Hearing their Stories in Gaza

Osama, a 12-year-old student with partial hearing loss and a cochlear implant, initially presented signs of extreme shyness, social withdrawal, and dependency on his parents, resulting in low academic performance. The coordinated support between teachers and family helped Osama overcome social anxiety, engage actively in classroom activities, and form friendships. As a result, he shared, “I felt more confident in the classroom and took initiative to do my work.”

Jannah, 7-year-old, since the bombing began and she was deprived of education and play; Jannah felt isolated with fear looming over her. But hope returned through theatre sessions. She entered shyly, silently observing, then her spirit began to come alive. She laughed, played, and ran, telling her mother after the second session: “I played all the games, and the facilitator was very kind. I had fun!”

“My name is Hashem, I am 6 years old. Today I attended a theatre workshop and had so much fun. We played many games. My favorite was acting as a car driver. We laughed a lot while playing. Thank you, for making us laugh from the heart.”

Reema, aged 12, experienced prolonged sadness and emotional withdrawal after the loss of her father. Reema was encouraged to express her emotions through Quran recitations. Reema shared, ”This process enabled emotional healing, increased self-confidence, and improved classroom participation. Over time, Reema emerged as a peer motivator and role model, guiding her siblings and classmates to engage in learning and extracurricular activities. Her progress reflects the impact of creative therapy and supportive mentorship in restoring emotional resilience.