Kebu: A Girl Displaced by Conflict
At just 8 years old, Kebu Ejersa, from Ethiopia, experienced the devastating impact of armed conflict. Her family, like many others in the region of Oromia, was forced to flee her home in 2020 due to escalating violence. As the youngest of five children in a farming family, Kebu’s education was abruptly cut short. The local school closed, and her family’s focus shifted to survival. In many communities affected by conflict, education becomes a low priority.
For girls like Kebu, displacement is not just an interruption of daily life, it also brought extreme dangers and heightened risks. Girls in conflict zones are more vulnerable to exploitation, child marriage, and gender-based violence. Their education is frequently one of the first casualties of displacement. While boys may be given the opportunity to continue their studies or find work, girls are often left behind to care for younger siblings or help maintain the household. Without the safety and structure of school, they become even more exposed to the dangers that displacement brings.
Four years passed before Kebu was given another chance to learn. After moving to Akaki, a sub-city of Addis Ababa, with her aunt, she was introduced to the Speed School program. The opportunity reignited her passion for learning, and Kebu quickly proved herself to be a dedicated student. “I am a lucky girl to have this opportunity to change my life and see my future through this joyful education,” Kebu says of her experience in the Speed School program. Kebu dreams of becoming a teacher with a deep desire to help children, especially girls like her, to acquire an education and pursue their dreams.
Kebu’s story is one of resilience, but it also highlights the specific vulnerabilities that girls face in conflict situations. Displacement can mean the difference between a future in school and a future of early marriage, labor, or exploitation. Her story serves as a powerful reminder of the critical role education plays in protecting girls during times of crisis and how, with the right support, they can overcome the challenges that conflict and displacement bring.
Mariza: Navigating Poverty and Gender Bias
For Mariza Nabirye in Uganda, gender and poverty were intertwined obstacles that nearly shattered her dreams of an education. When her father passed away, her mother—a woman with a disability—was left alone to care for Mariza and her five siblings. In many communities, including Mariza’s, girls are often the first to be pulled out of school when financial hardship strikes. When Mariza reached grade five, her family could no longer afford to send her to school, and she was forced to stay home to care for her young siblings, losing the sense of belonging, purpose, and hope that education had given her.
This reality, faced by millions of girls globally, almost cost Mariza her future. When the Speed School program arrived at her primary school, she was given another chance. With the support of her teachers, Mariza quickly caught up, surpassing her peers and re-entering the formal education system in grade seven— an impressive feat for a girl who had missed years of schooling.
Despite her academic success, Mariza’s future in education was still uncertain. Her family’s financial difficulties meant that continuing her education beyond Speed School remained a challenge. Yet, with the support of her mother’s Self-Help Group (SHG), Mariza’s mother was able to pull from her savings to pay half of the school fees, while Mariza’s excellent performance earned her a scholarship to cover the remaining fees.
Beyond academics, Mariza’s participation in Speed School has allowed her to overcome the societal expectations placed on girls in her situation. Most simply, this means that she is not yet married. Her story underscores the often invisible challenges girls face when they are viewed as less worthy of education than boys and how poverty exacerbates these gender-based disparities.
Masano: Battling Discrimination as a Girl with a Disability
For 13-year-old Masano from Ethiopia, being a girl with a hearing impairment meant facing multiple layers of discrimination. In her pastoralist community, where disability awareness is minimal and the value of education for girls is often overlooked, Masano found herself isolated and excluded from opportunities that her male and able-bodied peers could access. “I was forced to isolate and close all social activities at home,” she recalls. School became a privilege withheld from Masano; she was instead expected to take care of the household. The foregoing of education in exchange for domestic duties is an all-too-common reality for girls with disabilities, often exacerbated by individual families’ and the general community’s lack of understanding and support
Speed School changed this aspect of Masano’s life, not only bringing her an inclusive environment where her education and well-being are prioritized, but also providing her with a hearing aid to assist her in her learning. She now excels in both Afaan Oromo and English, and her newfound ability to read, write, and do math has transformed her life. For the first time, she feels she is a part of her community and has dreams of becoming a doctor. Masano’s story sheds light on how girls with disabilities are doubly marginalized, often facing stigma within their homes and broader communities, and how inclusive education can make a life-changing difference.
Her mother, who once feared for her daughter’s future, now shares her joy, “We were not happy to send her anywhere before, fearing people’s attitude toward her. Now, we are very happy to see our child performing well in school.”
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Masano, Mariza, and Kebu represent millions of girls around the world who face disproportionate challenges in accessing education. Whether through disability, poverty, or conflict, these young girls have experienced adversity. Even with their profound courage, ambition, and resilience, without intervention they would have undoubtedly been able to return to formal schooling. However, their stories also highlight the incredible power that education has, when girls are given the chance, to transform lives and open doors to a brighter future.
As we celebrate International Day of the Girl, it is important to recognize that girls, especially those from marginalized communities, face distinct and added barriers to education. They are often the first to be pulled out of school when times are tough for their families, and they face greater societal pressure to conform to traditional roles that keep them from schooling. We use these lived experiences by Masano, Mariza, and Kebu to show that when girls are given the support and resources they need, they not only succeed but often surpass expectations.