From Exclusion to Belonging: Building Inclusive Education in Rwanda

“When I first joined the school, I kept wondering how I would fit in or make friends,” says Eric*, a senior two student in a rural public school in Rwanda.

Eric lives with albinism, and in his previous school, his appearance and visual challenges made him an easy target for bullying. His struggles weren’t academic—they came from feeling isolated and excluded.

When Inclusion Becomes Real

Everything changed in 2023 after Eric completed primary school and moved to a new secondary school. What he experienced there reshaped his confidence and sense of belonging.

“I started using my singing to connect with others, and now I have supportive friends. No one bullies me here,” he shares. Feeling accepted has not only made him feel safer but has also improved his performance in class. Today, Eric dreams of becoming a musician.

His journey highlights what true inclusion looks like—not just as a concept, but as a lived experience supported both inside and outside the classroom.

Empowering Teachers to Support Every Learner

A key part of this transformation is the role of trained and compassionate teachers. One such educator is François Zebrera, who returned to the school after completing a master’s degree in English and Special Educational Needs.

“During my studies, I saw visually impaired students succeed, which inspired me to come back and support learners facing similar challenges,” he explains.

François introduced practical changes, such as using large-print materials for students with low vision and adapting classroom communication. He also helped establish a teachers’ learning group where educators continuously improve their inclusive teaching skills, including learning sign language and basic braille.

Eric describes him as approachable and supportive, noting the friendly rapport they share in class.

Leadership That Embeds Inclusion

Founded in 1968, the school now serves nearly a thousand students and has made inclusion a core part of its culture. Headteacher Mathias Sindayigaya ensures that inclusion is not treated as an add-on but woven into everyday school life.

“I’m proud of our progress. Despite challenges, our academic results have improved, and we’ve created a nurturing environment where every student feels valued,” he says.

He also emphasizes the importance of parental involvement, organizing regular meetings to keep families engaged in their children’s education.

Programs like the Girls’ Club, Teachers’ Club, and the national school feeding initiative have further boosted attendance, confidence, and retention—especially for vulnerable students.

Support Beyond the Classroom

The school’s progress is backed by broader efforts at the national level. The Rwanda Education for All Coalition (REFAC) plays a crucial role in promoting inclusive education policies.

Through consultations with parents, teachers, and students, REFAC gathers real-world insights and brings them into policy discussions. Their work has influenced national conversations on special needs education, teacher training, and student support systems.

Driving System-Wide Change

REFAC’s initiatives are supported by the Global Partnership for Education (GPE) through its Education Out Loud program, which strengthens civil society’s role in shaping education policy.

Since 2006, GPE has invested over $305 million in Rwanda’s education system. Its current strategy (2023–2027) places inclusive education at the center, focusing on improving literacy and numeracy, expanding early education, and strengthening teacher training and data systems.

Efforts are also underway to identify and support learners with additional needs early, ensuring that all children not only enroll in school but stay and succeed.

A Shift from Exclusion to Belonging

One day, Eric came to school without his glasses. When François gently checked in with him, it reflected the everyday care that defines inclusion at the school.

For Eric, inclusion is no longer just an idea—it’s a reality where he feels safe, supported, and able to thrive.

“We believe every child deserves to learn in a place where they feel secure and valued,” says headteacher Mathias.

Eric’s story shows that meaningful inclusion happens when schools, communities, civil society, and national systems work together—transforming exclusion into belonging, one student at a time.