Context & Challenge
For ten-year-old Shaiymaa, returning to school once again seemed like a distant dream after years of conflict, displacement, and hardship that had deeply affected her childhood. In addition to the difficult economic circumstances faced by her family, she lives with an intellectual disability associated with a health condition similar to epilepsy, making access to education and emotional stability a significant challenge for both her and her family.
Before joining the program, Shaiymaa had fallen significantly behind in her education due to prolonged interruptions caused by war and displacement. These experiences also affected her emotional well-being; she often struggled to interact with others and found it difficult to keep pace with children of her age within educational settings. Her family lived with constant concern about her future, particularly given their limited financial resources and the lack of access to educational and support services tailored to her needs.

Program Response
However, her life began to change when she enrolled in the Accelerated Learning Program (ALP) When I joined the Accelerated Education Program run by Dan Relief and Development Organization in the Hajin area of eastern rural Deir ez-Zor,. The program provided her with an opportunity to return to learning within a safe, inclusive, and child-friendly environment that accommodated the needs of children with disabilities. Through tailored educational support and individualized follow-up from teachers, Shaiymaa was able to progress at a pace suited to her abilities.
The support extended far beyond academics. Regular Mental Health and Psychosocial Support (MHPSS) sessions helped her express her emotions, cope with the difficult experiences she had endured, and gradually build confidence in herself. She also participated in a variety of recreational and educational activities that enabled her to discover her strengths and talents. Her passion for drawing and role-playing activities became particularly evident, serving as important tools that enhanced her interaction with others and allowed her personality to flourish in a positive way.

Family Engagement
At the same time, her family benefited from dedicated awareness and caregiver support sessions, where they learned practical approaches to addressing their daughter’s educational and psychosocial needs and creating a supportive home environment that encouraged her continued learning and school attendance. This strengthened collaboration between the family and the educational team and contributed significantly to her progress.

Progress & Results
Within a relatively short period, remarkable changes became evident. Shaiymaa’s academic performance gradually improved, enabling her to successfully complete both the first and second grades. She became more regular in attending school, more engaged in classroom activities, and increasingly confident in participating alongside her peers. She also formed new friendships, while both her teachers and family observed significant improvements in her communication skills, self-expression, and overall sense of safety and belonging within the school environment.
A key factor in this journey was the continuous support and encouragement she received from her teacher. For the first time, Shaiymaa felt that someone truly understood her health condition and believed in her potential to succeed. This trust became a powerful source of motivation, encouraging her to persevere and continue progressing.
Next Chapter

Context & Challenge
Amid years of conflict and displacement that have affected the lives of thousands of children and deprived many of their right to education and stability, the story of Hiba, a twelve-year-old girl, stands out as an inspiring example of resilience, determination, and the ability to overcome challenges.
Hiba comes from a low-income family and lives with a visual impairment, having lost one of her eyes and replaced it with a cosmetic prosthetic eye. While such circumstances could have negatively affected her self-confidence and educational journey, the opportunity to access supportive educational services gave her renewed hope and opened the door to a brighter future.

Program Response

When I joined the Accelerated Education Program run by Dan Relief and Development Organization in the Hajin area of eastern rural Deir ez-Zor,
Hiba demonstrated a strong passion for learning and a genuine desire to build a better future. However, she needed a safe and supportive educational environment that would address her psychological and health needs while strengthening her confidence in her abilities. Through an integrated package of services, including accelerated education, mental health and psychosocial support (MHPSS), individual follow-up sessions, and awareness sessions for her family, she received the support necessary both at school and at home

Inclusive Learning Environment
Throughout her participation in the program, teachers and facilitators worked to create an inclusive and supportive learning environment that encouraged her active participation in classroom activities, enabled her to express her ideas confidently, and helped her build positive relationships with her peers. Psychosocial support sessions also played a significant role in enhancing her sense of safety and belonging, while alleviating some of the psychological impacts caused by years of conflict and displacement.

Progress & Results
Over time, the impact of this support became evident in various aspects of her life. Her academic performance improved significantly, achieving a “Very Good” grade and successfully completing the fifth grade, becoming one of the diligent and high-achieving students in her class. Her self-confidence also grew remarkably, and she became more engaged and interactive within a school environment characterized by respect, acceptance, and freedom from discrimination or bullying

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Confidence & Empowerment
Hiba came to realize that disability does not define a person’s abilities or limit their aspirations. Rather, determination, combined with the right support, can open new doors to success. The continuous encouragement she received from her teachers, the support of her family, and her active engagement in educational and psychosocial activities all played a key role in strengthening this belief and motivating her to continue learning.

Next Chapter
Today, Hiba is preparing to transition to formal schooling at the beginning of the 2026–2027 academic year, where she will continue her education in the sixth grade. She moves forward with greater confidence, renewed hope, and a strong belief in her ability to achieve her dreams and build a brighter future.

Voices of Change
Hiba says:
“I learned that my disability does not prevent me from succeeding. I now feel that school is the place where I can learn and achieve my dreams.”
One of her family members adds:
“The program has transformed our daughter’s life. Her focus is no longer limited to studying; she has become more confident, happier, and more engaged with those around her. We now have great hope that she will continue her education and build a better future.”

Impact & Learning
Although Hiba still requires regular medical follow-up to maintain the health of her eye, her journey demonstrates that providing inclusive education, integrated psychosocial support, and active family engagement can make a real difference in the lives of children, enabling them to overcome challenges and reclaim their right to education and meaningful participation in society.
Hiba’s story remains a powerful testament to the fact that investing in children and ensuring their access to safe, inclusive, and quality education not only transforms individual lives but also contributes to building more resilient communities capable of recovery and hope for the future