CHUIMAYO – “Our Pride in Disguise”

Chuimayo..July 2017Chuimayo is another young boy who lived with his parents and siblings in the Indian north eastern state of Manipur. Aspirations and dreams are not within the reach of many in that state. Chimayo’s uncle lived in Bangalore and forced his parents to let him relocate to Bangalore in hopes of better education and facilities.

Chimayo joined to be part of New Home family at a tender age of 7 in 2006 and started his schooling immediately in one of the best schools in the locality. Being an intelligent boy, he could grasp the toughest of syllabus with ease.

His love for reading helped him receive many prizes for essay writing competitions in the school. He made best use of the school and New Home library facilities. Though he appears timid, he is a football champion and his school holds the credit of their formidable team to him.

It is not a surprise that this hard worker passed his High School in flying colours and was enrolled easily in the science stream for his higher education. With little coaching, he cracked the entrance exam and joined a prestigious Institute of Technology in Mangalore. He has completed his first year in Automobile Engineer and is spending his semester break with New Home. He aspires to excel in his field and make a change where ever he is.

He owes his “Journey to Success” to the New Home team who has been his constant support and motivation. Looking back, he says” New Home has taught me to love unconditionally, be considerate to others and to believe in yourself”.

“When destiny finds you, nothing can stop you”- Way to go Chuimayo!


Girl’s Glory programme of Reaching Hand


  • 95% of girls in rural areas of India fail to attend school during menstrual periods.
  • Only 1 in 5 schools provide soap and almost no schools offer menstrual hygiene products or facilities for their disposal
  • 5% of schoolgirls from South Asia had not heard about menstruation prior to menarche
  • Across 5 states in rural India, 2 out of 3 girls and women reported not knowing about menstruation before receiving menarche

In India, a shocking 88% of these women are using extremely unhygienic alternatives such as: old rags, ashes, and husk when they get their periods.  70% of women report that it is accessibility and affordability of sanitary napkins that prevent them from using it.

Such unhygienic practices lead to a number of related health issues, including an increased risk of developing a Reproductive Tract Infection (RTI) or other serious urine infections, which can be detrimental to fertility.

 We have found that poor sanitation and long- standing myths surrounding menstruation are directly correlated with absenteeism and drop-out from schools. Many girls report menstrual hygiene and management related issues as the cause for remaining absent from school, due to the lack of adequate water for washing, lack of soap, and inadequate toilets and facilities to dispose of the pads.

Result?  Girls between Standard 5 to 10th abstain themselves away from schools for 5 days every month, eventually leading to them to drop out of school.

We strive to attain:

  • Improve the living standards of girls and women, providing them with quality menstrual hygiene products free of charge.
  • Improve the overall educational experience of adolescent girls by reducing the school absences and drop-out rate.
  • Increase the number of women and girls who can manage menstruation safely and hygienically.
  • Reduce the likelihood of women and girls developing health problems associated with improper menstruation management.
  • Improve awareness of menstrual health and puberty among young girls aged between 11-18 years.
  • Empower women and girls to see past the social and cultural taboos associated with menstruation and lead a life of dignity and confidence.

Our programme will be delivered through an active network of community and corporate volunteers who give their time, skills, and experiences. The programme consists of one-hour sessions for girls in 6th Standard and above.

The structure of each session proceeds as follows:

  • a short video,
  • volunteers sharing own experiences,
  • an engaging activity,
  • and an opportunity for students to ask questions.