RS Conference 2026: The Emerald Heights International School, India

• School: The Emerald Heights International School, Bangalore, India
• Theme: Ahilya: Igniting the Power Within
• Age Group: 13-15 Years
• Date: 6-10 March 2026

At The Emerald Heights International School, the Round Square Conference 2026 invited students to explore a central question: what does it mean to lead with purpose?

Under the theme Ahilya: Igniting the Power Within, the conference drew on the life of Devi Ahilyabai Holkar, whose leadership was defined not by authority, but by resilience, humility and service. For the 69 delegates from India and Kenya, the experience was designed to move beyond understanding her story to examining how those values might be lived in their own contexts.

Rethinking Leadership Through Dialogue

Across the conference, Baraza discussions became the primary space where this exploration took shape. Students engaged with differing perspectives, often encountering ideas and experiences unfamiliar to them.

As Arnav, a student from Dhirubhai Ambani International School in India, reflected:

“What I really appreciated about the Baraza was how open and honest the conversations were, and how it brought out perspectives I wouldn’t normally encounter. It pushed me to think more deeply and see things with more nuance.”

Through these conversations, leadership began to shift from something positional to something relational. Baraza Leaders observed a similar shift in how students approached both discussion and decision-making. Hiya, a Baraza Leader from The Emerald Heights International School, noted:

“Ahilyabai Holkar’s story challenged the delegates to see leadership not as authority, but as quiet, consistent service. This was reflected in their discussions as they chose to listen first, speak thoughtfully, and act with intention.”

The emphasis on dialogue allowed students to test their ideas, question assumptions, and begin to define leadership in more personal and practical terms.

From Reflection to Responsibility

The conference design encouraged students to connect discussion with action, particularly through their experience in Maheshwar. Engaging with the Ahilya School community provided a context in which service was experienced directly rather than discussed in theory.

Reflecting on this, Arnav shared:

“In Maheshwar, while giving food to the children at Ahilya School, what stayed with me was how genuine the interaction felt; it didn’t feel like ‘service’, but a simple moment of connection that changed how I think about impact.”

For many, this moment reframed their understanding of service, shifting it from an activity to a relationship.

Desire, a student from Brookhouse School in Kenya reflected on how the experience shaped her sense of responsibility:

“The Baraza taught me the value of open dialogue, listening, and working together to solve challenges. During the service day in Maheshwar, feeding the children and giving learning materials was humbling and impactful. These experiences shifted my perspective on gratitude, unity, and the importance of giving back. I now feel more responsible to contribute positively to my community.”

Baraza Leaders noted that the influence of Ahilyabai Holkar’s example remained evident in how students interpreted these experiences. Aayush observed:

“The story of Ahilyabai showed that leadership requires courage and integrity. It challenged students to think critically, speak honestly, and take responsibility for turning their shared values into service that can help others.”

While Paridhi added:

“Ahilyabai’s example guided our Baraza discussions, as students kept returning to questions of purpose, impact, and responsibility. This helped them turn ideas into meaningful service.”

Through this process, the theme moved beyond inspiration and became a framework through which students evaluated their own actions.

Learning Through Experience

Experiential elements of the conference, including outdoor challenges and engagement with sustainable practices at Rangwasa Organic Farm, provided further opportunities to explore resilience, adaptability and environmental responsibility.

These activities required students to collaborate, make decisions under pressure, and reflect on their role within a team. In doing so, they reinforced the idea that leadership is developed through experience as much as through discussion.

Hosting as a Learning Process

From a host school perspective, the conference highlighted the importance of designing for student agency. Student leaders were central to the functioning of the conference, taking responsibility for facilitation, coordination and peer engagement.

As Srishti Yadav, A Round Square Conference Team Member from The Emerald Heights International School, said:

“As hosts, the entire strength of the conference relied on the confidence and initiative shown by student leaders. They handled responsibilities proactively and ensured smooth execution. The conference design was effective due to its clear flow, well-planned Baraza sessions, and opportunities for meaningful reflections.”

The experience also identified areas for further development:

“If we were to host again, we would focus on making sessions more dynamic, strengthening pre-conference trainings and discussions, and ensuring tighter coordination to further elevate the overall experience for the delegates.”

Four takeaways for leading a Round Square conference

1. Anchor Everything in the Theme 

A strong theme only has impact if it is consistently revisited. At The Emerald Heights International School’s RS Conference, the story of Ahilyabai Holkar was not confined to the opening; it shaped Baraza discussions, service experiences, and student reflection. Designing each element to connect back to a central idea creates coherence and depth. 

2. Prioritise Student-Led Dialogue 

Baraza sessions were most effective when students were given real ownership. When students lead conversations, they engage more honestly and listen more carefully. This shifts the focus from participation to genuine exchange and reflection. 

3. Design Service as Experience, Not Activity 

The Maheshwar visit was impactful because it moved beyond structured service to meaningful interaction. Opportunities for students to connect, reflect, and understand context are more valuable than task-based service alone. 

4. Plan Thoroughly, but Build for Flexibility 

Clear structure and early planning supported the overall flow of the conference. At the same time, the need to adapt in real time was constant. Allowing space in the schedule, strengthening pre-conference preparation, and ensuring strong coordination across teams all contribute to smoother delivery.