Sahra, a determined educator from el-Geneina, Sudan, has risen to become the head teacher of a primary school in a refugee camp in Adre, Chad, transforming her personal tragedy into a beacon of hope for displaced children. Her journey from aspiring academic to educational leader in exile highlights the profound impact of the ongoing conflict in Sudan and the resilience of individuals seeking to rebuild lives amidst devastation.
Growing up in el-Geneina, the capital of Sudan’s West Darfur state, Sahra harbored a deep-seated ambition to excel, particularly in her academic pursuits, even aiming to surpass her male classmates. Her dedication to learning led her to national examinations in 2005 and 2006, solidifying her aspiration to enter the teaching profession. She actively volunteered in classrooms while simultaneously pursuing a university degree, eventually specializing in education administration.
However, the life she had meticulously built was shattered in April 2023 by the outbreak of brutal warfare between the Sudanese Armed Forces (SAF) and the paramilitary Rapid Support Forces (RSF). This devastating conflict has uprooted millions across Sudan, with Chad, sharing an extensive eastern border, bearing the brunt of the exodus. Sahra now finds herself among nearly one million Sudanese refugees who have sought safety in Chad, a nation that has consequently become one of Africa’s largest refugee-hosting countries.
Upon arriving in eastern Chad, thousands of families were met with little more than open terrain and sparse trees for shelter. For countless children, the disruption meant an abrupt end to their education, with no schools readily available. Recognizing this critical void, Plan International, in collaboration with partner organizations, established a primary school within one of the refugee camps in 2024. The facility has since grown to accommodate 1,059 pupils and 30 teachers, with Sahra at its helm as head teacher. This initiative exemplifies a crucial strategy: recruiting teachers, administrators, and child welfare workers directly from the refugee community, enabling those who have experienced displacement to provide vital services to families who have fled alongside them.
Leading from the Front Lines: Education Amidst Crisis
Chad was already grappling with a severe education crisis long before the latest wave of refugees arrived from Sudan. An estimated two million young people in Chad are unable to read or write, and according to the United Nations Children’s Fund (UNICEF), a staggering three out of every four pupils nationwide are taught by individuals whose own education concluded at the secondary level. The influx of Sudanese refugees has placed an unprecedented strain on an already overstretched education system, exacerbating shortages of classrooms, qualified teachers, and essential facilities.
Sahra, now 32, fled el-Geneina in June 2023 with her parents and three sisters, seeking refuge and safety in Chad. The image accompanying her story shows her with a hopeful expression, emphasizing her desire to return home once peace is restored to Sudan. Her personal commitment to education is deeply rooted in a profound understanding of its transformative power. "Illiteracy is very dangerous," Sahra states emphatically. "I want the children to be optimistic about the future because education prevents them from early marriage and violence."
To manage the substantial student population, the school operates on a dual-shift system, with classes held in both the morning and evening. The curriculum encompasses core subjects such as mathematics, science, history, geography, Arabic, and French, providing a semblance of normalcy and continuity for the young learners. However, teaching in exile presents a unique set of challenges. Sudanese teachers have had to adapt to Chad’s national curriculum while navigating linguistic differences. Chadian children often speak local dialects, and many Sudanese pupils primarily communicate in Arabic.
Oummalnas, a teacher who also escaped el-Geneina in 2024 and now teaches mathematics and Arabic, shared her perspective: "The teaching syllabus in Sudan is easy, but the one in Chad is difficult for us." She highlighted a pressing need for further training and support, stating, "We need more workshops to improve our teaching skills and adapt to the Chadian system." These sentiments underscore the complex logistical and pedagogical hurdles faced by educators in this unprecedented humanitarian situation.
Protection Beyond the Classroom Walls
Initially, Sudanese and Chadian children sometimes experienced friction as they adjusted to their shared environment. However, these tensions have gradually subsided, and the children now engage harmoniously in both learning and play activities outside the school setting. Plan International has also established safe spaces for children under five, offering them opportunities for play, socialization, and crucial psychosocial support in the absence of formal kindergarten facilities.
Kefa Mayange, Plan International’s Emergency Response Manager for Chad, articulated the organization’s holistic approach: "We don’t separate education from child protection. It’s an integrated approach that helps create harmony." This philosophy recognizes that education in a refugee context extends far beyond academic instruction, encompassing emotional well-being and social integration.
For parents within the camp, the presence of a school offers a dual benefit: education and safety. Charfadine, who arrived with his family during the heavy rains of 2023, recounted his children’s regular schooling in West Darfur before the conflict forced their displacement. Three of his children now attend primary school in Chad. "We are happy when they go to school here [in Chad] because it’s a receptive place. It protects them from the violence coming from criminal groups," he shared. His aspirations remain firmly fixed on his homeland, stating, "My ambition is for my children to be teachers to teach coming generations in Sudan and doctors to treat illnesses."
Despite these successes, not all children have been able to access educational opportunities. Nasradine, another parent, expressed deep concern over hundreds of unaccompanied minors who lost their parents during their flight from Darfur. These children remain out of school, often wandering the camp unsupervised. "If those children remain outside school, our camps will be in danger," he warned. "This group could turn to crime and make our place unsafe. We just want help for those children to go to school." This highlights a critical gap in services and a potential security risk that requires urgent attention.
A Struggle Against Scarcity and Underfunding
Mothers like Roukhaya and Zenab vividly recall their arduous escape from el-Geneina, a journey that involved approximately ten hours of walking to reach the Chadian border. Despite the war in Sudan, they reflect that life there once felt more manageable than their current existence in the refugee camps. Roukhaya’s children began formal schooling for the first time after arriving in Chad. However, she has witnessed older teenagers discontinuing their education due to the absence of high schools or vocational training programs.
The challenge of keeping younger children enrolled in school is a daily battle. Azraa, a Mobile Unit Supervisor with Plan International, and her colleagues actively engage with families, going tent to tent to encourage parents to prioritize their children’s education. In families with multiple children, parents may send only two or three to school while others are kept home to assist with essential tasks such as collecting firewood, fetching water, or seeking casual labor to support the household.
Community centers organize weekly awareness sessions to reinforce the paramount importance of education, even in the midst of displacement. These crucial efforts are undertaken despite severe resource constraints. Kefa Mayange notes that the refugee response in eastern Chad is one of the most underfunded humanitarian efforts globally. Children constitute over half of the refugee population, yet the 2024 Sudan Regional Refugee Response Plan received only 17 percent of its required funding, resulting in an 83 percent shortfall. Education remains one of the least supported sectors within this crisis.
At Sahra’s school, the scarcity of resources is evident daily. The facility lacks proper sanitation, electricity, and accessible facilities for children with disabilities. Pupils are often crammed together on the ground or share limited seating. Teachers and parents are collectively advocating for fundamental improvements, including solar panels for lighting, a mobile health clinic, school meals, and adequate desks for all students.
Abakar Mahamat Nour, an Education Officer with the Economic and Social Development Agency (ADES), a Chadian NGO supporting education and emergency relief, views the arrival of Sudanese teachers as a significant opportunity for cross-border solidarity. "Chad and Sudan are like brothers; we share families," he stated. "Having people like Sahra coming from Sudan to teach our children is a benefit for our country. They help our students gain new cultural perspectives and build new friendships."
Sahra’s journey embodies a profound paradox: she lost the life she had meticulously built as a teacher and education administrator in West Darfur, only to find herself in exile fulfilling her original calling, teaching children. "Refugees have skills, experience, and dreams," emphasized Kefa Mayange. "Like Sahra, we see them as leaders." Their potential, when recognized and supported, can transform challenging circumstances into opportunities for both personal growth and community resilience.
Note: Full names have been withheld for safety and privacy reasons.
