April 2026 – Hagari Rwanda

April 23, 2026

From Hidden Pain to Healing and Hope – A Transformative Journey

What began as a simple gathering of 27 young people at Agahozo Shalom Youth Village became something far deeper—a powerful journey into healing, truth, and transformation.

Over the course of the trauma healing retreat, young men and women between the ages of 16 and 25 were invited into a space many had never entered before: a space to pause, reflect, and confront the pain they had long carried in silence. What emerged was not just individual breakthrough, but a shared experience that deeply impacted every participant.

David arrived at the retreat convinced he did not have any major struggles. But as the sessions unfolded, he began to uncover layers of unspoken emotions and hidden pain.

“I realized there were things inside me I had never faced.”

One of the most profound moments for David came through the theme of forgiveness. He found the courage to forgive his father for past wounds—something he had carried for years. That decision brought him peace and opened the door to restored communication between them for the first time in a long time.

The retreat also introduced participants to the practice of lament—giving them permission to express their pain, confusion, and even their questions toward God. For David, this was a turning point. It allowed him to be honest about what he could not understand, while learning to release what he could not control.

As the days went on, many participants began to open up about their emotions. What started as hesitation turned into deep vulnerability. Together, they discovered they were not alone.

“It felt like a heavy weight was lifted… like chains were broken,” David shared.

Through learning the Cycle of Grief—moving from loss and grief to denial and anger, then to hope and new beginnings—the young people began to understand how unaddressed pain shapes their lives and relationships. More importantly, they learned that healing is possible.

For Chanceline, the retreat was both deeply challenging and profoundly meaningful. She cherished the quiet moments of connection—studying together with the trainer and gathering around the campfire in the evenings. These moments created a safe space where walls came down and trust began to grow.

One of the most powerful experiences for her came during a session where participants reflected on personal memories. As stories surfaced, so did emotions. Many found themselves crying together.

“We realized how much we had been carrying inside.”

This shared vulnerability became a turning point—not just for Chanceline, but for the entire group.

Throughout the retreat, she learned the importance of forgiveness, the courage to express emotions, and the danger of emotional numbness. Like David, she had believed she did not have any real problems. But through the process, she came to see the deeper areas of her life that needed healing.

Though difficult, this realization marked the beginning of her growth.

She also walked away with a renewed sense of faith:

“I understood that God is present and sovereign in every part of my life.”

By the end of the week, it was clear—no one left unchanged.

What started as hidden pain became a journey toward healing. What was once silence became shared stories. And what felt like isolation became connection.

Each young person left stronger, more self-aware, and filled with hope.

For David, for Chanceline, and for every participant, this retreat was not just an experience—it was the beginning of a new chapter.

Inzozi Academy

April 14, 2026

A Story of Belonging and Growth at Inzozi Academy

At Inzozi Academy, we believe that every young person deserves the opportunity to grow, contribute, and feel a genuine sense of belonging. As a Christ-centered school committed to nurturing each child’s academic, spiritual, physical, social, and emotional growth, inclusion is not just a value we speak about—it is a principle we intentionally put into practice.

Our partnership with Rwanda Down Syndrome Organization (RDSO) has given us a meaningful opportunity to live out this belief. When RDSO approached us with the opportunity to have Keza as an intern, we welcomed her wholeheartedly into our school family. Their mission to create workplace opportunities for young adults with Down syndrome—through internships, part-time, and full-time roles—beautifully aligns with our commitment to dignity, social participation, and holistic development.

Keza joined our kitchen department, becoming part of the team that supports the daily nourishment and wellbeing of our learners. From the very beginning, she made a remarkable impression. Energetic, joyful, and hardworking, Keza approaches her responsibilities with enthusiasm and dedication. She follows instructions carefully, completes tasks efficiently, and requires minimal supervision. Her reliability and consistency have strengthened the team’s workflow, while her warm personality has brought a refreshing spirit into the department.

At Inzozi Academy, we pride ourselves on fostering a nurturing and enriching environment where every individual is encouraged to dream big and develop their full potential. Keza’s journey reflects this very vision. Over time, we have seen her confidence grow significantly. Her communication skills have improved, enabling her to interact comfortably with staff members and integrate smoothly into the wider school community. She greets colleagues with confidence, carries out her duties with pride, and demonstrates an increasing level of independence.

The impact of this opportunity extends far beyond workplace skills. Each day, Keza arrives with excitement and leaves with a sense of accomplishment. She is not simply completing tasks—she is building competence, self-belief, and a stronger sense of identity. Most importantly, she feels valued and accepted as an essential member of our community. This sense of belonging is transformative. It reinforces that inclusion is not about charity; it is about recognizing capability and creating equitable opportunities for contribution.

For us at Inzozi Academy, this partnership has also been deeply enriching. It has reminded our staff and learners alike that education goes beyond the classroom. As a school that emphasizes creativity, curiosity, and lifelong learning, we understand that growth happens in many forms. By creating space for inclusion within our operations, we are modeling compassion, respect, and social responsibility to our students—values that shape them into empathetic and responsible citizens.

Through our collaboration with RDSO, we are not only providing work experience; we are actively contributing to a culture where diversity is embraced and potential is recognized. Seeing Keza thrive affirms why inclusive opportunities matter. Her progress is a testament to what is possible when institutions open their doors with intention and heart.

Inzozi Academy has truly been the dream of its founders—a place where holistic education and community values intersect. Welcoming Keza into our family has strengthened that dream. We are proud to be part of her journey and grateful for the partnership with RDSO as we continue empowering young adults to reach their full potential and experience the dignity of meaningful work.

Project Serve

April 8, 2026

A Home Built with Hope

Before Mama Jean Claude was enrolled in the Give A Hand program, her family of five was living in constant survival-mode. Each day revolved around care, exhaustion, and uncertainty.

Jean Claude was born with severe physical disabilities. His legs were too weak to support him, and he was unable to use the restroom independently. He depended entirely on his mother for even the most basic daily needs. For Mama Jean Claude, this meant providing continuous care from morning until night. Workingoutside the home was impossible, and even simple household tasks were often leftundone because her son required her constant attention.

Her husband worked hard to earn what little income he could so there would be food on the table. Still, it was never enough. The meals were small, and the needs were overwhelming. The children carried responsibilities far beyond their years, stepping in wherever they could because their mother simply could not do it all. Poverty weighed heavily on the family, not only physically but emotionally.

The struggle did not go unnoticed by neighbors, yet compassion was not always the response. Because of her son’s disabilities, Mama Jean Claude often felt over looked and isolated within her own community. What began as physical fatigue slowly grew into deep loneliness. She felt invisible and misunderstood, trapped inside a fragile home that offered little safety or comfort. The house itself was in critical condition. There was no electricity, no light after sunset. Evenings were spent in darkness. Cooking was difficult and sometimes unsafe, and caring for Jean Claude at night became an added challenge. The absence of stability affected every part of their lives.

Everything began to change when the family was registered with Give A Hand. Jean Claude started receiving targeted physical therapy to strengthen his muscles andimprove his mobility. Regular home visits provided more than practical support; they restored a sense of dignity and connection. For the first time in a long time, Mama Jean Claude felt seen not defined by her son’s condition, but recognized as a mother doing everything in her power to care for her child.

When it became clear that their home was no longer safe to live in, a new step was taken. Through Project Serve, young people from Hagari joined hands with six young people from the Netherlands in a powerful expression of unity and shared faith. In August 2025, they traveled together to Burera and, side by side with the local community, built a new house for the family.

What was constructed was far more than a physical structure. It was safety where there had been insecurity, light where there had been darkness, and hope where there had been despair. The project was not only about building walls and a roof, but also about building friendships, strengthening faith, and showing what it means to serve one another across cultures and continents. The new home brought electricity, making evenings safer and daily routines more manageable. Cooking became easier, and caring for Jean Claude after sunset was no longer a struggle.

What started as a practical need became a testimony of love in action, young people standing together to make a lasting difference.

The move to a new neighborhood brought an unexpected and beautiful transformation. The family was warmly welcomed. Instead of being avoided, they were embraced. Instead of silence, there were words of affirmation. Neighbors began saying that Jean Claude is a blessing to this world. Those words carried profound healing for a mother who had once felt so alone.

Meanwhile, Jean Claude himself began making remarkable progress. His legs grew significantly stronger, and he reached a milestone that once seemed impossible: he can now walk to the restroom independently. Each step represents not only physical improvement but also restored dignity and a future filled with possibility.

What once felt like a life defined by limitation is now a story marked by growth.

Today, Jean Claude is loved in his community, and Mama Jean Claude stands as a strong and resilient woman. Her dream is that more children like her son will receive the help they need and that no mother will have to carry such a burden alone. She hopes that with the stability they now have, she will one day be able to work and contribute financially to her family.

Despite the hardships she has endured, she continues to persevere with unwavering faith and determination. Her story is no longer one of isolation and survival, but one of transformation, dignity, and hope that continues to grow.

Inzozi AcademyStudent Story

April 1, 2026

Finding Her Way Again

Sushina joined Inzozi Academy as a bright and curious child who began her educational journey with promise. At just ten years old and now in Primary 3, Sushina has been part of the Inzozi family since Nursery school. From the very beginning, she stood out as an intelligent and lively little girl. With the care, patience, and attentiveness of her teachers, she gradually grew into a bold, confident, and smart learner who enjoyed participating in class activities. Her early years at school were marked by steady progress and enthusiasm for learning.

However, as Sushina transitioned into Primary 3, something began to change. The class introduced new academic demands, and the learning content became heavier and more complex than what she had previously experienced. This sudden shift overwhelmed her. Instead of facing the new challenges head-on, Sushina began to withdraw from her responsibilities. Tasks that once excited her started piling up, and she gradually developed habits of disorganization and irresponsibility.

Her teachers noticed the change almost immediately. The once energetic and engaged learner was now struggling to keep up with assignments, particularly in English language lessons. She often left tasks unfinished and appeared distracted during lessons. What worried the teachers even more was that the same pattern was also happening at home. When they spoke with her father, he confirmed that Sushina had also become disorganized in her daily routines and less responsible with her chores.

Rather than criticizing or labeling her as a careless student, Sushina’s teachers chose to approach the situation with understanding and compassion. They realized that the sudden change in academic expectations from the lower classes to Primary 3 had overwhelmed her. Instead of punishing her mistakes, they focused on finding ways to guide and support her back to stability.

Her teachers began encouraging her and reassuring her that she was still capable of succeeding in this new class. They reminded her of the intelligent and confident learner she had always been. To help rebuild her sense of responsibility, they started giving her structured assignments and closely monitored her progress. Multiple tasks were assigned at the same time, but she was held accountable for completing each one. This approach gradually helped her develop better organizational skills and learn how to manage her responsibilities.

At the same time, the teachers worked closely with Sushina’s parents to ensure that the support continued at home. Television time was reduced at home and she was encouraged instead to focus on completing her household chores before moving on to other activities. Following this guidance, her parents created a more structured routine at home, reinforcing the same sense of accountability that her teachers were building at school.

Slowly but surely, Sushina began to regain her footing. With consistent encouragement from both her teachers and parents, she started completing her assignments at school and her chores at home. Her confidence gradually returned, and the sense of responsibility that had once faded began to grow stronger again.

Today, Sushina is doing much better both mentally and academically. She now shows greater concentration in her studies and takes her responsibilities more seriously. Her teachers have also noticed that she excels particularly in practical activities. She demonstrates strong creativity and leadership when organizing role plays and participating in class presentations, areas where her confidence truly shines.

Sushina’s journey is a powerful reminder that sometimes students do not fail because they lack ability, but because they need guidance when facing new challenges. With the support of observant teachers and committed parents, she was able to overcome a difficult phase and rediscover her potential.

Her story stands as a testament to the impact of patience, encouragement, and teamwork between school and home. With the right support system, every child can regain confidence, grow in responsibility, and continue moving forward on their path to success.