Meselech, 37, (pictured above) stands in her classroom at Core 107 Primary School in Sheraro, Tigray, Ethiopia, her hands carefully arranging colorful LEGO bricks on the desk. Her students, mostly local children from the Sheraro Town community, sit in small groups, their excited chatter filling the air. The walls of the classroom are adorned with colourful handmade charts, reminders of Meselech’s dedication to making learning as vibrant and engaging as possible. “Every child in every generation deserves the opportunity to receive a quality education,” she says.

Many of the students in Meselech’s classroom have been deeply affected by the conflict in Tigray. “Due to the war, the children have been profoundly affected psychologically, especially because they have been exposed to the overwhelming sounds of heavy weaponry,” she explains. “Even now, when we’re teaching and a loud, sudden noise interrupts us, it instantly reminds them of the conflict, causing them to become frightened. It makes it difficult for them to focus and restore a sense of stability,” she said.

Despite this, she remains steadfast in her belief that education is the key to resilience. As part of the PlayMatters project, Meselech has been trained in Learning through Play methodologies, which have transformed her teaching. “When I first heard about Learning through Play, I was impressed and intrigued by the approach,” she recalls. “It gave me a refreshing feeling and inspired me to implement it.”

Prior to embracing Learning through Play as a teaching method, the educational experience at Core 107 Primary School was largely confined within the constraints of traditional, teacher-centred classrooms. Students spent most of their time listening to teachers’ instructions and chalkboards, with limited opportunities for hands-on and interactive learning.

Mesfin Yihdego, the school director, said: “We are excited to witness the positive impact of Learning through Play at Core 107 Primary School.By actively engaging with the opportunities created by PlayMatters in teacher training, continuous monitoring, and efforts to bring the schools up to minimum quality standards, along with providing classroom resources, we are empowering our educators to create an interactive and engaging learning environment that nurtures the holistic development of our students.”

With support from the IRC, teacher Meselech is among 199 teachers trained in LtP approaches in Tigray, which included:

• Planning and integrating LtP strategies across all subjects and grades where teachers encourage students to brainstorm using their prior knowledge and experiences.
• Utilising everyday items from their surroundings including plants, bottle caps, while incorporating visuals to enhance teaching.
• Fostering inclusive classrooms and providing uninterrupted time for hands-on practice.

“Learning through Play turns education into a fun experience, bringing joy to children as they immerse themselves in colorful, hands-on activities,” Meselech says. “When they see the LEGO bricks, their faces light up, and their engagement grows.”

“Especially when it comes to children who misbehave during playtime, the implementation of LtP activities has proven to be highly effective in managing their behaviour. By engaging them in these activities, they become more focused and less likely to disrupt the environment in the class.” Meselech explains.

As the lesson ends and the children leave the classroom, Meselech takes a moment to reflect. The weight of the challenges her community faces is always present, but so is her belief in the transformative power of education. “There’s a saying that a person who learns never truly fails,” she reminds herself. “When individuals are educated, they unlock a wealth of opportunities and foster personal growth. Likewise, a country with educated citizens is better equipped to develop and thrive.”

And like Yihdego, the school director, says, “I have been serving my community as a teacher and director for over two decades, and I have been witnessing initiatives come to make a difference in the teaching-learning process, only to yield little results. What makes Learning through Play different is its holistic approach to engage the student, teacher, parent, community, school leader, and the wider system.”

Through interventions in Tigray, PlayMatters has reached seven schools, 16,079 learners and 199 teachers. Across Ethiopia, the project has trained 1,280 teachers and reached 69,827 learners in 116 schools. The Consortium is led by the IRC including Plan International, War Child, Innovations for Poverty Action and the Behavioural Insights Team, in partnership with the LEGO Foundation, and seeks to improve the holistic development and wellbeing of 800,000 refugee and host community children in Ethiopia, Uganda and Tanzania using LtP approaches. To learn more about the benefits of Learning through Play in post-conflict schools in Tigray, see our evidence brief.