Sumaira Bibi
THOUSANDS of Afghan refugees and host community families in Khyber-Pakhtunkhwa have received much needed health and education support: a project being implemented by Handicap International (Humanity and Inclusion – HI) with support from the European Commission Humanitarian Aid (ECHO) under the title “Integrated Humanitarian Response to Address Immediate Health and Education Needs of Afghan Refugees and Host Communities in KP Pakistan.
” The project is helping vulnerable families with medical care, mental health support, disability services and education facilities close to their homes, covering ex-refugee villages in Peshawar, Charsadda, Mardan, Nowshera, Buner and Chitral from January 2025 to March 2026.
Under the primary health component, the project reached 73,385 beneficiaries, including Afghan refugees, host communities and persons with disabilities. Free medical checkups, laboratory services and quality medicines were provided, while patients needing advanced care were referred to higher facilities. Nutrition screening was carried out for 13,530 pregnant and lactating women and children aged 6 to 59 months. Women and children suffering from severe and moderate acute malnutrition were properly guided and referred to treatment centers. The project also organized 92 nutritious cooking demonstrations where 1,962 women participated and learned healthy cooking practices. In addition, 661 clean delivery kits were distributed among pregnant women in the third trimester to support safe deliveries. Awareness sessions on health, hygiene and nutrition reached 18,495 participants and helped improve knowledge in vulnerable communities. Medicine provision achieved its full target, while training on ICCM showed very strong progress.
Under MHPSS, integrated services reached 854 individuals. The Assistive Devices and Physiotherapy component performed strongly and achieved 538 people with disabilities. Handicap International facilitated 140 individuals with assistive technology, rehabilitation referrals and caregiver training. In Pakistan, estimates suggest that over 26 million children between the ages of 5 and 16 are not attending school. The situation is even more severe for girls and children with disabilities, who face layered barriers ranging from poverty and displacement to deeply rooted social norms. Globally, children with disabilities are among the most excluded and in Pakistan, they are nearly 49 percent more likely to have never attended school than their peers.
Yet the issue is not simply about access. It is about inclusion. Inclusive education goes beyond placing children in classrooms; it requires systems that respond to diverse learning needs — physical, social and emotional. HI, with over two decades of experience in education across 24 countries, has consistently advocated for a model that addresses these multiple dimensions. In Khyber Pakhtunkhwa, HI, with the support of the European Union’s Humanitarian Aid (ECHO), is implementing an integrated response that targets Afghan refugees and vulnerable host communities. This initiative is not limited to enrolling children… it works at the community level to identify out-of-school children, engage families and address the barriers that prevent them from learning. One of the most effective components of this approach is the establishment of Non-Formal Education Centers (NFECs).
This is where a broader, multi-sectoral approach becomes critical. Children affected by displacement or poverty often carry invisible burdens — stress, anxiety and uncertainty — that directly affect their ability to learn. Recognizing this, HI integrates MHPSS into its education programmes, ensuring that classrooms become safe spaces where children can recover, express themselves and regain a sense of normalcy. At the same time, child protection mechanisms are embedded within the programme. HI’s approach also reflects a “twin-track” model — addressing the immediate needs of children through direct support, such as assistive devices and referrals, while simultaneously strengthening the education system itself through teacher training, inclusive learning materials and improved school environments.
Importantly, partnerships remain central to sustainability. Recent collaboration with institutions such as the Japan International Cooperation Agency (JICA-AQAL) and the Elementary & Secondary Education Foundation (ESEF) signals a growing commitment to strengthening alternative learning pathways at the provincial level. However, meaningful change requires more than isolated interventions. It calls for sustained investment, policy alignment and a shift in how education is perceived, particularly for girls and children with disabilities. Education, in this context, is more than a service. It is protection, dignity and opportunity. For children on the margins, it represents the difference between exclusion and participation, between vulnerability and resilience. Pakistan has the frameworks and commitments in place. What remains is the collective will to translate them into inclusive realities — where every child, regardless of circumstance, is given not just a seat in the classroom, but a genuine chance to learn and thrive.
—The writer is Country Meal Manager, HI, Pakistan.
