The Good News, February Edition

As the new school year gets underway across Aotearoa, many whānau are welcoming the return to routine after a long summer break. The start of school brings stability, security, and a fresh start for children and their families, offering opportunities for learning, growth, and connection. 

However, for millions of children around the world, the promise of education is disrupted by conflict, natural disasters, and crises. 

At UNICEF, we see every day how vulnerable children are impacted during emergencies and their aftermath—losing access not only to education but also to the essential benefits that schools and learning facilities provide. For many children, school is more than just a place to learn reading, writing, and maths. It’s a safe haven where they can play, build friendships, and receive vital support like nutritious meals and healthcare. 

That’s why UNICEF is committed to ensuring continuous education for children, even in the most challenging environments. Our long-term education programs and temporary learning facilities help children stay in school and thrive, thanks to the unwavering support of our dedicated partners and generous donors. 

Building back in Vanuatu 

Since the 7.3 magnitude earthquake struck Vanuatu, UNICEF has been supporting government efforts to ensure that all children have as smooth a transition as possible back into learning. We have been providing temporary learning spaces and materials to help children readjust as the school year gets underway. The earthquake caused widespread damage to lives, homes and health care facilities. 45 schools and 20 early childhood education centres were affected.  Our priority has been restoring a sense of normalcy and connection, to protect Vanuatu’s kids from the harmful effects of prolonged stress.
 

We’ve done this by working with the government and partners to provide more than 50 safe temporary learning spaces for 5,839 girls and boys. Learning materials, School-in-a-Box and Early Childhood Development kits for 2,300 children and teachers have also been provided. These learning spaces will also serve as entry points for other essential services for children’s recovery including mental health and psychosocial support. 

Through the deployment of a child psychologist, teachers and other frontline workers are being trained to run psychosocial support activities with children. The activities are designed to help children express their feelings, and to help adults identify signs of distress, to provide counselling, and to make referrals to specialized mental health services where required. 

As a region of the world prone to natural and climate related disasters, UNICEF together with government, communities, and partners, is working to integrate disaster-resilient designs as well as climate-adaptive measures into reconstruction plans.  

Read the official press release here. 

  Schools for Africa in Burkina Faso 

Inclusivity and equity are the guiding values behind the Schools for Africa project in Burkina Faso. Funded by UNICEF Japan, the project provides an integrated approach to child protection and education for host and displaced children in urban areas. This is to ensure continuous education for 283,800 children and adolescents aged 3 to 17, from both displaced and host communities, in five regions of Burkina Faso. Beyond infrastructure development, 205 teachers have been trained in teaching approaches tailored to the needs of displaced children. 

In Kaya, the capital city of the Centre North region in Burkina Faso, 7-year-old Soré Habibou, was recently enrolled at Sibiougou B Primary. Her journey to being a diligent student could have taken a very different path. She, her mother and three siblings were forced to flee from their village of Tampelga, some 40 km from Kaya after her father passed away two years ago. When the family arrived in Kaya, Soré’s mum Gumini, 30, had been raising her children alone since her husband died. She enrolled Soré at the school in the hope she would one day be able to take care of siblings. Little did she know that Soré would become incredibly diligent and thrive at her new school. 

Soré’s story is part of a broader effort to bring education back to thousands of internally displaced children in Burkina Faso. Thanks to a partnership between UNICEF and the Ministry of education, 50 temporary learning spaces have been built in the provinces of Bam, Namentenga, and Sanmatenga. These facilities have enabled more than 6,000 mostly internally-displaced children, to benefit from a secure environment conducive to learning. 

At Sibiougou B Primary School, where Soré studies, learning conditions have improved significantly. Before the temporary learning spaces were built, students attended classes under trees due to the lack of classrooms. Shelters were built in 2023 and corrugate sheet roofs and a fence were added last year. Today, these temporary structures accommodate around 60 displaced and host children each. 

Second chances in Syria 

13-year-old Yahia had experienced more hardship than most children his age. Living in rural Damascus, Syria with his family, Yahia lost his legs at the age of 6 when a shell exploded near his house. His mother, Douaa, remembers the trauma her son endured: “He lost one leg instantly, and the other might have been saved if the hospital had been equipped. But we were under siege, with no access to basic medical supplies—not even threads to stitch his wound.” 

The pain and trauma were not only physical but emotional too. It turned into deep anger, which Yahia expressed as aggressive behaviour at school. To help him overcome his trauma, a case manager at a UNICEF-supported child protection, Kholoud, held individual counselling sessions with Yahia, which helped him to be vulnerable and share his experiences and feelings. He admitted that being bullied because of his disability fuelled his anger. "I always felt lonely and sad, but when I retaliated, I got into deep trouble,” he said. 

As a result of this spiralling situation, Yahia dropped out of school. Kholoud then persuaded his mother to enrol him in a different school the following academic year and encouraged him to attend summer activities organised by the UNICEF-supported mobile team. Yahia eagerly participated in the summer sessions, particularly enjoying activities focused on emotional expression. “I learnt how to manage my anger,” Yahia said proudly, using breathwork and physical activity as tools to help himself cope with overwhelming feelings. His physical strength and determination caught the attention of the mobile team because of his skills and agility. “Sometimes we forgot that he had a disability,” Kholoud said. “He had so much energy and only needed guidance to channel it positively.” 

In September 2024, Yahia enrolled in a new inclusive school, rehabilitated by UNICEF, which is accessible to children with disabilities. Yahia’s eyes lit up as he described it: “I can move around on my own now. There’s even a bathroom I can use without help!” Kholoud worked closely with Yahia’s teachers, offering them advice on how to support him, particularly during his favourite sports class. She continues to monitor his progress. “I’m so proud when I hear how much he’s improving, both academically and socially,” Kholoud said. 

All these inspiring stories are testament to what motivates us everyday... that vulnerable children are given the tools they need to rebuild their lives and thrive despite their circumstances. As Yahia’s case-manager Kholoud says, "Every child deserves a chance to learn, grow, and dream. It’s not just about academic success—it’s about restoring hope and dignity."  

Read more Good News here