Bringing Hope to Children in Remote Villages

Xiang-Xiang, a fifth-grader, grew up in an unstable home environment where missed meals and a lack of proper care were common. This situation not only left him physically hungry but also caused him to fall behind in school, gradually eroding his self-confidence.

Upon joining the after-school tutoring program, Xiang-Xiang was initially restless and struggled to concentrate, his thoughts darting from one topic to another. However, the mentors soon discovered his sharp mind and strong comprehension skills. Once he understood an example, he could quickly grasp the concept and complete his assignments independently.

The program supports children's holistic development, addressing needs beyond academics. The provision of dinner, for instance, means Xiang-Xiang no longer has to learn on an empty stomach. This not only improves his nutrition but also his ability to focus in class.

During weekends, the program offers youth courses and activities, ensuring Xiang-Xiang has a safe, structured environment instead of wandering alone. Gone are the lonely and uncertain hours; in their place is a space filled with warmth, guided learning, and the consistent support of caring teachers and friends.

"Strength in Togetherness: Xiaoxia’s Journey of Growth"

Xiaoxia has four siblings. Her parents are divorced, and her father is often absent from home. The family relies on her grandfather, who works as a janitor and earns a meager income, to support and raise the children. Due to his limited education, the grandfather is unable to help with their schoolwork, and the children are not used to asking teachers for help. As a result, they are often perceived by teachers as having learning difficulties.Because Xiaoxia and her siblings are rarely able to complete their homework, their grandfather eventually brought them to the church to seek help.

When Xiaoxia first joined the after-school support program, she was unwilling to express her emotions and often failed to follow rules during class activities, frequently getting into conflicts with other students. While doing homework, she would often zone out and take a long time to finish, resulting in incomplete assignments. When feeling anxious or frustrated, she would bite on her pencil and eraser, sometimes even ingesting the eraser bits. When corrected by peers or asked by teachers to revise her work, she would lose her temper, throw things, kick desks and chairs, and at times, even exhibit aggressive behavior toward others.

With the patient support of the after-school teachers, Xiaoxia gradually became willing to express her emotions using simple words and started to follow group rules. Although she still takes a long time to finish her homework at times, she has made good friends in the program and now enjoys playing with them. She also takes the initiative to talk to the teachers and happily shares the art projects she has created.

One day, Xiaoxia came to the teacher with a drawing she had made. At first, the teacher thought she was just coming to borrow some stationery, but to her surprise, Xiaoxia wanted to share the joy of completing her art project. As she carefully explained her creative ideas, sentence by sentence, the teacher not only felt delighted but also deeply proud. With the teacher’s encouragement, Xiaoxia became more confident, and her academic performance showed noticeable improvement.

• Project_62409.pdf (PDF)