How Hafeeza Sparked Joy in Learning

In her bright classroom in Makli, Pakistan, Hafeeza stands in front of her students, holding a flashcard that reads, “education.” She smiles as she challenges them to create as many new words as they can from the letters in the word in front of them. “Eat,” one child calls out. “Tone,” another adds. Soon, a chorus of voices fills the room as a growing chain of words forms on the board. The Word Chain game helps students develop their English vocabulary literacy skills in a fun and engaging way. It has helped a once silent classroom come alive.

But for years, children in Hafeeza’s community faced huge barriers to learning. Families living in poverty struggled to afford even the most basic needs; girls were often kept at home to do chores while boys went to school; and illness, poor infrastructure and low literacy left many children at risk of dropping out. For those who made it to class, lessons were often dull and unengaging, giving students little chance to catch up.

That began to change when teachers, including Hafeeza, received practical support through Right To Play’s Roshan Rastay program: targeted trainings, coaching and low-cost play materials. “We don’t have training programs here, so I was very excited,” she recalls. This support didn’t remove poverty or end child marriage in Makli, but it gave teachers simple, powerful tools to reach children in the classroom. By using play-based methods and props, Hafeeza increased engagement and attendance and created a safer, more inclusive learning space — improvements that help mitigate the effects of much larger structural problems while broader solutions are still needed.

A New Path Forward

In Pakistan, more than 22 million children are out of school. Public schools face structural challenges, from overcrowded classrooms to chronic shortages of resources. Hafeeza’s classroom was no exception. She taught students from grades one to five in a small classroom with cracked walls, juggling multiple age groups, language barriers, and a lack of textbooks or supplies.

In addition to the infrastructural difficulties their school faces, students encounter significant daily obstacles. Many struggle to attend school due to financial constraints that prevent them from affording uniforms or shoes. Regular illnesses, such as hepatitis and frequent fevers, often go undiagnosed because of a lack of health awareness, leading to increased absenteeism. Access to clean water is limited, and even when children exhibit symptoms of illness, their parents are often too busy working long hours to seek medical attention. With so much instability at home and in school, students find it difficult to remain present, both emotionally and physically, putting them at constant risk of dropping out.

To help children who have fallen behind or are at risk of dropping out, the Roshan Rastay program, funded by Light Foundation and implemented by Right To Play, is equipping teachers with the tools they need to make learning engaging and inclusive. Through training, coaching, and the introduction of play-based learning techniques, the program helps teachers transform their classrooms into safe, stimulating environments where children are motivated to attend, participate, and succeed. Since 2021, the program has trained teachers in 102 schools and 18 orphanages across Pakistan, reaching more than 33,500 children with interactive, play-based education that builds not just academic skills but also confidence, cooperation, and creativity.

With her new training, Hafeeza began weaving play into everyday lessons. Students learned math by counting stones outside, built emotional awareness through role-play, and developed English vocabulary through games like Word Chain. “With the gadgets and props we’ve received from Right To Play, like balloons and other play materials, the children now have tools they can use in class that make learning more fun and interactive.”

In Hafeeza’s class, learning starts with a game. She shows her students coloured paper cut-outs shaped like fruits and vegetables, each linked to a movement. When she holds up a mango, the children shout “Jump!” and leap into the air. An orange means spinning in circles, and a purple aubergine sparks laughter as the whole class dances. The activity strengthens children’s memory, focus, and ability to follow instructions; all essential skills for learning. It also helps them recognize colours and vocabulary through movement, making lessons active, playful, and easier to retain. By blending colour, memory, and action, Hafeeza turns lessons into play that keeps every child engaged. Instead of sitting silently through long lectures, children now take part in games, group activities, and discussions that make them feel seen and capable.

Remarkable Results

With the introduction of play-based learning strategies, Hafeeza began to notice an impressive shift in her students. Lessons that once felt stiff and boring were replaced with interactive activities that encouraged curiosity and participation. Children who had once hesitated to speak up were now confidently engaging in class and learning from one another through group-based tasks. Hafeeza says she’s noticed a big change in her students — they focus better, remember more, and are eager to take part in lessons.

Teachers and Hafeeza have observed that attendance seems to be increasing, and fewer children appear to be dropping out. Boys and girls are more often working together, and students are showing more eagerness to attend school. “Now the children try to attend school and do other things later,” she says proudly, describing how her students are putting education first for the very first time.

Hafeeza herself has grown more confident too. Seeing her students thrive has brought her pride and peace of mind. Along with several colleagues who also participated in the Roshan Rastay training, she continues to share ideas and practice new techniques. Together, they meet after school to discuss what works best and support one another in making learning more engaging for their students.

A Ripple Effect

As Hafeeza continues to share her knowledge informally with fellow teachers, her impact will ripple outward, reaching children far beyond her own classroom. Hafeeza’s classroom is no longer just a place to study, it is a place where children discover confidence, joy and hope for the future.

“I have high hopes for my students,” she says. “I want to make them good, responsible citizens. I don’t want them to drop out, but to continue their studies. I hope they succeed in their primary school education so they can be strong in the future and serve their country, their people, and their community”.

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