From under trees into classrooms: Yemeni students remain determined to learn despite all odds

Mona*, eleven years old, studies in the sixth grade in one of the neglected schools of Sarar District. Mona’s school didn’t have adequate classrooms and facilities. There were no chairs, desks, water, or electricity. This forced Mona and her mates to study under the trees surrounding their dilapidated school, suffering hot weather, dust, insects, and noise. Moreover, the lack of toilets in their school has forced Mona and her classmates to climb a long rough road returning to their village, located on top of a mountain, to relieve themselves back in their homes. Afraid of stray dogs and mosquitoes on the way back to their village, many young students refrain from using the toilet until they finish school, which can have serious implications on their health.

Reema*, twelve years old, is a seventh-grade student in Alnour* school in Sarar District. Reema’s school suffers from overcrowded classrooms where every four students share one chair and desk. Overcrowding in classrooms reduces students’ ability to pay attention and makes both learning and teaching processes very challenging. It leads to a low intake of students and increases dropout rates. It also affects the ability to prevent the spread of infectious diseases among students, including malaria, dengue fever, COVID-19, and other respiratory and skin diseases.

Waddah Saeed, 38 years old, a school principal from Sarar District, says: “Our school was in a concerning condition. Youngsters used to study under trees in hot weather, where diseases and harmful insects spread. They had to walk nearly three kilometers back to their home to relieve themselves because there were no toilets in the school. It broke my heart to see children facing many risks to access schools that are supposed to be a safe and pleasing space for them to learn and grow.”

To address these challenges, with funding from Yemen Humanitarian Fund (YHF), CARE works to improve access to quality education through promoting safe learning environments that contribute to students’ emotional, mental, and physical well-being. CARE targeted four schools in Sarar district of Abyan Governorate to expand learning space by establishing and rehabilitating classrooms and sanitation facilities in these schools.

In the four schools targeted in Sarar, CARE established eight classrooms and eight gender and disability-sensitive toilets. CARE also installed a solar pumping system and water tanks for each school to ensure children have access to clean water. The project also provided learning materials and recreational kits, which include footballs, ball pumps, skipping ropes, puzzles, and other educational games, enhancing the learning experience for nearly 943 young students. The provision of learning materials was integrated with the provision of psychosocial support through training male and female teachers on the method of Education in Emergencies (EiE) and psychosocial support. Furthermore, students and teachers benefited from the hygiene awareness sessions and campaigns conducted in their schools.

Mona and her classmates were delighted to see their new classroom. “I’m so happy,” says Mona. “Our classroom is beautiful and safe. We also have a toilet with water, so I don’t have to return home to use the toilet. I also like the new games we are using in the class. Now I love school more than ever.”

“With the new classrooms and the extra desks, learning became easier as two students only share one desk instead of four,” adds Reema. “I’m in the seventh grade, but it is the first time I to see these learning games. They are fun and make learning a lot easier.”

“Both students and teachers in my school are grateful for rehabilitating the school,” says Waddah. “The intervention has made a positive change in the lives of children and teachers. The new classrooms and recreational kits give teachers enough space to convey information to students in a smooth and stimulating way. Training teachers and school administrators on psychosocial support and Education in Emergencies (EiE) methods help improve students’ emotional and mental well-being.”

“CARE’s and YHF’s interventions have had a huge impact on the continuity of the educational process in Sarar. Teachers are encouraged to teach, and many children have returned to school. This will have a great influence on the future of our children and the future of our Yemen,” he concludes.