From being supported to becoming supporters: A return-loop inclusive learning model linking a Japanese special needs school and children in conflict-affected countries
This case study describes an inclusive education initiative at Hiroshima City Special Needs School, implemented with NPO Nakayoshi Gakuen Project and partner communities in conflict-affected and low-resource countries. Learners with disabilities in Japan co-create educational and peace-related materials that are shared with children, such as former child soldiers, refugees and children with disabilities, abroad. Through a cyclical ‘return-loop’ of creation, sharing, feedback and redesign, both groups move from being seen only as recipients of aid to becoming active supporters of others, strengthening agency, dignity and inclusive school cultures.
- To transform learners who are usually positioned as recipients of support – including learners with disabilities in Japan and children in crisis-affected contexts – into active supporters of others.
- To create inclusive learning environments where diverse contributions are recognised and valued, regardless of disability, socio-economic status or country context.
- To support teacher professional development in rights-based, participatory and project-based approaches to inclusive education.
- To establish sustainable, reciprocal partnerships between a Japanese special needs school and schools/communities in conflict-affected and low-resource countries, moving beyond one-way charity.
Hiroshima City Special Needs School is a large, public special needs school located in Hiroshima City, Japan. It serves children and young people with a wide range of disabilities and complex support needs across different age groups.
Through collaboration with NPO Nakayoshi Gakuen Project, the school is connected with community-based organisations, informal learning spaces and schools in several African and Asian countries affected by conflict and poverty, including (for example) the Democratic Republic of the Congo, South Sudan, Rwanda and the Syrian Arab Republic. The initiative has involved multiple classes and teachers at the special needs school and several hundred children in partner communities.
- Persistent social and educational perceptions that learners with disabilities and children in conflict-affected or impoverished settings are only people to be helped, not contributors.
- Limited opportunities for learners in special needs education to participate in international or community-oriented learning that affirms their agency.
- The need to operationalise inclusive education as a two-way process of mutual support and respect, rather than a one-sided model in which ‘strong’ learners help ‘weak’ learners.
- The lack of practical models that show how schools in high-income and low-income or crisis-affected contexts can engage in equitable, reciprocal partnerships which include learners at the margins on both sides.
The initiative emerged from two converging experiences. First, teachers at Hiroshima City Hiroshima Special Needs School sought more meaningful ways for their learners to engage with society beyond the school, in line with rights-based approaches to disability and inclusion. Second, NPO Nakayoshi Gakuen Project had long worked with children in conflict-affected and low-resource contexts who were similarly framed as ‘beneficiaries’.
Drawing on inclusive education theory and concepts of learner agency and participation, the partners designed a ‘return-loop’ model, in which both groups of learners could support each other. The work is also informed by international frameworks such as Sustainable Development Goal 4, which emphasise inclusion, equity and the development of skills and values for peaceful and sustainable societies.
The initiative follows a cyclical Create – Reach – Co-Reflect – Return process:
- Create: Learners with disabilities at Hiroshima City Hiroshima Special Needs School, supported by teachers, co-create materials such as games, picture cards, visual stories and peace-related artefacts tailored to partner children’s contexts. Tasks are differentiated so every learner can participate.
- Reach: Materials are shared with partner organisations in conflict-affected and low-resource communities, where local educators use them in play and learning activities and discuss the story of the Japanese learners.
- Co-Reflect: Photos, messages, drawings or videos are sent back. Where possible, online exchanges are organised. Teachers in Hiroshima present this feedback in accessible ways and facilitate reflection on mutual support.
- Return: Based on reflection, learners propose and create new or improved materials, starting a new cycle.
The following organisations are involved in the initiative:
- Hiroshima City Hiroshima Special Needs School – school leaders and teachers who co-design and implement classroom activities and reflection processes.
- NPO Nakayoshi Gakuen Project – co-ordination, facilitation, connection with partner communities, logistical support and pedagogical guidance.
- Partner NGOs and community organisations in countries such as the Democratic Republic of the Congo, South Sudan, Rwanda and the Syrian Arab Republic – local adaptation and facilitation, feedback collection.
- Families and local community members in Hiroshima – moral support and participation in school events showcasing the project.
Pilot activities began in 2023 and the initiative has continued and expanded annually since 2024. Multiple ‘return-loop’ cycles have been implemented each school year, with themes and partner communities evolving over time. The practice is on-going and has been integrated into the school’s regular educational planning.
Key outcomes and added value
- Increased engagement, confidence and sense of pride among learners with disabilities, who describe themselves as ‘helping other children’ and ‘spreading peace’.
- Greater awareness among children in partner communities that peers with disabilities in another country care about them and can create valuable resources.
- Shifts in teacher expectations and school culture towards viewing all learners as capable contributors.
Biggest challenges
- Time and workload pressures for teachers in both contexts.
- Logistical and communication difficulties (shipping materials, limited internet connectivity, language barriers).
Lessons learned
- Start small, embed activities in existing curricula, and build gradually.
- Use simple, low-cost materials and flexible communication methods.
- Carefully frame the narrative to avoid paternalism and emphasise mutual support.
Informal evaluation has been carried out through teacher reflections, learner feedback sessions and reports from partner organisations. Teachers observe positive changes in learner engagement, collaboration and self-perception. Partner organisations report strong emotional and motivational effects on children using the materials.
The partners plan to develop more structured evaluation tools, including simple learner self-report instruments and external documentation of school culture change, to better capture long-term impact and inform potential scaling.
Future plans include:
- extending the model to additional classes and departments within Hiroshima City Hiroshima Special Needs School;
- involving other special needs schools and mainstream schools in Japan to create multi-school, multi-country return-loop networks;
- co-creating more materials together with children in partner countries, so that they also design resources for learners in Japan, further strengthening the idea of ‘supporting while being supported’;
- sharing the model through national and international conferences, publications and professional development opportunities for teachers.
Yuichi Nakamura, CEO, NPO Nakayoshi Gakuen Project