Prayers in Motion Spring 2026 Update

Jacob Is Rising Into His Purpose

Jacob's* childhood in Zambia began in a small home constructed from reeds and sheets of metal, where space was limited and resources were very scarce. His mother carried the full weight of being the sole provider for her four children, spending long days at the market selling vegetables trying meet their basic needs. Even with her effort, there were days when food was not guaranteed, and stability was fragile. For Jacob, this meant learning to navigate life with uncertainty—not only about daily provision, but about what his future might hold. Opportunities were few, and without access to consistent education, it was difficult to imagine a different path forward beyond his family's daily circumstances.

In 2019, this trajectory began to shift when Jacob was enrolled at Kids Alive Academy—a turning point for both him and his family. It was more than just a new school; it was an answered prayer for his mother and the beginning of a new chapter. At the Academy, Jacob entered a place where he had regular meals, a consistent routine, and teachers who knew him by name—offering the attention and encouragement he needed to begin learning and growing.

In this setting, education became something more than academic progress—it became a place where identity could be rebuilt.

Teachers began to notice Jacob’s potential early on. With smaller class sizes and intentional relationships, they were able to spend time with him, encourage his growth, and recognize his strengths. They entrusted him with responsibilities, affirmed his character, and helped him begin to see himself differently—not as a quiet child unsure of his place, but as someone capable of leading and succeeding.

Through daily Bible lessons and discipleship, Jacob also began to grow in his faith. What started as exposure to biblical teaching became something personal. He began to understand God’s love for him and grew into a young man who not only believed, but lived out that faith in the way he treated others—with humility, respect, and integrity.

As this foundation took root, Jacob’s confidence began to grow—and with it, his commitment to learning. What was shifting internally began to flourish externally.

Jacob began to excel academically as early as Grade 2, consistently ranking among the top students in his class. He maintained perfect attendance, approached his studies with discipline, and demonstrated a level of focus that set him apart. Over time, what began as progress became consistency, as he remained among the top three students throughout his academic journey into middle school.

One of Jacob’s greatest strengths emerged in mathematics. He developed a deep enthusiasm for math, quickly becoming known among his peers as someone who not only excelled, but also helped others understand difficult concepts. His math teacher noted both his ability and his willingness to serve others, often assisting classmates who struggled with advanced topics. Through this, Jacob was not only building knowledge—he was stepping into a role of influence, contributing to the growth and success of those around him.

As Jacob grew academically, his teachers began to uncover a new layer of his potential. They entrusted him with increasing levels of responsibility—first in small classroom duties, then into more visible leadership roles across the campus—affirming both his character and potential. Over time, he became a trusted student leader among his peers. His teachers described him as disciplined, respectful, and deeply committed—someone who not only succeeded, but helped others do the same.

While excelling academically, Jacob is also discovering new parts of himself—engaging in sports and fine arts and experiencing opportunities that are shaping his childhood in new ways. As he matured, so did his vision for the future. He began to dream of becoming a medical doctor, not only to build a life for himself, but to return and serve his community—using the gifts God has given him to care for others.

By his final year, his dedication culminated in an extraordinary achievement. He scored 747 out of 900 on his national examinations, earning placement in one of the top secondary schools in the Western Province. For a boy who once faced uncertainty about whether he could eat or learn to read, this milestone reflects a profound shift—from daily survival to pursuing a future filled with God-sized dreams and potential.

But Jacob’s story does not end with academic success. Through restorative education, he was given more than knowledge—he was given the opportunity to grow into a leader, a role model, and a young man with a clear sense of purpose. His journey reflects what happens when a child’s environment begins to change—and, over time, their understanding of themselves begins to change as well.

Scripture speaks to this kind of transformation: “For we are His workmanship, created in Christ Jesus for good works, which God prepared beforehand, that we should walk in them.” — Ephesians 2:10

Jacob’s life reflects this truth—growing in confidence, character, and faith. Today, he stands as a testament to what is possible when opportunity meets perseverance, living out his faith through service and extending God’s love to those around him.

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Become a Student Champion

Children like Jacob deserve the opportunity to discover their worth and step into their future. Your support makes that possible. Become a Student Champion today to help children receive a firm foundation to grow in body, mind, and soul.

*Pseudonym used for child's safety.

Dayana is Writing a New Story

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.

*Pseudonym used for child's safety.

Shadi is Learning He Belongs

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.

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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.

*Pseudonym used for child's safety.