Education remains one of the most significant and transformative aspects of the children's lives, w hich is why we continue working diligently to ensure that every child has the opportunity to attend school. Since the conclusion of the previous term, preparations for the new school term have brought both progress and ongoing challenges.
While the first cohort of children successfully reported back to school, a significant number have not yet resumed due to outstanding school fee balances and the costs associated with meeting school requirements, which we are still working to fulfill.
The children who returned to school reported with the compulsory scholastic materials and requirements requested by their respective schools, including items such as reams of paper, toilet paper, and medical fees. However, many of the boarding children have not yet received their personal basic necessities, and efforts are ongoing to provide these essential materials as resources become available.
For the children in primary school, there remains a considerable school fee balance that must be cleared to enable full attendance. The situation is similar for the secondary school students, particularly those with outstanding balances carried forward from the previous term. As a result, only the children whose fees have been fully or partially cleared have been able to attend classes and participate fully in school activities.
Despite these challenges, we have continued receiving report cards from the previous term for those children whose school fees were successfully paid. The academic reports received so far indicate encouraging progress among many of the children. While some continue to face learning difficulties, particularly in foundational reading and writing skills, there is evidence of gradual improvement and increased commitment to their studies.
Some of the struggling children continue to face significant challenges in learning, particularly in understanding and interpreting questions written in English. In many cases, they require the questions to be translated into Luganda before they can respond appropriately. The primary challenge is not a lack of knowledge, but rather difficulty comprehending English instructions. Once the questions are translated, they are generally able to complete the tasks correctly.
Since examinations are conducted in English and are not translated into Luganda, developing a strong foundation in English remains essential for their academic success.
Our greatest hope has been for the learners themselves to participate in the decision regarding whether they should repeat a class or return to a lower grade next year. Such a decision would help them appreciate the importance of building a solid foundation in language and grammar.
Had the decision been made entirely on their behalf, they might not have fully understood or accepted the reasoning behind it. By taking part in the process, they are more likely to recognize the value of strengthening these foundational skills before progressing further.
Particular attention continues to be given to children who were recently resettled into new schools. Although adjusting to new learning environments remains challenging for some, many are gradually settling in and becoming more comfortable with their teachers, classmates, and academic expectations.
Another area that continues to require attention is the provision of school uniforms. Several children attended the previous term without complete uniforms, and efforts are being made to ensure that all children are properly equipped in accordance with school requirements. This remains especially important for those who transferred schools and must meet the uniform standards of their new institutions.
Behaviorally, the children continue to show positive growth. Most of the primary school children are adapting well and demonstrating improved discipline and responsibility. While some challenges remain among a few of the older boys, there has been encouraging progress compared to previous terms.
Although financial constraints continue to affect enrollment and school attendance for some children, we remain hopeful that with continued support, every child will have the opportunity to access education and continue moving toward a brighter future.
Looking ahead, our priority remains ensuring that all children are able to resume school without interruption, complete their educational requirements, and continue building on the progress achieved so far.
Total Boys
Regular Attendance
Focused & Concentrated
Transition Ready
Irregular Attendance
The sessions are held in the evenings and take place at various locations, including outdoor gardens and restaurants, depending on the number of participants and the suitability of the venue. At the end of each session, the boys collectively discuss and agree on the location for the next counseling meeting, which helps encourage ownership, participation, and commitment to the program.
His transition has created renewed hope among the remaining participants. Several boys who were previously uncertain about rehabilitation have expressed greater interest in vocational training opportunities and future placement within the Independent Living House Program. Seeing a peer successfully move toward rehabilitation has helped make the process more tangible and achievable in their minds.
As the program moves forward, preparation is underway for the next group of boys who may qualify for placement into vocational training and independent living support. Individual assessments are being conducted to determine readiness levels, personal interests, educational backgrounds, and vocational pathways that can provide sustainable opportunities for self reliance.
The program remains an important entry point for rehabilitation among older street youth and continues to create opportunities for transformation.
The children continue to make encouraging progress in their behavior and character development. We have observed increased levels of discipline, respect, cooperation, and appreciation among them. They are learning to relate with one another in a positive manner, creating a more supportive and peaceful shelter environment. The boys have shown noticeable improvement in their interactions and conduct. They are becoming more considerate, cooperative, and calm when dealing with one another. Through continuous guidance, they are learning to express themselves better, handle conflicts peacefully, and build healthier friendships.
The girls continue to excel in developing practical life skills and personal responsibility. They actively take part in household duties, keep their belongings organized, and assist with various daily tasks, including meal preparation. Their commitment to teamwork and responsibility contributes greatly to the smooth running of the shelter. Participation in daily chores remains an important part of the rehabilitation program. The children are assigned responsibilities according to their age and ability, helping them develop independence, accountability, and a strong work ethic. They continue to show improvement in carrying out their duties and supporting one another.
Mentorship and counseling activities remain valuable tools in the children's personal development. Regular sessions with former street children who have successfully transformed their lives provide encouragement, practical advice, and positive role models for the children. Additionally, a mentoring pastor continues to visit the shelter on a monthly basis, offering spiritual guidance and emotional encouragement. These visits help strengthen the children's confidence, inspire hope, and encourage them to pursue positive goals for their future.
Overall, these mentorship and counseling programs continue to foster emotional growth, strengthen self-esteem, encourage positive decision-making, and support the ongoing transformation of the children.
The one-month holiday has been quite occupied and busy for all the children. It was also busy for the secondary school students due to the change in the education curriculum, which is more hands-on.
The primary children continued with their holiday studies throughout and only had a one-week holiday to finish up the holiday question booklet and then go through all their books for signing. This is basically a supervision technique to ensure they are all doing their classwork, as boys struggle the most with both home and classwork.
The holiday books are different from the class books and weekend books, making it possible for each child to have more than 18 books. It took at least four nights to finish reviewing all 16 children whose schools require this supervision to be done by the parents.
The girls are more organised and do their revisions and classwork better than the boys. After the whole thorough process, the only warnings were given to the boys who turn the books into cartoon and sports illustration books, which is a common playful boys' mechanism. The signing of all the books was fully done and completed.