Punjab
- Students engaged: 15,000
- Ambassador teams: 200
- Student ambassadors: 600
- Neurodivergent / underprivileged students: Minimum 200
Support Staff
- Teacher mentors: 120
- School coordinators: 60
- Special educators: 25
- Gardeners: 30
- Psychologists: 4
- Ecologists: 6
- State coordinator: 1
- Research assistants: 4
Years 4–8 – Pan-India
- Students engaged: 50,000+
- Ambassador teams: 600–650
- Student ambassadors: 1,800–2,000
- Neurodivergent : 600+
Support Staff
- Teacher mentors: 300+
- School coordinators: 150+
- Special educators: 60+
- Gardeners: 75+
- Psychologists: 8–10
- Ecologists: 12–15
- Regional coordinators: 5
- National programme head: 1
- Research fellows: 10+
2. INSTITUTIONAL INPUTS
- Schools: 20 schools (Year 1 – Ludhiana)
- 60 schools (Years 2–3 – Punjab)
- 150+ schools (Years 4–8 – India)
- NGO partners: Current: AAS Ehsaas, Philanthropy Club
- Punjab level: City Needs NGO
- National level (planned): A Rocha India
- CSR partners: 5–10
- Municipal & local government bodies Collaboration: 2–3
- GARDEN & PLANT INPUTS
Pollinator Gardens
- Existing gardens: 15
- New gardens (Year 1): 20
- Gardens (Punjab phase): 80
- Gardens (National phase): 200+
Plants
- Native plant species per garden: 30–40Average plants per garden: 150
- Plants required: Year 1: 3,000
Punjab phase: 12,000 National phase: 30,000+
(Procured with support from Punjab Agricultural University and Forest Department)
- GARDENING TOOLS
- Hand trowels: 100
- Pruning shears: 100
- Watering cans / hoses: 100
- Gardening gloves (pairs): 200
- Buckets: 100
- Labels & markers: 1,000
- Tool storage boxes: 20
- SENSORY-FRIENDLY DESIGN INPUTS
- Fragrant plants (jasmine, basil, etc.): 500
- Soft-texture plants / grasses: 600
- Seating units (benches / mats): 40
- Pathway markers: 200
- Visual signboards (image-based): 120
- HOME-BASED GARDEN MULTIPLICATION
- Home garden kits: 1,000
- Teams supported via home kits: 330+
- Additional pollinator gardens created through homes: 1,000
- POLLINATOR SUPPORT INFRASTRUCTURE
- Bee water stations: 200
- Bee hotels: 150
- Butterfly puddling units: 100
- Leaf-litter nesting zones: 40
- MAINTENANCE MATERIALS (ANNUAL)
- Mulch: 5,000 kg
- Neem oil bottles: 200
- Stakes & twine sets: 300
- Replacement seedlings: 2,000
- DIGITAL & DOCUMENTATION INPUTS
- Google Meet accounts: 10
- Instagram outreach handles: 1 central + 20 school pages
- Observation journals: 1,500
- Stationery kits: 1,500
- Cameras / recording devices: 40
- Data collection sheets: 10,000+
- KNOWLEDGE & CAPACITY INPUTS
- Yale University course(Coursera): Science of Well-Being (completed, 2024)
- Internship: Divyam Mind Guiding Academy (2023–2025)
- Practical experience: 15 pollinator gardens established(since 2023)
- Workshops delivered: 7 schools in Ludhiana
- RESEARCH & REFERENCE INPUTS
- Core books (4 titles on pollinators & bees)
- Botanical Survey of India (plant identification)
- Zoological Survey of India (pollinator taxonomy)
- TIME & COMMITMENT INPUTS
- Initial garden setup: 1–2 days per site
- Weekly maintenance: 30–45 minutes
- Workshops per school: 2–3 per year
- Biodiversity monitoring: Monthly
- Data analysis & reporting: Quarterly
- FUNDING INPUTS
- Year 1 – Ludhiana: ₹10–12 lakh
- Years 2–3 – Punjab: ₹30–40 lakh
- Years 4–8 – Pan-India: ₹80 lakh – ₹1 crore
ACTIVITIES
- Programme Setup & Coordination
- Identify 20 pilot schools in Ludhiana
- Formalise partnerships with NGOs, schools and CSR partners through NGO
- Appoint teacher mentors, school coordinators and support staff
- Develop annual activity calendar and safeguarding protocols
- Capacity Building & Training
- Conduct environmental awareness workshops in public and private schools (2–3 per school)
- Train students on:
Pollinators and biodiversity Native plants and seasonal flowering Neurodiversity, inclusion and teamwork Basic research and observation skills Orientation sessions for teachers and gardeners on pollinator-friendly practices
- Student Competition & Ambassador Selection
- Organise school-level competitions comprising:
Environmental quiz (pollinators, plants, sustainability) Practical task: creating a pollinator garden at home, school or adjoining premises Form student teams (minimum 3 students per team) Create Circulars for motivating students with rewards like cash prize Award additional points to teams including at least one neurodivergent student
- Select winning teams as official Buzzing Blooms Ambassador Teams
- Pollinator Garden Creation
- Ambassadors will help design and establish pollinator gardens in schools,homes, public spaces and welfare institutions
- Procure native plant kits and gardening tools
- Create:
Nectar- and pollen-rich planting zones Sensory-friendly areas (fragrance, texture, colour) Pollinator support structures (bee hotels, water stations, puddling areas) Set up home-based gardens using distributed garden kits
- Garden Stewardship & Maintenance
- Weekly garden care by student ambassadors (30–45 minutes)
- Ongoing maintenance with gardeners and teachers
- Seasonal replacement planting to maintain species diversity
- Ensure chemical-free organic garden practices
- Inclusion & Wellbeing-Focused Activities
- Design gardens as sensory-regulation spaces for neurodivergent children
- Facilitate calm, guided nature interaction sessions
- Encourage leadership roles for neurodivergent and underprivileged students within teams
- Monitor wellbeing indicators with support from special educators and psychologists.
- Research, Monitoring & Documentation
- Conduct baseline and follow-up biodiversity surveys
- Record pollinator visits, species richness, and plant health
- Maintain observation journals and photo documentation
- Collect psychosocial data on attention, anxiety, task completion, and peer interaction
- Analyse data quarterly with research assistants and experts
- Digital Engagement & Peer Learning
- Hold monthly inter-school virtual meetings (Google Meet)
- Share learning, challenges and success stories via digital platforms
- Use social media (Instagram) for awareness and youth storytelling
- Scaling & Ambassador Network Expansion
- Train Ludhiana ambassadors as peer mentors for Punjab expansion
- Replicate the model across Punjab schools (Years 2–3)
- Develop national ambassador cohorts for pan-India rollout (Years 4–8)
- Adapt training and materials for different regions
- Advocacy, Showcasing & Reporting
- Organise annual exhibitions, garden walks and student showcases
- Prepare CSR and impact reports with NGO partners
- Share findings with schools, municipalities and stakeholders
- Advocate for inclusion of pollinator gardens in school ecosystems
OUTPUTS
(Immediate, Measurable Deliverables)
- Participation & Capacity Outputs
Year 1 – Ludhiana
- 4,000 students actively engaged in workshops, competitions, and garden activities
- 60 student ambassador teams formed
- 180 trained student ambassadors certified
- 40 teacher mentors oriented and trained
- 20 school coordinators appointed
- 10 special educators engaged in programme delivery
Years 2–3 – Punjab
- 15,000 students engaged
- 200 ambassador teams formed
- 600 trained student ambassadors
- 120 teacher mentors trained
- 25 special educators involved
Years 4–8 – Pan-India
- 50,000+ students engaged
- 600–650 ambassador teams established
- 1,800–2,000 trained student ambassadors
- 300+ teacher mentors trained
- 60+ special educators engaged
- Pollinator Garden Outputs
- 15 existing pollinator gardens sustained
- 20 new pollinator gardens established in Year 1
- 80 pollinator gardens established across Punjab
- 200+ pollinator gardens established nationally
- 315+ total pollinator gardens created and maintained
- Home & Community Garden Outputs
- 1,000 home-based pollinator gardens created through student teams
- 330+ student teams implementing gardens at home or in adjoining spaces
- Rapid replication of pollinator habitats beyond school campuses
- Training & Workshop Outputs
- 50–60 environmental workshops conducted in Year 1
- 150+ workshops conducted across Punjab
- 500+ workshops conducted nationally
- Standardised training modules and toolkits developed
- Inclusion & Wellbeing Outputs
- 100% ambassador teams include at least one neurodivergent or underprivileged student
- 200+ neurodivergent children per garden accessing sensory-friendly spaces
- Inclusive leadership roles assigned within all student teams
- Sensory-friendly garden zones established at each site
- Research & Documentation Outputs
- Baseline biodiversity data collected at all garden sites
- Quarterly monitoring reports on species richness and pollinator activity
- Photo and observation records maintained for all gardens
- Case studies documenting ecological and psychosocial impact
- Research datasets prepared for analysis and publication
- Present my research at National and international Academic Conferences like Princeton Office of Undergraduate Research
- Digital & Engagement Outputs
- Monthly inter-school virtual meetings conducted
- Active digital learning hub with student participation
- 1 central + 20 school-level social media pages documenting progress
- Student-led awareness content created and shared
- Advocacy & Visibility Outputs
- Annual exhibitions and showcases conducted
- Ensuring CSR impact reports prepared and submitted by NGO on time.
- Stakeholder presentations to schools, NGOs and local authorities
- Media and community visibility for pollinator conservation and inclusion
SHORT-TERM OUTCOMES
(6–12 Months)
- Student Learning & Skill Development
- Increased knowledge of pollinators, native plants and biodiversity among participating students
- Improved environmental literacy and understanding of ecosystem interdependence
- Enhanced practical gardening and stewardship skills through hands-on activities
- Strengthened research and observation skills, including species identification and data recording
- Leadership & Youth Empowerment
- Increased confidence, agency and leadership capacity among student ambassadors
- Development of teamwork, communication and problem-solving skills
- Peer-to-peer learning culture established within and across schools
- Greater student participation in school-based environmental decision making.
- Inclusion & Wellbeing (Psychosocial)
- Improved attention span and task completion among neurodivergent and underprivileged students
- Reduction in anxiety and sensory overload due to access to calming, sensory-friendly green spaces
- Increased peer interaction, social inclusion and sense of belonging
- Neurodivergent students recognised as active contributors and leaders, not passive beneficiaries
- Ecological & Environmental Outcomes
- Visible increase in pollinator presence and diversity at garden sites
- Improved plant health and flowering continuity due to proper maintenance and replacement planting
- Enhanced micro-habitat quality supporting bees, butterflies, birds and beneficial insects
- School & Community Engagement
- Schools integrate pollinator gardens into co-curricular and experiential learning activities
- Teachers demonstrate increased capacity to support inclusive, nature-based learning
- Parents and local community members show greater awareness and participation in local conservation activities
- Organisational & Programme Outcomes
- Functional student ambassador network established at city level
- Clear implementation and monitoring systems tested and refined
- Strong collaboration among students, teachers, NGOs and partners
- Increased credibility of the programme for CSR and institutional support
INTERMEDIATE OUTCOMES
(Up to 3 Years)
- Sustained Student Leadership & Ambassador Network
- A stable,multi-cohort student ambassador network established across Ludhiana and expanded to multiple districts in Punjab(Jalandhar,Amritsar,Patiala,Bhatinda,Mohali,Hoshiarpur,Pathankot)
- Senior ambassadors actively mentor and train new student teams, creating a self-sustaining peer-led model
- Student ambassadors recognised as youth leaders within schools and local communities
- Consistent student participation in environmental action beyond individual events
- Institutionalisation within Schools
- Pollinator gardens embedded into school culture, co-curricular programmes and experiential learning frameworks
- Schools formally allocate time, staff support and modest budgets for garden upkeep
- Teacher mentors independently conduct workshops, competitions and garden activities
- Pollinator gardens treated as permanent school assets rather than temporary projects
- Ecological Stabilisation & Expansion
- Sustained increases in pollinator presence and species richness across established garden sites
- Continuous flowering cycles maintained through planned replacement planting
- Formation of local pollinator corridors connecting school, home, and community gardens
- Improved resilience of gardens to seasonal and climatic stress by making arrangements.
- Inclusion & Psychosocial Development
- Sustained improvements in attention, emotional regulation and social interaction among neurodivergent and neurotypical students
- Increased peer acceptance and collaborative behaviour across diverse student groups
- Neurodivergent students holding visible and valued leadership roles in ambassador teams
- Schools adopt inclusive, sensory-friendly design principles beyond garden spaces
- Research, Evidence & Learning
- Longitudinal ecological and psychosocial datasets generated across multiple schools
- Student-led research projects documented and shared at state-level forums and conferences
- Case studies and reports used to strengthen CSR engagement and funding proposals
- Improved capacity of students and teachers to use evidence for decision-making
- Community & State-Level Engagement
- Increased involvement of parents and local communities in pollinator conservation activities
- Partnerships established with municipal bodies and state-level institutions for urban greening
- Recognition of the programme as a replicable, youth-led model within Punjab
- Alignment with state priorities on biodiversity, education, and inclusion
- Organisational Strength & Scale Readiness
- Clear governance, safeguarding and operational systems functioning effectively with help of NGOs
- Diversified funding streams through CSR and institutional partnerships
- Strong NGO collaboration enabling compliance, reporting and continuity
- Organisational readiness for pan-India expansion in subsequent years
LONG-TERM IMPACT
(Up to 5 Years)
- Ecological Transformation & Biodiversity Resilience
- Establishment of a multi-city network of pollinator-friendly landscapes across schools, homes, and public spaces (Starting from Haryana & Delhi NCR,Rajasthan, Uttar Pradesh,Maharashtra and Karnataka)
- Measurable recovery and stabilisation of urban pollinator populations in participating cities
- Development of local pollinator corridors improving habitat connectivity and species survival
- Widespread adoption of chemical-free, biodiversity-positive practices within school and community environments
- Systemic Change in Education
- Integration of nature-based, experiential learning into school co-curricular and enrichment programmes
- Pollinator gardens functioning as living laboratories for science, psychology, and environmental education
- Increased environmental literacy and systems thinking among students
- Recognition of ecological stewardship as a core educational value within participating institutions
- Inclusive Societies & Human Wellbeing
- Sustained improvements in emotional regulation, confidence, and social participation among neurodivergent and underprivileged children
- Normalisation of inclusive leadership, with neurodivergent students actively leading initiatives
- Creation of calmer, safer, and more empathetic school climates through access to sensory-friendly green spaces
- Stronger community bonds formed through shared responsibility for nature and wellbeing
- Youth-Led Civic & Environmental Leadership
- Emergence of a trained national cohort of student environmental leaders through the ambassador model
- Alumni ambassadors influencing academic choices and early careers in environment, science, education, and social impact
- Youth participation in local and state-level environmental dialogues and initiatives
- Establishment of a replicable, student-led civic action framework adaptable across regions
5. POLICY INFLUENCE & POLLINATOR SENSITIVE URBAN PLANNING
- Evidence generated through school- and community-based pollinator gardens informs local and state-level urban biodiversity policies
- Integration of pollinator-friendly design principles into school infrastructure guidelines, municipal landscaping and public-space planning
- Adoption of native planting, chemical-free maintenance and green-corridor frameworks in urban development projects
- Recognition of pollinator gardens as low-cost nature-based solutions for urban resilience, climate adaptation and wellbeing
- Student ambassadors contribute youth perspectives to municipal consultations, environmental committees and civic forums strengthening participatory urban governance
- Sustainable Impact Ecosystem
- A financially and operationally sustainable programme model supported by CSR, NGO partners, and school ownership
- Long-term collaborations between schools, NGOs, universities, and industry
- Ongoing research and improvement based on field evidence and student learning
- A lasting cultural shift where care for pollinators, people, and inclusive spaces becomes embedded in everyday practice
ASSUMPTIONS
- Schools will support the programme by providing space, time and permissions
- Students will remain interested and actively involved especially ambassadors
- Teachers and adults will provide guidance, supervision and safeguarding
- Neurodivergent students will receive appropriate support
- Parent support
- Native plants selected will suit the local climate and seasons
- Gardens will be maintained using chemical-free practices
- CSR and partner funding will be available and released on time
- NGO partners will manage accounts, compliance, and reporting
- Ethical standards, consent and child protection norms will be followed
- Institutions will remain open to learning, improvement and evidence-based practices
EXTERNAL FACTORS
- Weather and climate conditions (heat, rain, drought) that may affect plant growth and pollinators
- School schedules and policies that influence time available for activities
- CSR funding timelines and economic conditions that may affect availability of funds
- Changes in school or NGO leadership impacting continuity
- Community attitudes and participation, especially for home-based gardens
- Public health or safety situations that may restrict outdoor activities
- Availability of basic infrastructure, such as water supply and internet access
- Natural ecological factors, including plant loss, pests or low pollinator presence
