Education has the power to change lives, but for many children, challenges beyond the classroom can make it difficult to attend school consistently and engage with learning. Khula Development Group, a beneficiary of Val de Vie Foundation, works to break this cycle by promoting a positive culture of learning and emphasising the importance of education and school attendance through school, home and community-based preventative and restorative initiatives. By working closely with learners, families and educators, Khula helps identify barriers to learning and supports children who are at risk of disengaging from school.
The story below is one example of the meaningful impact this support can have. While every child’s circumstances are different, it illustrates how compassionate intervention and family engagement can help remove barriers to learning and create a renewed sense of belonging and hope.
One morning, a Khula facilitator heard a learner screaming and crying at the school gate and immediately recognised the sounds as a distress call rather than misbehaviour. The facilitator approached the child with calm, compassionate care, helped her to settle and encouraged her to explain what had upset her. After walking the learner to class and consulting the teacher, the facilitator discovered that these emotional outbursts were occurring frequently; although the learner was doing well academically, she was clearly struggling to regulate her emotions.
The learner was enrolled in the Khula programme, where the facilitator patiently built a trusting relationship over time. Gradually, the learner opened up and revealed that, while she lives with her father and grandparents, she deeply longed for a relationship with her mother. Khula reached out to the child’s biological mother, who became very emotional when she learned her daughter was struggling. She explained that she had lacked maternal support when she gave birth and had to leave the baby with the father’s family to care for her younger siblings.
Encouraged by the facilitator, the mother began taking steps to rebuild and strengthen her relationship with her daughter. In later sessions, the learner reported that her mother was making regular contact and had even attended one of her netball matches. Since reconnecting with her mother, the learner’s attendance, emotional wellbeing, and academic progress have all improved significantly.
This story underlines the importance of distinguishing emotional distress from behavioural issues and demonstrates how early, compassionate intervention and family engagement can restore a child’s sense of safety and belonging.
