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Teach For India
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Teach For India’s Instagram is projected to grow by - / day
Projection based on recent performance trends.
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Teach For India — Instagram Follower Projections
Projected growth from past data. Actuals may vary with trends or algorithm shifts.
109K Followers
2K Posts
- Followers / Day
- Posts / Day
| Time Until | Date | Followers | Posts | Growth |
|---|---|---|---|---|
| Live | 108,716 | 1,898 | — | |
| Not enough data. | ||||
Teach For India has an Instagram engagement rate of 0.77%
Teach For India Historical Stats
Latest 15 entries. Daily follower gains and drops.
Teach For India can charge up to $30 USD per Instagram post.
Typical range: $10 – $30 USDTeach For India’s Influence Rate
Export CSVTeach For India shows an influence rate of 0.77%, suggesting a reach of ~766 per post.
Followers
109K
Posts
2K
Engagement
0.77%
Avg. Likes
766
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Teach For India (@teachforindia) — 109K FollowersEngagement: 0.77% · Avg. Likes: 766 · Avg. Comments: 69
%s’s Influence Rate
FAQ – Teach For India Instagram Stats
Common questions about Teach For India’s Instagram analytics.
Answer: A non-profit working towards educational equity in India.
Answer: Teach For India has 108,716 followers on Instagram.
Answer: Engagement rate of Teach For India's Instagram Account is 0.77%.
Answer: Average likes are about 766 per Instagram post.
Answer: Average comments are about 69 per post.
Answer: Instagram Id of Teach For India is @teachforindia.
Answer: Worth of an Instagram post on Teach For India’s profile is $7 USD - $30 USD.
Answer: Teach For India discusses Education, Social Impact on their Instagram.Top captions from recent popular posts:
- Zakir Khan at Madison Square? Amazing. Zakir Khan back in our classroom? Legendary. zakirkhan_208 You said you would be back 10 years ago, so when is the show? 😁 Our Students are eagerly waiting! #zakirkhan #madisonsquaregarden #comedy #art #standup
- Before the Fellowship, Rex was searching for. He wanted to understand whether change could only be achieved through government interventions, and if policy alone was enough. Rex’s two years in the Fellowship unfolded in unexpected ways. In his first year, he taught at a low-income private school. In his second year, he was placed in a government school with better infrastructure. But what seemed like an upgrade came with its own challenges. Despite the facilities, access was restricted by rigid hierarchies, securing even a single opportunity for Students required at least four separate signatures. This bureaucratic hurdle led Rex and his team to explore possibilities beyond school hours. That’s when the Teach for Fun initiative was born. Partnering with schools that had stronger infrastructure and resources, Rex and his team created a structured after-school mentorship program. Older Students from these schools mentored his Students in activities aligned to their interests. The impact was profound. Many of Rex’s Students, who had never stepped outside their neighbourhoods, found relatable role models who had access to different opportunities. They grew in self-confidence, became more active participants, and developed stronger teamwork skills. The mentor Students, in turn, gained exposure to ground realities, broadening their own perspectives. Teachers from both schools began to embrace more openness toward collaboration. For Rex, the experience shifted his perspective on impact. He moved from viewing it as something driven solely by policy to understanding its deeply human nature. He learned how to navigate systems, build alliances, and lead with empathy. Most importantly, he discovered that bridging access, not just availability, can transform a child’s sense of what is possible. #impact #transformation #mentorship #learning #students #education [Impact, Transformation, Mentorship, Learning, Students]
- When Vaishnavi talks about school, she remembers how alienating it felt. She was the kind of Student who needed to ask “why”—who needed to understand things visually, emotionally, through discussion. But her classrooms didn’t have room for that. Years later, after studying International Relations and Governance, she chose a different path from her peers. She joined the Fellowship and made herself a quiet promise: no child in her care would feel the way she once did. In her classroom, learning isn’t about getting everything right. It’s about making space for messiness, for emotion, for trying again. “It’s never just about finishing the syllabus,” she says. “It’s about helping them ask better questions. It’s about helping them understand each other.” That’s what led to a month of disability awareness—something no textbook had asked her to teach, but something her classroom needed. Her Students watched stories. Asked questions. Wrote letters. One child wrote, “I give you my eyes.” And slowly, something changed. Not just for the girl they had once excluded, but for all of them. Vaishnavi doesn’t see herself as the one holding the answers. “I’m not here to pour information into their heads,” she says. “I’m here to learn with them.” To her, teaching isn’t about control. It’s about creating a space where children feel safe enough to be wrong and brave enough to try anyway. Because when you start by creating belonging, you don’t just change the classroom. You change everything, it leads to. #classroom #students #emotions #learning #transformation
