When Sandra*, 21, repeatedly missed classes because she did not have a functional wheelchair and her school lacked ramps and a disability-friendly toilet, youth mentors with disabilities stepped in. They engaged local leaders and school management to secure a new wheelchair and advocate for necessary accessibility improvements at the school. They also worked with Sandra's parents to encourage their support for her education. These interventions improved her attendance and academic performance, although challenges related to the journey between home and school remain.
Sandra*, 21, lives in Kirehe District in Eastern Rwanda. She is a learner with a physical impairment who is currently completing Primary Five. Her school attendance was often irregular because she lacked a functional wheelchair, and her school did not have disability-friendly toilets, ramps, or adequate learning support. In addition, her parents believed that she should remain at home and were unsure how best to support her education. These barriers caused her to miss classes more frequently than her siblings and led her to consider dropping out of school.
"Whenever my wheelchair broke down or was taken for repair, I could not go to school. There was also no disability-friendly toilet at school. This made me miss classes and often feel like dropping out," Sandra said.
Funded by the European Union, Save the Children, in partnership with Uwezo Youth Empowerment, identified and trained youth mentors with disabilities in three districts. The mentors were equipped with skills in child participation, child protection, and case management, enabling them to support children with disabilities and their families.
After identifying Sandra's case, the mentors engaged district authorities and successfully advocated for her to receive a new wheelchair. They also worked closely with the nearest school management to improve accessibility. As a result, the school constructed ramps and a disability-friendly toilet, while teachers received additional support and training to accommodate her learning needs. At the same time, Sandra's parents learned more about the rights of children with disabilities and began actively supporting her education.
"After changing my perception of my daughter, I now start each day by accompanying her to school before going to work on the farm. This has contributed to her improved school performance," Sandra's mother said. Sandra did very well in class and achieved a score of 72%.
Despite these gains, Sandra and many other children with disabilities continue to face challenges accessing safe and accessible routes between home and school. Concerned that her ageing parents may eventually be unable to assist her with mobility, Sanda has requested for support to attend a special school that can better support her needs as she pursues her dream of becoming a medical doctor.
As of June 2026, the project had supported 137 children and youth with disabilities (76 female, 61 male) to access essential services, including 35 individuals who received assistive devices. In addition, home visits reached 881 parents improving their knowledge of children's rights and available support services.
