The recent rehabilitation of the Shewit Goro school in Raya Chercher has become a beacon of hope for families returning to the village after being displaced by conflict.  
 
Asefu Ayele, a dedicated parent of two fourth-grade children, recalls the dire conditions before the school’s transformation. "Our children used to sit on stones in a roofless classroom," she said, a sad reminder of their challenges. Motivation to attend school was at an all-time low, but the changes have been nothing short of miraculous. Now, we parents are thrilled to see our children eager to learn.” 
 
During the conflict, many families were uprooted. Asefa and her neighbours fled to Mehoni which is 35 km from Chercher. When the conflict subsided, they returned, hopeful for a better future.  
 
The physical conditions of the school, once neglected, were revitalized, leading to a dramatic increase in student attendance.  
 
Medhanit, a 33-year-old mathematics teacher, has dedicated a decade to the school, commuting 20 km from Alamata. “Before the rehabilitation, we had only a handful of students, up to five children in one classroom. Now, we have between 30 and 40 eager learners,” she noted. 
 
Asafa is a 13-year-old student in the 4th grade with big dreams of becoming a teacher or a doctor. She used to spend her time cooking injera at home, but now she’s enthusiastic about attending school. 
 
Zenebu Abay said that even when she tries to enlist her children to help the family take care of the livestock, they resist and insist on attending school instead. “They want to learn,” she said. However, not all parents are willing to listen to their children. Asegdu Haile, a 26-year-old English teacher said, “Even when I visit families to encourage them to send their kids to school, many refuse,” she added, reflecting the ongoing struggle for community support. 
 
“My daughter and her friends go to school smiling,” Kebede Melesse, a father of three, noted, but the absence of necessities weighs heavily on the community. 
 
Kebede reflected on the lack of school materials, clean drinking water, and discontinuation of the school feeding programme.   However, the absence of necessities weighs heavily on the community. 
 
The teachers lamented the lack of educational materials like books and pencils. “We used to provide resources, but now we lack the budget,” Medhin explained.  
 
The lack of facilities, like a library, science lab, and even basic fencing, is making the job of the school principal more challenging. “We aspire to build a second block for the fifth grade and need support for educational materials,” Mesale Huluf emphasized. 
 
In addition to the school infrastructure, the destruction of the teachers' housing is also a challenge. “Before the conflict, we had a home within the school compound. Now, it is destroyed, forcing us to spend extra money and time on transportation as we travel long distances,” Medhin said.