In the remote rural communities of district Diamer, many girls already face significant barriers to education due to poverty and limited learning opportunities. For eight-year-old Bushra, those barriers were made even more difficult due to a mild learning disability.
When READ Foundation began establishing a learning centre in her community, project staff invited girls to take placement tests and enrol in the new school. Bushra arrived at the centre eager and excited at the opportunity to study. However, a community member became hesitant, questioning whether Bushra would be able to integrate into school with the other girls due to her disability.
While other children enrolled in classes, Bushra was left standing quietly in the corner of the courtyard, her excitement quickly replaced by disappointment and rejection.
Recognising the situation, a project staff member intervened and spoke with community members to better understand why Bushra was being excluded. It soon became clear that doubts about her ability to learn and interact with other students were preventing her from being considered for enrolment, blocking her from getting an education before she even had the chance to try.
The staff member immediately addressed these concerns, explaining the importance of ensuring that children with disabilities are included in education. Through discussion and encouragement, the staff member helped reassure the community that every child deserves the opportunity to learn in a safe and supportive environment.
With this support, Bushra was encouraged to participate in the placement test alongside the other girls.
Bushra responded with excitement and happiness. During the assessment, she expressed her joy by drawing lines on paper, eager to take part in the learning process and be included with the other children.
After the assessment, Bushra was successfully enrolled in the learning centre, marking the beginning of her education journey.
Today, she attends the centre regularly and comes to school equipped with books, stationery and a school bag provided through the project. Like many girls attending the learning centre for the first time, Bushra now has the opportunity to learn within a supportive classroom environment close to home.
Teachers describe Bushra as engaged, curious and eager to participate in lessons. She actively interacts with her teacher, confidently asks questions and continues making progress through the child-centred teaching approaches used within the classroom.
The supportive and inclusive learning environment has helped Bushra feel included, encouraged and valued as a student. Rather than being excluded because of her disability, she is now learning alongside other girls in her community and building confidence through education.
By supporting children with different learning needs and encouraging participation for all students, the project is helping ensure that girls who might otherwise be left behind are able to continue learning.
Today, Bushra continues attending school with enthusiasm, demonstrating how inclusive education can help break down barriers and create opportunities for children who are often overlooked.
The Empower Her project was made possible thanks to generous public donations to READ Foundation, matched by funding from the UK government through UK Aid Match. Through safe, inclusive and community-based learning spaces, the project is helping out-of-school girls aged 6–16 access education closer to home.
