In the midst of displacement, education helps restore hope. This is especially true not only for children, but also for teachers, who play a vital role in ensuring quality education, and in preventing school dropouts, while enabling children to take part in shaping their future societies.

Here are some testimonies from volunteer teachers in Myanmar and neighbouring countries, who have stepped up to serve their communities and ensure continued learning for displaced children.

Hansa, teacher in Myanmar

“When teachers are properly trained in the use of educational materials, the positive impact of successful teaching becomes evident. Students benefit enormously from teachers who know how to manage diverse situations, approach them appropriately, communicate clearly, implement positive discipline, and ensure a safe learning environment,” says Hansa, who has spent the past two years volunteering as a teacher in Myanmar.

Working in a crisis setting is quite challenging—teaching and studying within temporary spaces with limited resources and teachers creates instability that hinders learning. Nevertheless, education must continue, and local communities are doing their utmost to ensure children’s learning is not disrupted.

At first, Hansa had little knowledge of teaching methods. However, after attending training sessions, she learnt how to effectively use teaching materials in the classroom, started to plan lessons in advance, and developed an understanding of child psychology, which has helped her become a more capable and effective teacher. By dedicating time and energy to teaching, she contributes to the growth and development of students who will one day shape the world around them.

Mu, teacher in Malaysia

Reflecting on the past year, Mu begins to understand why she gave everything up — her studies, her work as a teacher, even her hobbies. “Human beings may appear more educated and benevolent,” she says, “but in reality, we are still cruel and continue to fight one another. It troubled me to be called a ‘teacher’ — something that had once been my passion.”

After three months of isolation where she gave everything up, Mu met JRS in Malaysia.

“I let go of the destructive thoughts that haunted me. Witnessing the students’ hunger for knowledge and their unwavering dedication gave me the courage to make a bold choice: to return to teaching. Despite the ongoing insecurity and turmoil in the outside world, this is the only place where I truly feel at home.”

Lamai, teacher in Thailand

Lamai arrived at the Karenni refugee camp in 2014, having been forced to leave her home —and her dream of earning a university degree — due to conflict and instability in Myanmar. “Life under military oppression was marked by fear and uncertainty, and my family and I had no choice but to seek refuge. In the camp, we found safety, protection, and the basic needs that allowed us to begin rebuilding our lives.”

In 2016, she began a teacher training course led by JRS. “Thanks to the training sessions, I developed modern teaching skills and strategies, such as student-centred learning, critical thinking, and effective classroom management rooted in gender equality and child safeguarding. Training in conflict resolution and reconciliation, in particular, taught me the importance of fostering harmony within my family, among my students, and in my community.”

Having lived in the camp for nearly a decade, Lamai has faced numerous challenges, including the COVID-19 pandemic. During that period, the training team became a vital point of reference, ensuring continuity in education and raising awareness of safety protocols.

“These experiences strengthened my commitment to the community through education. They gave me the opportunity to share what I’ve learned with children, colleagues, and the wider community. I carry these lessons with me every day—in the classroom and within my own family.”