The Founding Story
The Founding Story
The Founding Story
Learn about where we started, and why we continue to do what we do.
Learn about where we started, and why we continue to do what we do.
Learn about where we started, and why we continue to do what we do.
Click the arrow below to begin!
Click the arrow below to begin!
Click the arrow below to begin!
In 2020, our founder Divya interned at an NGO in Singapore. During her internship, she witnessed first-hand how tough it was to source quality programmes and vendors due to the organisation’s limited finances. As a result, the activities for the children were often basic and repetitive.
In 2020, our founder Divya interned at an NGO in Singapore. During her internship, she witnessed first-hand how tough it was to source quality programmes and vendors due to the organisation’s limited finances. As a result, the activities for the children were often basic and repetitive.
In 2020, our founder Divya interned at an NGO in Singapore. During her internship, she witnessed first-hand how tough it was to source quality programmes and vendors due to the organisation’s limited finances. As a result, the activities for the children were often basic and repetitive.
In 2021, she kickstarted Forte360 as a ground-up initiative that brought together mutual friends and students from local universities to social service agencies (SSAs). Together, they worked with SSAs that served children from under-resourced communities to provide pro-bono skills-based programmes such as entrepreneurship, engineering games, coding and mental well-being.
In 2021, she kickstarted Forte360 as a ground-up initiative that brought together mutual friends and students from local universities to social service agencies (SSAs). Together, they worked with SSAs that served children from under-resourced communities to provide pro-bono skills-based programmes such as entrepreneurship, engineering games, coding and mental well-being.
In 2021, she kickstarted Forte360 as a ground-up initiative that brought together mutual friends and students from local universities to social service agencies (SSAs). Together, they worked with SSAs that served children from under-resourced communities to provide pro-bono skills-based programmes such as entrepreneurship, engineering games, coding and mental well-being.
However, when Forte360 ran these programmes,, we began to hear troubling statements from the students. We were unsure of how to address this, and began reevaluating if we were tackling the gaps in the students’ needs.
However, when Forte360 ran these programmes,, we began to hear troubling statements from the students. We were unsure of how to address this, and began reevaluating if we were tackling the gaps in the students’ needs.
However, when Forte360 ran these programmes,, we began to hear troubling statements from the students. We were unsure of how to address this, and began reevaluating if we were tackling the gaps in the students’ needs.
Children are facing unprecedented well-being challenges, demanding immediate, effective solutions. National data reveals a critical need for enhanced emotional and social support.
Children are facing unprecedented well-being challenges, demanding immediate, effective solutions. National data reveals a critical need for enhanced emotional and social support.
Children are facing unprecedented well-being challenges, demanding immediate, effective solutions. National data reveals a critical need for enhanced emotional and social support.
We learned that children from any background can be at risk of low well-being. On the other hand, children from lower-income backgrounds often need additional support as well.
We learned that children from any background can be at risk of low well-being. On the other hand, children from lower-income backgrounds often need additional support as well.
We learned that children from any background can be at risk of low well-being. On the other hand, children from lower-income backgrounds often need additional support as well.
As a result, Forte360 decided to embark on developing community-based well-being support for all children between the ages of 7 to 12, regardless of ability and family background.
As a result, Forte360 decided to embark on developing community-based well-being support for all children between the ages of 7 to 12, regardless of ability and family background.
As a result, Forte360 decided to embark on developing community-based well-being support for all children between the ages of 7 to 12, regardless of ability and family background.
Our Goal…
Our Goal…
Our Goal…
…is to co-create an environment and culture where students can flourish by nurturing their well-being, recognising their strengths, and embracing their self-worth; using positive education practices while prioritising teacher’s well-being.
…is to co-create an environment and culture where students can flourish by nurturing their well-being, recognising their strengths, and embracing their self-worth; using positive education practices while prioritising teacher’s well-being.
…is to co-create an environment and culture where students can flourish by nurturing their well-being, recognising their strengths, and embracing their self-worth; using positive education practices while prioritising teacher’s well-being.
Education
Equipping every child with psychological resources, enabling them to navigate life’s challenges while functioning optimally.
Equipping every child with psychological resources, enabling them to navigate life’s challenges while functioning optimally.
Communication
Enabling them to voice their perspectives, ensuring their opinions are valued and considered regardless of their background.
Enabling them to voice their perspectives, ensuring their opinions are valued and considered regardless of their background.
Positive Behaviour
Well-being and affirmation habits are practiced in the students’ daily classroom routine.
Well-being and affirmation habits are practiced in the students’ daily classroom routine.
Building Strengths
Well-being and strengths of children are identified and monitored.
Well-being and strengths of children are identified and monitored.
Education
Equipping every child with psychological resources, enabling them to navigate life’s challenges while functioning optimally.
Communication
Enabling them to voice their perspectives, ensuring their opinions are valued and considered regardless of their background.
Positive Behaviour
Well-being and affirmation habits are practiced in the students’ daily classroom routine.
Building Strengths
Well-being and strengths of children are identified and monitored.
And that's why…
And that's why…
We offer longitudinal well-being support for children aged 7 to 12 and for educators supporting them, to bridge social-emotional gaps.
We offer longitudinal well-being support for children aged 7 to 12 and for educators supporting them, to bridge social-emotional gaps.
We offer longitudinal well-being support for children aged 7 to 12 and for educators supporting them, to bridge social-emotional gaps.
Our consistent approach goes beyond touch-and-go interventions., because we believe that effective well-being support requires a consistent and gradual approach that incorporates long-term community involvement.
Our consistent approach goes beyond touch-and-go interventions., because we believe that effective well-being support requires a consistent and gradual approach that incorporates long-term community involvement.
Our consistent approach goes beyond touch-and-go interventions., because we believe that effective well-being support requires a consistent and gradual approach that incorporates long-term community involvement.
Back to the beginning
