The School That Never Sleeps

“These are our children,” says Ali Haroon, his voice firm yet heavy with emotion. “If they don’t learn, where will they go? What will happen to them? Education is their lifeline now.’’  

Haroon has been the principal of Al Zahra Primary School for the past three years. Today, his school is more than a place of learning; it is a sanctuary. By day, 1,200 students, including 400 internally displaced children from Al Fasher and Tawila, crowd into classrooms. By night, the same rooms become a refuge for families displaced by the conflict. 

A school under pressure

With just seven classrooms across six grade levels, some classes hold between 160 and 210 students, guided by 18 teachers and supported by three cleaners. The school has six bathrooms, with a UNICEF-supported water pump supplying water to the latrines and the surrounding displacement settlement.

Each school day begins with a morning assembly to build confidence and encourage children to express themselves. Students recite poems, share Hadiths, sing cultural songs, and learn about hygiene, social cohesion, and public speaking.

At 8:30 a.m., lessons begin. Students attend three classes before breakfast. Some children go home while others bring food with them. After the break, the fourth, fifth and sixth lessons continue until the school day officially ends at 1:45 p.m.

When the sun sets, the school transforms 

After the school day ends, some children stay. They wait for their families to settle in for the night. As the cold sets in, displaced families begin arriving quietly, carrying what little they have. Classrooms become sleeping spaces. The yard where the children play during the day is filled with families seeking warmth and safety. By 7:00 a.m. every morning, they leave so the school can reopen for learning.

This dual life began after the Al Fasher crisis in July 2023. The school was closed for the summer holidays when displaced families approached parents, who then approached the teachers’ council. The decision to open the school as a shelter was welcomed. They simply had no place else to go, and the children had to keep learning.
 

Healing through learning and play

For students living in the school at night, learning was not easy . After the siege of Al Fasher, many children arrived on foot traumatized, exhausted, and with nothing. 

“I cried,” principal Ali recalls. 

“I remember Mohamed Adam, who came barefoot. His father had been killed in Al Fasher. Only nine years old, he arrived alone and unaccompanied. During morning assembly, instead of joining the other children, he stayed close to the male teachers because they reminded him of his father.”

Mohamed’s story is one of hundreds. After a long search, his older brother found him and took him to Tawila. But before leaving, Mohamed completed the entire second grade at Al Zahra.

Adjusting to living and learning in the same place has taken time for many children as well. The host community and its children made a difference. Students helped displaced children recover, integrate, and feel welcome. Teachers organized pre-learning sessions before formal learning resumed, focusing on helping children and providing the needed psychosocial support.

Play became a powerful tool for healing. Simple games with balls from UNICEF recreational kits, shared laughter, and time spent together helped children regain a sense of normalcy.

The change in children has been profound. Belonging to a school gave the children what they were missing: a sense of safety and identity. Here, they feel at peace. There is no violence, only learning, belonging, and care.

The difference UNICEF support makes

UNICEF support made it possible for the school to keep running during this crisis. Teacher incentives, training, school supplies, learning materials, and recreational kits for early childhood development have helped address urgent needs.

“When UNICEF comes, we know that help is here,” Ali says.

For children and families on the move, this school is more than a building. It is a protected space where children can learn without fear and families can rest with dignity. Learning in a place that is also safe restores a sense of trust, something many children have lost.

Ali fears a deep crisis for the children if they discontinue learning. Without education, they risk losing their way and becoming vulnerable to armed conflict, drugs, theft, or child labour.

Ali’s message to the world is clear, ‘’Humanity must put children first. They are innocent. They do not understand the violence surrounding them. Any support helps them rise out of poverty and become part of the peace they deserve. Right now, these children need basic supplies, school uniforms, and nutrition to keep learning and dreaming. And in this school, we will continue to push for hope until help arrives.