After six years of the stalled educational process in Hays district, south of Al Hudaydah governorate, which has been the scene of conflict between the warring parties since 2015, and when children were the most prominent victims affected either by the destruction or closure of their schools and turning them into fighting barracks, or by their displacement with their families, Tamdeen Youth Foundation, supported by Yemen Humanitarian Fund (YHF), was able to implement the "Humanitarian Response Interventions for Education Project". The project rehabilitated classrooms and health facilities in 9 schools in the district and provided them with school furniture, solar power systems, and water networks, as well as building 4 semi-permanent classrooms. These 9 schools are open and attended by more than 5,000 students who receive quality education in a safe environment to achieve their dreams of a better future.

Best School Among All Al Hudaydah’s

July 7th School, one of the nine schools, was rehabilitated by the Humanitarian Response Interventions for Education Project, which also provided incentives to teachers and psychosocial support to female students.

Rania Mohammed Ali Yami ranked first in the GCSE exams 2021-2022, along with five of her classmates in the top ten list of the top in Al Hudaydah governorate.

At the ceremony honoring the outstanding students in the GCSE exams, Ms. Jamila Rajab Ghali Jabali, Headmistress of July 7th School, thanked Tamdeen Youth Foundation and Yemen Humanitarian Fund for the renovation and rehabilitation of the school, which allowed the learning process to resume after years of suspension.

"The school's good rehabilitation and incentives for female teachers and volunteers by the project made the school a typical environment for education."

She also expressed her great admiration for the formation of community committees of parents' councils and said:( After training and knowing their role, these committees were able to motivate the community, integrate with the project intervention and the school management, and maintain sustainable outputs. These community committees provided a school morning radio, supported the construction of new bathrooms, and involved parents in the implementation of hygiene campaigns and the provision of clean water. They also sponsored the graduation ceremony and honored the students who ranked first in the in the GCSE exams in Al Hudaydah.

" Activating social responsibility and parents' councils has contributed to improving the quality of education and its outputs. This has been seen only through this project implemented by Tamdeen Youth Foundation, which, in my view, is a success story that should be shared more widely in all schools. " She emphasized

Psychological Support Brings Amira Back to Her School

Due to the training of school directors, teachers and volunteers to provide psychosocial support to children suffering from psychosocial effects of the conflict, volunteer teachers Samia Sawal and Najah Dhubairi were able to help the child, Amira Abdullah, overcome her psychological trauma and return her to Hafsa Bint Omar School in Hays district normally.

Amira went through a period of depression and isolation after the death of her father, who was shot by a stray bullet during armed clashes in her neighborhood in Hays district.

Teacher Samia Sawal, one of 30 individuals trained to identify and help traumatized people and alleviate their suffering under the "Humanitarian Response Interventions for Education Project," says: "My colleague, Najah, and I went to Amira's house, who refused to meet us and closed her room. We sat with her mother, who told us that Amira was the eldest child among her siblings and received special indulgence and tenderness from her father. When her father died, she missed a great deal of care and happiness that I could not compensate for, so she went into a psychological state that I do not know how to deal with).

Samia and Najah visited Amira's house so many times. They put a lot of time and effort into helping her get out of her isolation. Gradually, Amira felt safe and strengthened her confidence to regain her joy and happiness, pack her schoolbag and attend Hafsa School to study with her peers.

Amira is now a hardworking student who gets and remembers her lessons, shares with her classmates what she likes to do at school and with others, and expresses her feelings confidently.

"I love my school. I love my teachers, especially Samia and Najah. I love to draw. And I love playing chair game with my classmates," Amira says.