As part of efforts to strengthen community awareness of the dangers posed by explosive remnants of war (ERW), and through coordination between the Education Sector, the Child Protection Sector, and the Mine Action Sector in Deir ez-Zor, under the supervision of UNICEF, a representative from Dan for Relief and Development (DRD) participated in a specialized five-day training on Explosive Ordnance Risk Education (EORE).

The training aimed to strengthen participants’ capacities in raising awareness about the risks of unexploded ordnance and landmines, while equipping them with the knowledge and skills needed to deliver life-saving risk education messages to local communities, helping reduce accidents and injuries caused by explosive remnants of war.

Building on the knowledge and skills gained during the training, DRD conducted two EORE awareness sessions at its Learning Center in Hajin, eastern rural Deir ez-Zor, targeting both children and adults. The sessions introduced participants to different types of explosive remnants, landmines and their characteristics, while highlighting the safe behaviors to follow when encountering suspicious objects, thereby promoting a culture of safety and prevention within the community.

DRD also received two EORE training kits to support future awareness activities and expand outreach to communities most at risk.

The Importance of Explosive Ordnance Risk Education

Years of conflict in Syria have left behind a dangerous legacy of explosive remnants of war (ERW), which remain scattered across many areas. Their impact did not end with the conflict; they continue to pose a direct threat to civilians and hinder recovery and stabilization efforts.

Syria is considered one of the countries most heavily contaminated by explosive remnants of war. Estimates indicate that more than 324,000 items of unexploded ordnance remain across the country. These hazardous remnants have caused the deaths and injuries of thousands of civilians, as well as permanent disabilities and limb amputations, creating significant humanitarian, economic, and psychological challenges for individuals, families, and communities.

DRD reaffirms its commitment to continuing community-based awareness activities in partnership with relevant stakeholders to strengthen the protection of children and families, reduce the risks posed by explosive remnants of war, and contribute to building safer and more resilient communities.

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

As part of enhancing interactive learning methods and connecting scientific concepts with practical reality, the Accelerated Education Centre of the DAN Relief and Development Foundation in the city of Hajin, eastern rural Deir ez-Zor, implemented an external applied lesson for the science subject titled “The Presence of Water in Nature,” targeting second-level students (fifth grade), with the participation of 21 male and female students

Away from traditional classrooms, teacher Khalil Al-Bahr led his students on an educational visit to the Hajin water filtration station, where they had the opportunity to directly learn about water treatment stages and the mechanisms by which water reaches homes. The visit constituted a hands-on educational experience that enhanced students’ understanding of scientific concepts related to water and its importance in daily life

During the tour, students learned about the station’s infrastructure and observed up close the operation of pumps and transmission networks, which helped transform theoretical information into tangible real-world experience and reinforced their sense of the importance of conserving water resources and appreciating their value

This activity is part of the Accelerated Education project implemented by the DAN Relief and Development Foundation, aimed at supporting children who have dropped out of education due to crises and conflicts, and enabling them to return and integrate into the formal education system. Currently, 220 male and female students benefit from the project at the education centre in Hajin city, distributed across three educational levels

In addition to educational activities, the project places great importance on strengthening the role of the family in supporting the educational process, as teachers conduct awareness sessions for caregivers titled “The Importance of Education and Returning to Schools.” To date, the number of beneficiaries from these sessions has reached 1,982 caregivers out of the 3,000 targeted under the project plan.
The educational process is also accompanied by the implementation of psychosocial support (PSS) sessions for students within the Time Up programme, aimed at enhancing their psychological well-being and supporting their ability to learn and adapt

Dan Relief and Development continues its efforts to provide Accelerated Education services for children who have dropped out of school at the Education Center in Hajin city, eastern Deir Ezzor countryside, as part of the second cycle of the program, which started on 1 November 2025 and will continue until 30 June 2026.

A total of 220 children are benefiting from this cycle, including 105 boys and 115 girls. The educational process is organized into three levels (Level One, Level Two, and Level Three), allowing students to receive education that matches their abilities and learning levels.

Classes are conducted over two school shifts: a morning shift and an afternoon shift, ensuring the inclusion of all students through flexible schedules that meet their needs. The program is supervised by an educational team consisting of specialized trainers and 8 male and female teachers, who contribute to delivering effective education aligned with the program’s objectives.

To ensure a safe learning environment, the organization has allocated three transportation vehicles to transport students to and from their homes. This service is part of ongoing efforts to guarantee children’s safety, especially in areas that may pose risks due to security conditions or transportation challenges.

In addition, the organization conducts awareness sessions for caregivers under the title “The Importance of Education and Returning to School.” These sessions aim to motivate families to support their children’s enrollment in and continuation of education. The program set a target to reach 3,000 caregivers throughout the project’s duration. So far, 1,982 caregivers have been reached, marking significant progress toward achieving the intended goal.

As part of supporting the educational process, school bags and stationery will be distributed to all 220 students during the second week of February, helping to ease their learning journey and provide them with essential educational supplies.

The core objectives of the program focus on targeting children who dropped out of school due to crises and wars and reintegrating them into the formal education system. This is achieved by providing a learning environment that supports accelerated education and helps children overcome the negative impacts of the difficult circumstances they have experienced.

Furthermore, the educational process is accompanied by Psychosocial Support (PSS) sessions for students, implemented as part of the Time Up program, which aims to provide psychological and social support to children affected by conflict.

To enhance students’ participation in the educational process, a Children’s Club has been established, comprising 15 children (boys and girls). The club meets once a month to listen to students’ suggestions, opinions, and demands, ensuring they play an active role in improving the quality of education provided to them.

Dan Relief and Development continues its dedicated efforts to provide educational opportunities for children affected by crises, with the goal of ensuring a better future for them through education.

The Hajin Center is considered a leading model in delivering education to children in crisis-affected areas, as the program strives to achieve sustainable outcomes that contribute to improving the lives of children and their families.