Published Paper Details:

While art-integrated learning has gained traction within formal school structures, its success in marginalized regions depends heavily on the support systems at home. This study examines a decade-long initiative (2015-2025) focused on conducting art-integrated workshops for parents in the Sundarbans Delta, West Bengal. Situated in a landscape of ecological fragility and socio-economic hardship, these workshops aimed to bridge the gap between traditional parenting and the creative pedagogy envisioned by NEP 2020. Using a reflective qualitative approach based on ten years of field experience, the research analyzes how engaging parents in drawing, storytelling, and local craft-making alters their perception of formal education. The findings indicate that parental participation in art workshops significantly reduces student dropout rates, enhances the home learning environment, and fosters a sense of communal resilience. The study highlights that when parents transition from passive observers to creative partners, art becomes a "social equalizer" that overcomes barriers of illiteracy and poverty. The paper concludes with recommendations for integrating parental creative workshops into the rural educational framework of India.