Names and personal details have been modified to protect children’s identities.
Bakoly was six years old when she lost both of her parents. She went to live with her uncle’s family in Soamanandray, a rural village near Antananarivo, where income was uncertain and carefully stretched across daily needs. School fees, uniforms and supplies were beyond what the household could manage.
For several years, she remained outside the classroom. What began as an interruption gradually became her reality. As other children moved from one grade to the next, she stayed behind. Over time, not studying shaped the way she saw herself.
Altervitam later supported her return to school, with a clear understanding: assistance would continue only if she demonstrated commitment and steady progress from one year to the next. The expectation was effort and improvement.
The first terms were demanding. After a long absence, she had to rebuild study habits and regain confidence. A mentor met her regularly to review her results, identify gaps and set targets for the following term. Her early reports reflected the years she had missed, but gradual improvements followed. She learned to measure her success against her own previous results rather than against the strongest pupils in her class.
Year after year, she progressed. School became familiar again. She began participating more actively in class and organising her evenings around homework, even when space and quiet were limited. Consistency, combined with regular follow-up, restored her confidence.
Today, Bakoly is nearing the completion of her secondary education. She hopes to become a teacher. Having once stood outside the system, she understands what it takes to remain within it.