A shy 12-year-old girl, out of school for nearly two years due to displacement and economic hardship, was struggling to keep up academically and had lost her confidence. Her mother initially hesitated to enrol her, worried she would feel ashamed or out of place.

Through community outreach and patient trust-building, the project team convinced the family to take part. Remedial sessions in Arabic and mathematics helped rebuild her academic foundation, while psychosocial activities, including drawing, storytelling, and group games, helped her work through her fear and shyness.

Over time, she began volunteering in class, leading small group exercises, and supporting other children, gradually regaining her confidence and self-esteem.

By the end of the term, she expressed her wish to return to formal schooling. With the project’s coordination and referral support, she was re-enrolled in a nearby public school, and quickly became one of its most motivated students.

Her journey inspired other displaced families to register their own children for the programme, creating a ripple effect of hope across the community.

This story illustrates how the Social Justice Project contributes to preventing violent extremism by addressing the social and emotional vulnerabilities that can leave children and families susceptible to harmful influences.

By restoring confidence, providing education, and fostering community support, the initiative strengthens resilience, encourages positive engagement, and helps children like her build a secure and hopeful future.