Nepal is a geographically and ethnically diverse country in South Asia, classified among the  poorest and least developed nations globally. Approximately 82% of the population resides in  rural areas, and about 35% live below the poverty line. A significant portion of the population  works in urban areas, while many people in rural regions are primarily engaged in agriculture.

Here, widespread poverty forces many families to live in remote areas where affording private  vehicles is often impossible. The lack of safe and affordable public transportation, especially  for long-distance trips, can further isolate people. In this context, the majority of villagers have  never traveled outside their district. The absence of transportation also affects children, as their  only means of getting to school is by walking long distances. The situation is even worse in the  Himalayan region, where children do not always have access to the educational system.

According to the Ministry of Education of Nepal, about 42% of students drop out of school  before completing secondary education. It is estimated that about 1.6 million school-aged children in Nepal do not have access to  education, mainly due to poverty, distance from schools and family responsibilities.

The condition of poverty not only affects access to education, but also family dynamics. Within  their families, children often take on adult responsibilities, which limits their education and  development. In schools, it is common not to assign homework to students because families  need their help with household tasks, such as grazing animals, assisting in family shops, and  taking care of younger siblings.

Additionally, the lack of public gathering spaces further  isolates children, reducing their opportunities to meet peers and engage with the community.  The only public space available is the school, which does not always provide adequate  conditions. Indeed, there is no equality in budget allocation among different districts. These  disparities are reflected in the lack of adequate furniture and educational materials.

Schools often lack trained teachers with the necessary pedagogical skills. It is estimated that only 50% of teachers in public schools have received  formal training, affecting education quality.  This leads to a traditional educational approach, with frontal lessons and inadequate gynarchic  division of roles, through authoritarianism.
Situations involving violence and sexist behaviors are frequent. Violence in both schools and  families is prevalent, significantly impacting children’s mental health. Exposure to such  environments can lead to trauma, anxiety, and low self-esteem, resulting in poor academic  performance and increased aggression.
A report by the World Health Organization (WHO) estimates that about 20% of children and adolescents in Nepal experience mental health problems, including anxiety disorder and  depression.

Only 10% of children and adolescents with mental health problems receive adequate care, due  to lack of resources and stigma towards mental illness.

The inability to explore different realities, interact with peers in recreational spaces, and learn  through non-formal methods often fosters shyness and a lack of creativity among children. The  stress of supporting household tasks from an early age can impair emotional development.  Children miss the opportunity to explore their own interests and capabilities, and to develop  qualities like imagination and critical thinking. The education system in Nepal does not always  provide experiences that stimulate imagination, such as reading books, storytelling, or  participating in creative workshops.
In this context, the importance of implementing  improvements in the educational system is clear. Every school, regardless of its location,  should have qualified staff, including trained teachers.

One solution could involve the  government encouraging qualified teachers to work in rural settings by providing benefits that  make these areas more accessible and suitable for everyone.
Training for teachers in Nepal is crucial for supporting the mental health of children affected  by trauma. This training should focus on recognizing signs of trauma, such as withdrawal or  aggression, and understanding its impact on learning. It is necessary to develop non-formal  educational methods, provide pedagogical and psychological support in schools, create safe  spaces, and implement programs to address trauma while promoting resilience among children.

The presence of NGOs in Nepal can support communities in creating gathering spaces,  providing libraries, educational materials, and IT resources with appropriate training. The involvement of international volunteers enriches local communities and helps expand  networks, connecting them with other cultures and fostering a more open and inclusive mindset.

Children who interact with different realities may learn about opportunities that would otherwise be inaccessible, such as scholarships, exchange programs, or online training. Additionally, this can strengthen local support networks, improving access to resources,  projects, and initiatives that benefit schools and families. To support the reduction of mental  health disorders, NGOs can also provide professional staff (psychologists, pedagogists, etc.)  within local community centers.

An example of successful case study is represented by the “Child Friendly Schools” initiative  by UNICEF Nepal. It aimed to create safe, inclusive, and supportive educational environments  for all children, particularly those from marginalized communities. This program focused on  promoting children’s rights and improving access to quality education. Key activities included  establishing safe learning environments free from violence, implementing inclusive education  practices to support girls and children with disabilities, and encouraging child participation in  school governance. Additionally, the initiative integrated health and nutrition education while  providing comprehensive teacher training in child-centered and trauma-informed approaches.

The results of the CFS initiative were significant, with increased enrollment (schools reported  a 15% to 30% increase in enrollment, particularly among girls and marginalized communities)  and retention rates reported (the dropout rates decreased by about 20% in the initial years of  the program, helping students stay in school until completing secondary education), especially  among marginalized groups. Students demonstrated improved academic performance and  greater engagement in their learning (students showed a 25% improvement in average exam  scores compared to previous years). The overall school climate became more supportive and  inclusive (40% increase in the perception of a safe and inclusive school environment, reducing  incidents of violence and discrimination), leading to a reduction in violence and discrimination.  This shift also empowered communities by raising awareness of children’s rights and fostering  greater involvement in educational processes.

The lessons learned from the CFS initiative emphasized the importance of inclusivity in  education, the crucial role of teacher training in addressing diverse student needs (approximately 70% of teachers received training in child-centered teaching methods and  trauma-informed practices, enhancing the quality of education), and the value of engaging  families and communities to strengthen educational programs (50% rise in parental  involvement in school activities and decision-making processes).  

Continuous monitoring and the flexibility to adapt strategies were essential for ensuring long term success.  Overall, the initiative demonstrated that creating safe, inclusive, and participatory  environments could significantly enhance children’s educational experiences and outcomes in Nepal.

We were very happy to be able to participate in a similar initiative organised by VIN Nepal during our 2-months volunteering with ESC Humanitarian Aid in Okhaldhunga, where we made a tangible contribution to the cause.

Aurora e Sara, volontarie ESC Humanitarian Aid in Nepal

REFERENCES

1. Ministry of Education, Nepal. Official Website. Retrieved from Ministry of Education Nepal
2. Save the Children. Our Work in Nepal. Retrieved from Save the Children Nepal
3. Save the Children. Reports on Education and Child Protection in Nepal. Retrieved from Save the Children Reports
4. Nepal Country Programme. Retrieved from UNICEF Nepal
5. Reports and Publications. Retrieved from UNICEF Nepal Reports
6. Case Study: Child-Friendly Schools Initiative (CFS). Retrieved from UNICEF CFS Report
7. World Bank. Nepal Overview. Retrieved from World Bank – Nepal
   
8. World Bank. Reports and Publications on Nepal. Retrieved from World Bank Reports
9. World Health Organization (WHO). WHO in Nepal. Retrieved from WHO Nepal
10. World Health Organization (WHO). Child and Adolescent Mental Health. Retrieved from WHO Child Mental Health

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