Compassion in Action: How Tashi and The Monk Transformed a Bhutanese Classroom

Q&A WITH SIMA

Why did you choose the SIMA Academy film Tashi and The Monk?

This film represented the power of compassion, which attracted me since it helps to learn about questions on human nature, education, and community. The students emerged not simply as those who had watched a film, but as beginner practitioners of empathy, learning a new language for their feelings and care for others when they are in need.

How did the screening meet your objectives for the overall event?

Our objectives for the screening were mainly to motivate the students to think about empathy vs. punishment and to think about compassion as a strength. The screening exceeded our objectives since the students were the ones to initiate three initiatives: 

• The Quiet Corner Initiative – The students designed a peaceful space where anyone could retreat to calm their emotions. Equipped with mindfulness cards, drawing materials, and breathing guides, the Quiet Corner became a sanctuary for emotional regulation. Local monks from Chador Lhakhang offered mindfulness training and simple meditation techniques, linking modern education with Bhutan’s spiritual traditions..

• Peer Buddy System – Taking inspiration from the mentorship in Tashi and The Monk, older students partnered with younger peers to provide academic and emotional support. The initiative, guided by the school counselor, nurtured both empathy and leadership, reinforcing that “everyone has something to teach and learn.” 

• One-Minute Mindfulness Practice – Teachers and students began each lesson with a brief moment of breathing or sensory awareness. This daily ritual helped learners transition into a focused mindset, enhancing concentration and emotional readiness for learning.

Can you tell us if and how this event changed the audience’s awareness of the subject matter?

The film sparked powerful discussions. Students drew parallels between Tashi’s emotional struggles and behaviors they had seen among peers. They began asking, “What if we responded with understanding instead of detention?” This shift marked the beginning of a new awareness: discipline could be reimagined through empathy. Students began exploring trauma-informed care, learning that disruptive behaviors often arise from unmet emotional needs rather than defiance. This realization became the foundation for a transformative classroom culture.

What were the main topics of discussion at the event? 

The main topics that were discussed throughout the event were: 

• Empowered Emotional Awareness: Students learned to recognize and take ownership of their emotions instead of feeling controlled by them. 

• Improved Focus and Presence: The one-minute mindfulness sessions provided a simple yet profound tool to pause, reflect, and reset. 

• A Compassionate School Culture: Emotional well-being became an integral part of the school environment, strengthening relationships between students and teachers.

Please share a memorable moment during your event.

For the students at Bartsham Central School, Tashi and The Monk became more than a film—it was a mirror reflecting what education could be when rooted in compassion. Through mindful practices, peer support, and emotional awareness, this project turned a simple screening into a movement for well-being, empathy, and social harmony, embodying the spirit of both SDG 3 and SDG 10 in everyday school life.

A memorable moment during the event was when the Peer Buddy System was created. Moved by how the older children in the film guided Tashi, students launched a cross-grade buddy program. Older students partnered with younger ones to offer academic and emotional support, reinforcing that everyone has something to teach and learn. This program was also supported by the school counselor to find out and help the mental health of the students in the school. The sense of community built in the school around this film was extraordinary.