In the heart of Tigray, Ethiopia, Megabit 20 Primary School serves as both a sanctuary for learning and a refuge for families displaced by conflict. At the helm of this institution is Abreha Atakilti, a school director and teacher with 13 years of experience. Despite facing immense challenges, Abreha remains steadfast in his commitment to the children in his care. Through his leadership and the support of projects like PlayMatters, Abreha strives to create a learning environment that fosters hope and resilience.

The conflict in Tigray has brought profound changes to the school. “The increase in student numbers and the influence of IDPs have had a negative impact on us,” Abreha explains. “While there are many local community students, the available resources are limited. The biggest challenge we face is that most of the classrooms are occupied by IDPs. This makes it extremely challenging to effectively manage and provide services.” Of the school’s close to 30 classrooms, only five are available for teaching, with the rest serving as shelter for displaced families. Makeshift tents have been used to accommodate additional students, but weather damage has left many unusable. This leaves classrooms overcrowded, often holding up to 130 students, making effective teaching nearly impossible.

Despite these conditions, Abreha has found innovative ways to keep the school running. “To mitigate the issue, we are working closely with stakeholders, including the IDPs,” he shares. Through collaboration, the school has set up five additional classrooms by repurposing shared spaces. Seating arrangements were carefully organised to include IDP children alongside local students, ensuring inclusivity. To address concerns such as vandalism, Abreha worked with the community to enhance security, creating a safer environment for learning. “We tackle these issues through effective communication with various stakeholders,” he says.

Abreha’s partnership with PlayMatters, a project led by the IRC including Plan International and War Child Alliance in partnership with the LEGO Foundation, has been a transformative force in his school. The project promotes Learning through Play as an active teaching and learning method, using tools such as LEGO Bricks to engage children in a child-centered, interactive way. “Teaching through the medium of play is quite effective,” he notes. “Even when we start off with just the six colors, the children enjoy it right away just by looking at them. Then they gradually add numbers and subtract them, showing us patterns like crisscross. They use various structures, and when we present these to the children, they are happy to learn.”

Abreha finds joy in witnessing the impact of play-based learning on his students. “When I help shape future generations, it brings me joy because I can see the fruits of my labor,” he reflects. The colorful bricks not only teach academic concepts but also provide a creative outlet that helps children process the trauma they have endured. “When I see my students learning and developing a sense of purpose for their future careers, I feel happy and hopeful,” he says.

However, the challenges remain daunting. Alongside the classroom shortages, the school faces a lack of essential resources, such as computers, printers, and reference books. The laboratory, once a hub for practical learning, is now out of service. Teachers are often assigned to subjects outside their expertise, and the crisis has exacerbated the difficulties of providing quality education. “We’re doing our best, even though the challenges we face are unimaginable,” Abreha admits. “The children are living in a state of crisis. They grow up facing adversity rather than comfort. When it comes to education, they do not receive what they deserve.”

Despite these obstacles, Abreha remains committed to his role as both a teacher and a leader. “The children come to us, trusting in our support,” he says. “This trust binds us to the community, and we feel a responsibility to make a positive impact.” His efforts serve as a testament to the resilience and dedication of educators working in conflict-affected regions.

The PlayMatters project seeks to improve the holistic development and wellbeing of 800,000 refugee and host community children in East Africa using Learning through Play teaching methods. To learn more about the benefits of Learning through Play in post-conflict schools in Tigray, see our Evidence Brief.