From Withdrawn to Confident: How Play Unlocked Hamza’s Potential

In a small classroom in Nahr El-Bared Camp, a Palestinian refugee camp in North Lebanon, ten-year-old Hamza crouches over a workbook, carefully writing the letters of his name. His fingers move with ease and focus— something that would have been unimaginable just two years ago.

Hamza was born into poverty. The second eldest child in his family, he grew up in an overcrowded camp with frequent power cuts, and limited access to healthcare and clean water. The tough economic conditions in Lebanon, especially in the refugee camps, made it difficult for families like Hamza’s to earn a living. Meeting even basic needs was a daily struggle.

Although school is free in camps starting at age six, the COVID-19 pandemic limited Hamza's access to education. He started online classes using his mother’s phone, but with little interaction or support, he missed out on the structure, connection, and play that young children need to grow and thrive. By the time he entered in-person school, he had never held a pencil or opened a book. He was painfully shy, avoided other children, and rarely spoke, often shrinking into the background.

Then, Hamza’s life began to change. With support from his teachers and a new approach to learning through play, he slowly began to find his courage, connect with others, and discover what he was capable of.

THE FIRST STEP TOWARD CHANGE

The COVID-19 pandemic disrupted education across Lebanon, pushing more than 1.2 million children out of school. For children like Hamza, the biggest impact wasn’t just missed lessons—it was missed connection. Hamza grew up withdrawn and anxious. Without structured play or emotional support, his development began to stall.

To help children like Hamza, Right To Play launched the Enhancing Quality and Inclusive Education (EQIE) project, funded by Norway, which helped children in five countries to improve their reading and receive psychosocial support.

In Lebanon, the program was implemented in partnership with the organization Naba’a. Through play, storytelling, and creative group activities, the four-year program helped children learn to read, build confidence, work well with others, and express their emotions. Halfway through the program, 80% children were able to stay focused on tasks and solve problems with their classmates, compared to just 20% at the start. Children in the program also became better at managing stress, working with others, and solving conflicts; skills that are essential for learning and growing.

Hamza’s journey began when his sister enrolled in the EQIE program and one of her teachers visited their home. There, the teacher met his mother, who shared how financial struggles and family pressures had made it difficult to give Hamza the support he needed. Together, they created a plan. At six years old, Hamza joined the EQIE program and also began receiving speech therapy from a local partner, Beit Atfal Al-Somoud.

At Naba’a’s learning center, Hamza’s transformation began with play. In one-on-one psychosocial sessions, he practiced expressing his emotions through drawing, storytelling, and role-playing. He learned to name feelings, recognize safe spaces, and connect with others. His favorite activity was “Guess the Emotion,” a group game where one child acts out a feeling or reaction and others have to guess what it it. The game helps children learn to recognize emotions in themselves and others. Slowly, Hamza’s confidence began to grow.

A DREAM TAKES SHAPE

By the end of his first year in the program, Hamza could write his name, recognize letters, and had made his first friends. With encouragement, he began speaking in front of the class, helping others during group work, and even leading activities.

In his second year, Hamza joined life-skills sessions that taught him how to get dressed on his own, organize his school bag, and manage small daily routines.

By his third and fourth year in the program, Hamza made even more progress. He became more independent in doing homework and more engaged in classroom activities. His mother also took part in parent sessions designed to help families support their children’s learning at home. With new tools and encouragement, she became an even more active part of Hamza’s growth, setting aside time to colour and read with him each day.

“He’s now more aware and responsible now,” says Hamza’s mother. “I even rely on him to help teach his younger siblings.”

When Hamza received his own digital tablet loaded with educational games, he embraced it with excitement. During the pandemic, he had relied on his mother’s phone for online learning. But the tablet was his alone. For the first time, he could explore, play, and learn at his own pace. It made him feel more connected to the world and more confident in his future.

He joined a mobile library initiative that encouraged children to borrow books and talk about them in groups, helping improve both his reading and his social confidence. Bit by bit, Hamza was no longer the quiet boy at the back of the room. He was helping others find their voices, too.

“Hamza is one of my standout students,” says his teacher. “I rely on him to help explain concepts to his classmates.”

Today, Hamza is thriving. He has become a leader in the classroom, participates actively in awareness sessions on protection and violence, and loves drawing and storytelling.

Hamza is no longer the shy boy who sat alone. He is a joyful, determined child with a dream of becoming a dentist. “Hamza worked hard to prove himself and overcome every challenge with the mindset: I must achieve my dream,” says his teacher.

The Enhancing Quality and Inclusive Education (EQIE) program is possible thanks to the generous support from Norway. EQIE works to improve access to quality education for marginalized children, including children with disabilities, in Ethiopia, Lebanon, Mozambique, the Palestinian Territories, and Tanzania.