Pokhara School Project

The school in Pokhara was one of the first projects we were involved in in Nepal. In the last five years the school has grown dramatically, from just 12 students to over 200 at the last count, it is now the second largest school for deaf children in the country. We need to find the money to pay the teachers in the school an appropriate salary.

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Registered Charity in England and Wales (1089918)




  • Community Support & DevelopmentCommunity Support & Development
  • Education/Training/EmploymentEducation/Training/Employment
  • Health/WellbeingHealth/Wellbeing
  • Poverty Alleviation/ReliefPoverty Alleviation/Relief


  • Children (3-18)Children (3-18)
  • Young People (18-30)Young People (18-30)



Nepal is the 6th poorest country in the world. The majority of deaf children living in Nepal receive no education. They are born into hearing families and, as there is no specialist support, they develop no language beyond the most basic of gestures. With no language and no education, their futures’ are bleak. We have been working in Nepal for the past eight years in order to change this and to give deaf children the same chances, opportunities and hope for the future that hearing children enjoy. We employ deaf Nepalese people as project staff on all of our projects. The Gandaki Association of the Deaf (GAD) in the town of Pokhara was the first deaf association we worked with after our initial trek in 2000. In Pokhara there was a small(12 pupil) deaf school operating in the back room of a youth club— but this was always full. Our partnership with GAD enabled them to build a brand new school and hostel building. Since then with help from generous donations from trusts and further treks we have been able to build a second floor to both the school and hostel. The Shreejana school has gone from strength to strength and with 203 pupils is now the second largest school for deaf children in Nepal. It is also the only school for deaf children outside the capital, Kathmandu, that has been given permission to run a 10+2 class so that students can continue their studies to a higher level. Case study: Narayan was 12 when we met him, tired and confused in the dark in a field by a fast flowing river. His brother and his brother’s friend had walked with him for miles to find us and to plead with us to find some way of getting Narayan into a school for deaf children. Narayan had been born deaf, had no language and no education. He was teased every day in his village and his family were really worried about his future. We promised to get him a place at the school for deaf children that we were building in Pokhara. Narayan has been at the school for a number of years now. He has friends, he’s getting an education and he is fluent in Nepali Sign Language. He can now tell us all about the first time we met by that river. Many of the children at the school have similar stories to Narayan. Deaf awareness is something that is in it’s infancy in Nepal, we’re also working to change that. In the local communities around the school and where the children come from we run mobile Nepali Sign Language Classes so that people have an awareness of deafness but more importantly so that the children are happy when they go home and have people they can communicate with. The Nepalese government can offer very little support for the education of deaf children. Whilst they do pay a percentage of the salaries for the teachers in the school they do not pay enough to cover the true wage of a qualified teacher. Over the last five years we have been lucky enough to secure funding to make up that difference. However our current funding will run out within the next twelve months and if we are unable to raise enough money the teaching at the school in Pokhara will either reduce dramatically or worse - stop completely. All the teachers in the school are themselves deaf, or if not they are taught sign language and have to become fluent quickly. Having all teachers fluent in Sign Language offers the children in the school the best possible education. The only chance they have for a brighter future is the chance of a language and education which the school offers. Can you help these children achieve their dreams by helping to pay their teachers?