When the Israeli war on Lebanon broke out in late September, families from the South and the Beqaa were forced to leave their homes, seeking refuge in public schools and other shelters. Amidst the chaos, one individual decided to act. Pascale Féghali, an anthropologist, a filmmaker, and a teacher at Université Saint-Joseph de Beyrouth, took the initiative and reached out to Mona El Hallak from the AUB Neighborhood Initiative to see how she could help by creating an educational project, hoping to bring a bit of normalcy back to the children’s lives. Hallak told Féghali about a school in Ras Beirut that she was supporting with other NGOs. Around 120 children and their families were staying there.

With the help of a friend of hers, Féghali envisioned creating a safe and nurturing environment for the children, one where they could experience continuity during the war through education.

“The idea came to me spontaneously,” Pascale explains. “Many NGOs were already mobilized to provide food and basic necessities, but I felt the need to create a small zone of comfort for the children, something to give them a sense of normalcy. That’s when the idea of education struck me.”

Gathering Resources and Laying The Foundation of the Initiative

The first step was to collect educational materials. Pascale reached out to local bookstores Librairie Antoine and Librairie Stephan, whose generous donations of books became the foundation of the initiative. These resources were kept at the Ras Beirut school as a gesture of gratitude to the school for hosting the families.

With the help of two teenagers who were themselves displaced but had homes in Beirut, Féghali sorted and organized the books. These teenagers not only volunteered their time but also helped define the program, contributing their perspectives to ensure it met the children’s needs. “I asked them, ‘If you wanted to learn something, how would you like it to be taught?’” Féghali recalls. “Their input helped us break away from rigid structures and create something more engaging.”

Creating an Educational Safe Space for Growth

Together with a friend, Pascale transformed a corner of the school’s basement into a cozy learning space, complete with carpets and cushions. Initially overwhelmed by the number of children, Pascale and her team divided them into smaller groups of 10 to 15, tailoring activities to their ages and skill levels. The sessions were conducted in both Arabic and English, focusing on helping the children relax and adapt to their new environment.

“The biggest challenge was getting the children to focus amidst the chaos,” Pascale explains. “We started with gymnastics and breathing exercises to help them release stress, followed by simple activities like listening to short stories and sharing their thoughts. Over time, they began to relax, and we were able to introduce more complex activities like writing, math exercises, and creative storytelling.”

The program was dynamic and flexible, evolving based on the children’s needs and feedback. For some, this meant addressing challenges like dyslexia. For others, it was about building on their strengths. “We tried to value their strengths first,” Pascale says. “From there, we introduced elements to address their weaknesses and help them improve.”

As the children grew more comfortable, the sessions began to focus on culture and storytelling. They explored themes from their own regions, like the South and the Bekaa, and were encouraged to imagine futures for themselves. “We wanted them to dream,” Pascale explains. “Gradually, they started creating their own stories, acting them out, and even filming them. It was incredible to see their creativity and resilience shine through despite the difficult circumstances.”

The initiative provided the children with a routine and a sense of purpose. “They started asking when the next session would be,” Pascale recalls. “Some would wonder if they would return home before the next class.”

Eventually, as online schooling began, the initiative transitioned. Teachers sent assignments and resources to parents via WhatsApp, and Pascale’s team helped the children adapt to this new mode of learning. However, as the demands of online schooling grew, it became clear that the children were overwhelmed. Recognizing this, Pascale decided to wrap up the program, marking its conclusion with a special session where each child received books to continue their learning journey.

On Reimagining Education Post-Ceasefire

Reflecting on the experience, Pascale emphasizes the need for flexible, long-term solutions for children in precarious situations. “Even when families return to their homes, their lives remain unstable,” she says. “We need to think about initiatives that can bridge the gap between these children and formal education, perhaps by reaching them where they are.”

Féghali’s initiative demonstrates the power of grassroots efforts to make a difference. She created a program that not only provided education but also gave children hope and a sense of stability.

Charbel Chaaya

Charbel Chaaya earned his bachelor’s degree in French and Lebanese Law, followed by a master’s 1 in Public Law from Université Saint-Joseph de Beyrouth. He then obtained a master’s 2 in Constitutional Law and Fundamental Rights from Université Paris 1 Panthéon-Sorbonne. He is a trainee lawyer, former senior research assistant at the Asfari Institute for Civil Society and Citizenship at AUB, and a program manager at the Arab Association of Constitutional Law.