After joining an inclusive education training session, teacher Florence found herself thinking about 11-year-old Aminah.
Born with an intellectual disability, when Aminah joined school she faced daily marginalisation from teachers and peers. Her presence in the classroom was overlooked, her potential dismissed, and her dignity eroded. She was made to feel invisible in a space meant to nurture every child. She dropped out of primary school after only one year.
Florence joined a training session via the Realising Inclusive and Safe Education (RISE) project and, equipped with a new understanding of every child’s right to belong and thrive, she brought Aminah’s story to the attention of the newly appointed headteacher at the school. With compassion and conviction, they committed to rewriting Aminah school experience.
The Realising Inclusive and Safe Education (RISE) project is helping thousands of children like Aminah to get the education they deserve. Funded by the Scottish Government and led by Link Education International and partners including Chance for Childhood, RISE is training teachers to identify children with disabilities, support them in the classroom, and talk to the parents of children with disabilities.
Florence told us that after the training:
“I visited Aminah’s family and agreed to take her back to school, despite all the years that had passed (seven years out of school). In the first two weeks after her re-enrollment in P1, Aminah faced a painful reintroduction to school life. She endured bullying, mocking, and harassment, especially during recreation time, not only from her classmates but also from older students. Some teachers even complained that her presence was a ‘distraction’ to others, failing to see the courage it took for her to return.” – Florence
Florence’s headteacher was impressed with her commitment to helping Aminah return to school.
“I assure you, teacher Florence did a lot and has refused to let Aminah be pushed aside again. With unwavering dedication, she continued sensitising her colleagues and educating students about inclusion, empathy, and the simple truth that Aminah like every child has the right to learn, to play, and to be accepted.” – Headteacher at Aminah’s school
Aminah’s mother speaks with joy and pride about the dramatic transformation she’s witnessed in her daughter. Once withdrawn and silent, Aminah now comes home eager to share stories from her day. The change is remarkable – Aminah is no longer an outsider. She’s found friendship and joy, especially among the girls at her school, who now welcome her warmly and include her in their games.