What does it take to make sure no child is left behind in our classrooms?
Inclusive education is not simply a goal written in policy documents — it is a daily commitment to ensure every child, regardless of ability, feels seen, supported, and empowered to participate in the learning process. In Zambia’s Central Province, the Realising Inclusive and Safe Education (RISE) project, funded by the Scottish Government through Link Education International and implemented by School-to-School Zambia (STSZ) is proving that teacher training is the heart of this commitment.
Teachers shape mindsets. Without their support, inclusive education remains an empty promise. The RISE project recognizes this and is investing where it matters most: equipping teachers and school leaders with practical skills to create inclusive classrooms and school environments where every child can thrive.
Between April and May 2025, STSZ trained over 1,400 teachers from all early childhood learning centres and primary schools in Kabwe District on inclusive education, conducting screening and assessments, and support for children with disabilities in mainstream classrooms. These sessions are not just about theory; they involve hands-on practice, role-plays, and real-world case studies that change how teachers think and act. As one teacher put it,
“This training has opened my mind, I will ensure each learner gets the support they need to thrive“
The success of this approach is evident in the remarkable results achieved for disability screening among early childhood and primary learners in Kabwe. All seventy-four target ECE and primary schools in Kabwe District took part in the screening process, in the space of one month, 47,872 out of 48,539 enrolled learners were screened, representing an impressive 99% screening rate. This overwhelming response at first try demonstrates the effectiveness of a government-led system, proving that when capacity is built within existing structures, large-scale coverage becomes feasible and sustainable.
The message is clear: inclusive education begins and ends with trained and supported teachers. They are the catalysts who turn ideals into action, ensuring that every child can learn, participate, and succeed alongside their peers.
As the RISE project prepares to train an estimated 2,500 teachers and 500 school leaders across its two implementation districts, the future looks brighter for learners with disabilities in Zambia. This initiative stands as a convincing argument for investing in teacher development as the most effective path toward inclusion.
To conclude, inclusive education is not just a nice idea, it is a necessary reality, and it starts with the people who guide learning in classrooms every day. If we want to see real change, we must continue to put teachers at the centre. They are the key.