EDUCATION ACCESS & CHILD PROTECTION PROGRAM (2026–2028)

Phase 1 — 2026

15 children supported
Program stabilization and monitoring systems strengthened

Phase 2 — 2026–2027

Expansion to up to 35 children
Enhanced reporting and oversight capacity.

Phase 3 — 2027–2028

Expansion to up to 100 children
Strengthened safeguarding systems and long-term sustainability planning.
Expansion depends on secured funding and monitoring capacity

Camnete N. — Age 7 (1st Grade)

Camnete lives with his father and uncle. His father has a mild cognitive disability and survives on irregular small jobs. His uncle supports several children and cannot fully cover education costs.
Support ensures he remains enrolled and continues building foundational literacy skills.

Herculano N. — Primary School

After losing his primary caregiver in a violent incident, Herculano was left without stable family support. He arrived at school severely underweight and emotionally withdrawn.
Structured support ensures safety, nutrition, and educational continuity.

Aua S. — Primary School

Aua arrived at Casa Wilma in fragile health, experiencing repeated infections and developmental delays. With consistent nutrition and care, she recovered and now progresses academically.

Ongoing support ensures stability and long-term educational growth.

Carlos F. — Age 2 (Preschool, Twin)

Carlos lives with an elderly aunt after his mother left the household. His father cannot independently support both twins.
Early childhood support ensures nutrition, safety, and developmental stability.

Constança F. — Age 2 (Preschool, Twin)

Constança shares the same vulnerable circumstances as her twin brother. Early structured education provides emotional security and protection during critical developmental years.

Leony N. — Age 5 (Preschool)

Leony’s parents have long served the community but currently face financial instability. Her mother is seeking employment, and her father previously worked in public healthcare without permanent status.
Support ensures educational continuity while the family stabilizes economically

Adelina G. — Age 3 (Preschool)

Adelina’s family experiences unstable income and limited employment opportunities. Early
support ensures consistent enrollment and structured development.

Rowam N. — Primary Level

Rowam lives with his young mother and grandparents who rely on small-scale farming. His mother continues her studies while caring for him.
Support helps break intergenerational poverty cycles.

Ivanilson N. — 5th Grade

After abandonment and early neglect, Ivanilson now lives with a foster family and continues progressing academically.
Support ensures stable continuation through upper primary education.

Elsa B. — 2nd Grade

Elsa’s mother works informally while continuing her own education. The household faces severe financial hardship.
Support ensures continued enrollment and academic stability.

Edmiriam B. — 2nd Grade

After losing her father, Edmiriam’s mother supports the household through small market sales.
Educational support ensures continuity during economic vulnerability.

Lussuila M. — Age 3 (Preschool)

Lussuila’s parents face unstable employment and rental insecurity.
Support ensures early childhood stability and consistent attendance.

Niclaudio N. — Age 5 (Preschool)

Niclaudio’s father completed teacher training but remains unemployed. His mother works informally.
Support ensures enrollment continuity and structured development.

Ismiralda N. — Primary School

Her prents work in low-income informal activities and did not complete formal education.
Support strengthens her pathway toward long-term educational opportunity.

Binate N. — Preschool

After losing his father in an accident, Binate lives with a neighbor who supports multiple children.
Support ensures stable early education despite severe economic hardship