From Theory to Practice: Empowering Refugee Children Across East Africa

Millions of displaced refugee children in East Africa, mainly Ethiopia, Kenya, and Uganda, encounter obstacles that extend beyond the classroom, such as poverty, trauma, gender-based violence, and insufficient teacher support, that threaten to hinder their futures even before they fully start. 
When a 16-year-old girl misses school because she lacks sanitary pads and faces unsafe commutes, she loses more than just learning; she loses leadership, friendship, and hope.
While humanitarian programs have primarily aimed to enroll children in school, a vital question remains: how can we ensure they remain enrolled and succeed?

To address these challenges, a 2025 scoping study in refugee and internally displaced communities (Phase 2) by FAWE, HERS-EA, and ACER UK, engaging 784 students, teachers, parents, and local education leaders across Ethiopia, Kenya, and Uganda, demonstrates that empowerment models like Tuseme, a theatre-led approach promoting student voice, life skills, and agency, can help refugee and host-community students regain their footing. However, the study also concludes that curriculum interventions alone are insufficient to tackle systemic gaps, poverty, and trauma.

The study identified persistent barriers, including absenteeism driven by poverty, girls missing school during menstruation, emotional scars from conflict, and untrained teachers lacking psychosocial skills. For example, in Dadaab, only 8 per cent of primary teachers were nationally certified in 2018, while secondary attendance in Uganda’s refugee-hosting areas is just 9 per cent. Despite these challenges, students are motivated, schools have club structures, and parents value education.

Tuseme, meaning “Let us speak up” in Kiswahili, offers a proven solution. It was established in the 1990s to empower students through drama, poetry, and problem-solving in clubs, building confidence, leadership, and advocacy skills. The study adapts Tuseme specifically for refugee contexts, integrating gender-responsive pedagogy and teacher-support frameworks, to create a practical, context-sensitive roadmap.

To translate this research into action, the study offers several recommendations. These include embedding empowerment models in national education plans, funding teacher training and psychosocial support, providing dignity kits, establishing inclusive school clubs with rotating leadership, and facilitating peer mentorship. In addition, NGOs should focus on long-term capacity building and cross-country learning, while donors are urged to provide multi-year funding tied to indicators.

This integrated approach moves from short-term interventions to system-wide, sustainable reforms. For millions of displaced children across East Africa, Tuseme is more than a club; it is a pathway to leadership, hope, and lasting empowerment.