Backpacks, Books, and Belonging: Starting the Year with Inclusion in Mind

As schools reopen their doors this fall, students are filled with the hope and anticipation of a new year. But for many children with disabilities, the school year can also bring isolation, misunderstanding, and bullying. In many communities, this is due to cultural beliefs that disabilities are caused by a curse. Kupenda for the Children is working to transform this stigma through its student advocacy workshops, where children with and without disabilities learn how to create classrooms and communities rooted in empathy, respect, and inclusion.

These interactive workshops equip students to recognize the dignity of every classmate, create supportive learning environments, and build relationships that extend beyond the classroom into all spheres of community life. Each workshop focuses on:

• Understanding the medical causes of disabilities
• Recognizing the challenges faced by children with disabilities and their rights
• Building respectful relationships
• Preventing bullying
• Creating action plans for inclusion

Community Impact

After one such workshop at Kizurini School, noticeable behavioral and attitudinal shifts began to take place. Students with and

without disabilities started interacting more, wheeling one another to class and meals, and engaging in joint activities such as football, plays, and talent shows.

In addition, students formed a Disability Club to raise awareness about disabilities and promote inclusion. One teacher even shared that, while students used to avoid because of her crutches, now they greet her warmly, carry her bags, and speak openly about disabilities.

The Power of Purpose

Another powerful example of the workshop’s impact is the story of Philip, a student with brittle bone disease. For years, Philip carried the weight of shame and loneliness. But when he participated in Kupenda’s Student Advocacy Workshop, his story began to change.

During the workshop, Philip heard the testimony of Nassir, a young adult with cerebral palsy, who overcame years of ridicule to graduate college and secure employment. Nassir’s resilience and leadership struck a chord with Philip. For the first time, he saw someone living with a visible disability who embodied dignity, confidence, and purpose.

Philip shared:

“I used to be very bitter about my condition and even blamed my parents. But now I see that I can be someone great and help others like me.”

Today, Philip is beginning to follow Nassir’s example of sharing his story to encourage others. He even dreams of one day pursuing a career in teaching.

Kupenda’s workshops remind us that education is not just about academics. It is about belonging—building communities where every student, regardless of ability, is valued and supported. Would you consider supporting children like Philip to find value and community? When students are equipped with knowledge, empathy, and courage, schools become places where no child has to face the school year alone.

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