CASE STUDY – CHILD LABOUR & POVERTY
Biography 1: Saheb-e-Alam (From “Lost Spring”)
1. Introduction
Saheb-e-Alam, a young ragpicker from Seemapuri, is a powerful symbol of how poverty steals
childhood from millions of children in India. His life portrays the constant struggle for survival, where
dreams remain unfulfilled and opportunities are limited by circumstance. Through Saheb, the chapter
reveals the harsh contrast between a child’s innocence and the burden of poverty.
2. Background
Saheb’s family migrated from Bangladesh due to natural calamities and poverty, settling in
Seemapuri—a slum area on the outskirts of Delhi. Their life revolves around collecting recyclable
waste, which provides daily survival but no long-term stability.
Saheb spends his mornings searching the garbage dumps for “gold,” meaning anything valuable
enough to sell. He does not attend school, not because he does not want to, but because the system
around him does not provide real access, certainty, or hope.
3. Impact of His Circumstances on His Life
Growing up in such an environment affects Saheb deeply:
Loss of education: His dream of going to school stays a dream.
Psychological impact: The spark of childhood curiosity fades as he becomes responsible for
earning.
Loss of freedom: When he begins working at a tea stall later, he receives ₹800 and meals, but
metaphorically loses his independence — “Saheb is no longer his own master.”
4. Challenges
Extreme poverty forcing him into labour from a young age.
Lack of access to formal schooling, transport, or support.
Social invisibility, where his struggles are ignored by society.
Hazardous work conditions, handling sharp objects, dirt, and polluted waste.
Absence of safety nets for migrant children like him.
5. Solutions
Establish neighbourhood bridge schools to help children like Saheb transition into education.
Provide economic support and skill training to migrant families.
Strengthen child labour enforcement in waste-picking zones.
Create community child support groups that monitor vulnerable children.
Ensure access to clean housing, sanitation, and identity documents so families can access
government schemes.
6. Conclusion
Saheb’s life shows that poverty is not just the absence of money—it is the absence of choices. His
story represents thousands of children who lose their childhood to economic hardship. With proper
support, education, and social protection, children like Saheb could build brighter futures instead of
living in cycles of survival.
Biography 2: Mukesh (From “Lost
Spring”)
1. Introduction
Mukesh, a boy from Firozabad’s bangle-making community, stands as an example of how
traditional occupations combined with poverty can trap generations in the same cycle. His
story highlights both the hardships of child labour and the hope that resides in the
determination of youth.
2. Background
Mukesh belongs to a family that has made glass bangles for generations. Firozabad’s narrow,
dark, and smoky workspaces expose children like him to hazardous conditions from an early
age.
His family’s low income, combined with the unorganized nature of the bangle industry,
pushes every member—including children—into work to sustain the household. Despite this
environment, Mukesh dreams of becoming a motor mechanic, a profession completely
different from his family trade.
3. Impact of His Circumstances on His Life
His circumstances shape him in multiple ways:
Health risks: Working near furnaces and glass pieces can damage eyesight and cause
respiratory problems.
Limited freedom: Family pressure and tradition restrict his opportunities.
Delayed dreams: His desire to learn mechanical skills is repeatedly postponed by
poverty.
Identity struggle: He is caught between family expectations and his personal
ambition.
4. Challenges
Hazardous working conditions in the bangle industry (heat, smoke, dust).
Generational poverty, which normalizes child labour.
Lack of educational opportunities tailored for children of artisans.
Rigid social systems, where artisans often remain powerless under middlemen.
Low wages, making it difficult for families to break free from the cycle.
5. Solutions (What should be done)
Create safe, regulated workplaces to eliminate child involvement.
Offer scholarships and vocational training for artisan children.
Provide financial literacy & microcredit to help families start new livelihoods.
Strengthen school retention programs to ensure children attend regularly.
Encourage skill-based training centres, especially for trades like mechanics,
tailoring, and technology.
6. Conclusion
Mukesh’s story shows that even in difficult conditions, hope can survive. His desire to
become a mechanic symbolizes the aspiration of many children who want to break free from