Bonny* is a 14-year-old boy who recently arrived at Kids Alive School in Haiti after leaving his home in Port-au-Prince due to ongoing violence. Like many children in Haiti, his education had been disrupted by violence and instability, and stepping into a new school in an unfamiliar city brought its own challenges.
When Bonny first entered the classroom, he kept to himself. He avoided eye contact, spoke very little, and struggled to connect with his peers. His academic performance began to decline, not because of a lack of ability, but because he felt out of place. In a new environment, without a sense of belonging, learning became difficult.
At Kids Alive School Haiti, moments like this are not seen as setbacks, but as signals that indicate that a child needs support, connection, and consistency. The school’s approach goes beyond academics, recognizing that children must first feel safe and known before they can fully engage in learning.
One day, during a group activity, a classmate made fun of Bonny. He lowered his head, retreating into himself—the response he had come to rely on. But his teacher, Mr. Fernand, recognized the moment as an opportunity to intervene with care.
With the support of the school psychologist, the team created space for both individual encouragement and a guided group activity designed to build trust and belonging. During a classroom “speech circle,” each student was invited to speak words of affirmation over a classmate.
When it was Bonny’s turn, something unexpected happened.
His peers began to describe him as kind and gifted in mathematics. For the first time, Bonny was able to see himself through the eyes of others—not as someone who didn’t belong, but as someone who had value and something to offer.
From that moment forward, his role in the classroom began to change.
His teacher entrusted him with the responsibility of helping other students who were struggling in math—an opportunity that both affirmed his abilities and allowed him to contribute to the growth of those around him. Each day, he was also reminded of foundational truths spoken regularly in the classroom:
I am a child of God. I am chosen. I am precious.
Over time, those truths began to take root.
Today, Bonny smiles more freely, eagerly participates in class, and engages with his peers with growing confidence. Surrounded by encouragement and consistent support, he is no longer navigating this new chapter alone. He is part of a community that sees him, affirms him, and walks alongside him.
What once felt like isolation is now becoming a place of belonging, growth, and restored identity.
Become a Student Champion
Children like Bonny deserve a place where they feel seen, supported, and equipped to thrive. Your support helps provide restorative education, consistent care, and the relationships that allow children to build confidence and rediscover their potential. Become a Student Champion today to help children receive a firm foundation to grow in body, mind, and soul.
Dayana* was thirteen years old when she first stepped into a classroom, entering a world she had never experienced before—one with structure, expectations, and the opportunity to learn.
When Dayana arrived at Kids Alive Guatemala’s Oasis program, she carried more than just a lack of education. She was pregnant, navigating deep uncertainty about her future, and stepping into a world that felt entirely unfamiliar. For girls who come to Oasis, this is often the reality—they arrive carrying layers of trauma, confusion about identity, and little sense of what is possible for their lives.
From the beginning, the team at Oasis worked to restore what had been missing from a safe childhood. Dayana was legally registered as a student for the first time, giving her an official identity in a system where she had previously gone unseen. At the same time, she was invited into an educational journey that would require her to learn not only academic skills, but also how to participate and socialize in a classroom environment she had never known.
The adjustment was not easy. The rhythms of school—sitting in class, following routines, understanding transitions like lunch and recess—felt foreign to her. Without any prior exposure to learning, even the most basic expectations required patience and guidance.
At first, Dayana responded with hesitation and doubt, often saying, “I can’t. I don’t know.”
These words reflected more than a lack of knowledge; they pointed to a deeper belief that learning was beyond her reach.
Rather than expecting her to immediately conform to a traditional classroom model, the Kids Alive Guatemala team adapted their approach. They used hands-on activities, songs, crafts, and visual tools to help her grasp foundational concepts, meeting her where she was and building her confidence step by step. Through repetition, encouragement, and specialized support, Dayana began to engage in ways she never had before.
What followed was not only academic progress, but a remarkable display of perseverance.
Little by little, Dayana began to change. What once felt unfamiliar and overwhelming slowly became something she began to embrace, and in time, she discovered a genuine love for school.
She started reading and writing, and soon, she was returning to her teachers at Oasis asking for more books—eager to continue learning beyond what was required. What began with hesitation was becoming something she pursued with curiosity and intention.
As her confidence grew, so did her sense of purpose. Dayana came to understand that education was not only shaping her future, but also creating new possibilities for her child's future. With that realization, she devoted herself fully to learning and growing, showing a level of commitment that reflected something deeper taking root within her.
Her progress was remarkable.
Within her first seven months at Oasis, Dayana completed first, second, and third grade, advancing into the final stage of elementary school. This progress came during one of the most physically and emotionally demanding seasons of her life—while she was pregnant, gave birth, and walked through her postpartum recovery. Even in the midst of these changes, she continued showing up, often choosing to attend full school days from morning until late afternoon, determined to keep moving forward.
The Kids Alive Guatemala team describes Dayana as brave, dedicated, tenacious, and intentional—qualities that have become evident not only in her academic growth, but in the way she approaches her life and future.
When Dayana first arrived at Oasis, she did not know how to read or write. Now, less than a year later, she is doing both with confidence, engaging in her studies with a growing sense of responsibility and purpose. She is on track to complete elementary school and is already looking ahead to the possibility of continuing into middle school.
But her transformation is not only academic.
At Oasis, education is woven together with care, discipleship, and identity formation. Each girl is reminded daily that her life holds value and purpose, and through consistent relationships, prayer, and Scripture, they begin to understand that they are not defined by their past or their circumstances.
For Dayana, this truth became deeply personal. She experienced God for herself and chose to be baptized, publicly declaring her new life in Christ. The girl who once said, “I can’t. I don’t know,” is now stepping forward with confidence—both in what she is capable of learning and in who she is becoming.
Scripture reflects this kind of transformation:
“Therefore, if anyone is in Christ, he is a new creation. The old has passed away; behold, the new has come.” — 2 Corinthians 5:17
Today, Dayana continues to grow not only in her education, but in her confidence, her relationships, and her vision for the future. She enjoys time with her classmates, often playing soccer and engaging in games during recess, embracing the rhythms of a childhood she is now experiencing more fully. She dreams of what lies ahead—new opportunities, new chapters, and a life shaped by possibility.
Through restorative education, Dayana is not only gaining knowledge—she is rediscovering who God created her to be and a vision of who she can become.. And in that discovery, she is building a future defined not by her past, but by hope.
Become a Safe Haven Champion
Girls like Dayana deserve the care, encouragement, and specialized support they need to heal and move forward. Your support helps provide safe homes, trauma-informed care, and the steady relationships that allow girls to rebuild trust and rediscover their potential. Become a Safe Haven Champion today and help create spaces where girls are protected, supported, and empowered to thrive. Become a Safe Haven Champion today and help create spaces where given a new chapter to grow.
Shadi* was seven years old when he first entered a classroom.
Before that, his days followed a very different rhythm. Growing up in a Dom community in southern Lebanon, Shadi spent his time wandering the streets, asking for money and doing what he could to help support his family. Education had never been part of his life. Like many children in displaced and marginalized communities, his world was shaped by survival, not structure, and there was little opportunity to imagine something different.
When the team from the New Horizons Care Center first visited his camp during the summer of 2025, they encouraged families to send their children to the Center—a place where they could receive education, care, and a chance to grow. Shadi’s parents agreed, hoping it would open a different path for their son. But for Shadi, the transition was anything but easy.
The classroom felt unfamiliar. The routines felt restrictive. He didn’t understand why he needed to be there. He skipped classes and avoided showing up. At home, the expectation to attend grew stronger. For Shadi, school quickly became something associated with pressure rather than safety.
But at the New Horizons Care Center, change does not begin with pressure. It begins with presence.
Shadi’s teacher recognized that his resistance was not defiance—it was uncertainty, fear, and a lack of trust in something he had never experienced before. Instead of forcing him into compliance, she chose to come alongside him with patience and care. She spent time talking with him, getting to know him, and helping him feel seen in a space that once felt foreign. Her goal was not simply for him to attend, but for him to want to come—to experience the Center as a place of safety rather than a requirement.
“I began to show him care, talk with him, and help him,” she shared, “so he would begin to come on his own.”
Over time, something began to shift. Shadi started to trust her. He began to open up, sharing about his life in the camp, what he enjoyed, and who he spent his time with. The classroom slowly became a place where he was known, not just instructed.
With that trust came the first signs of growth.
When Shadi first arrived, he did not know how to hold a pencil properly. Writing was unfamiliar, and letters held no meaning. But with consistent encouragement and patient guidance, he began to learn. Within a few months, he was able to write his name—something that once felt impossible. He started recognizing letters, engaging in lessons, and grasping the concepts being taught in the classroom.
What began as resistance was becoming engagement.
Yet the most meaningful transformation was not just in what Shadi was learning, but in who he was becoming.
At the Center, Shadi began to interact with other children in new ways. He played with his peers, shared food and toys, and communicated more openly. He started to experience what it meant to be part of a community—something that had been missing from his early years. The relationships around him began to shape how he saw himself and how he responded to others.
When conflicts arise with his friends, his response reflects a deeper change taking place within him. Instead of reacting in anger, Shadi chooses forgiveness. He explains it simply: Jesus did not teach him revenge, but to love his friends and forgive them.
This is the kind of transformation that restorative education makes possible.
At the New Horizons Care Center, education is not limited to academics. Each day begins with prayer and Scripture, followed by lessons in literacy, math, and life skills. For many children, it is their first experience of structure, stability, and encouragement. Teachers and staff walk alongside each child with intentional care, helping them process what they have experienced during displacement, while also equipping them for what lies ahead.
In this environment, children begin to understand something foundational: they are not defined by their circumstances.
They are valued. They are capable. They are loved.
Scripture speaks to this identity clearly:
"See what great love the Father has lavished on us, that we should be called children of God! And that is what we are! The reason the world does not know us is that it did not know him." (1 John 3:1)
For Shadi, this truth is no longer just taught—it is taking root in his heart. Through the consistency of his teacher, the rhythms of the classroom, and the relationships forming around him, he is beginning to see himself differently—not as a child overlooked or defined by survival, but as someone with purpose, dignity, and a future.
Today, Shadi is no longer the boy who avoided the classroom. He arrives ready to learn, eager to participate, and engaged in the life of the Center. What once felt unfamiliar has become a place of belonging. What once felt forced has become something he chooses.
His story is still unfolding, but the direction has changed.
Through restorative education, Shadi is not only gaining knowledge—he is rediscovering who he is. And for children like him, that changes everything.
Become a Safe Haven Champion
Children like Shadi deserve the chance to discover their worth and step into a hopeful future. Your support helps provide education, care, and the relationships that allow children to grow in confidence and belonging. Become a Safe Haven Champion today and help create spaces where children are supported, encouraged, and equipped to thrive.
Rachel* is 10 years old and has lived in Kids Alive Haiti’s Safe Haven since she was three. After losing both of her parents, she entered the Haiti Children’s Village when it became clear she was not receiving the care and stability she needed from extended family. Today, she is known for her cheerful and polite spirit, bringing warmth to those around her. Yet for several years, school was a persistent struggle.
Rachel showed little interest in classroom activities and often resisted engaging in lessons. Despite her teachers’ efforts, she repeated the same grade three times. What appeared on the surface as disengagement was, in reality, a child needing more individualized support.
Meeting Challenges with Collaboration and Care
At Kids Alive Haiti, learning challenges are never treated as simple academic failure. They are met with collaboration and care.
A support team was formed around Rachel. Her teacher at the Kids Alive School implemented support tailored specifically to her learning needs. Lessons were adapted, expectations recalibrated, and teaching methods refined to help her grasp foundational concepts at her own pace. At the same time, social workers provided individualized psychosocial follow-up, creating space for Rachel to build confidence and process challenges. Her caregivers offered daily supervision and consistent encouragement, reinforcing the value of perseverance in her educational journey. Together, teacher, social worker, and family worked as one team.
Progress That Took Time
By the end of the first quarter this year, a meaningful shift had taken place. Rachel was admitted into the second grade earned grades that showed significant improvement. More importantly, her engagement changed. She began participating more consistently in lessons and showed greater willingness to learn.
This progress did not happen overnight. It was the result of steady, holistic support — educational adjustments, emotional care, and consistent encouragement working together.
A Different Path Forward
In Haiti, where instability and educational barriers often disrupt a child’s schooling, Rachel is experiencing something different: consistency, structure, and patient investment. Continued academic assistance and close monitoring remain in place to help her maintain momentum through the remainder of the school year.
Rachel’s story is a reminder that when children are surrounded by love, structure, and collaborative care, growth becomes possible. What once felt like a cycle of repetition is now a path forward. And step by steady step, Rachel is moving ahead.
Become a Safe Haven Champion
Children like Rachel deserve the patience, encouragement, and support they need to grow and succeed. Your support helps provide trauma-informed care, individualized education, and the steady relationships that allow children to build confidence and move forward in their learning. Become a Safe Haven Champion today and help create spaces where children are supported, encouraged, and equipped to thrive.
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