At STS International, we believe that rigorous research and evaluation are essential to improving outcomes for children. Good intentions are not enough; the field needs evidence—about what is working, where gaps remain, and what investments will make the most difference. That belief shapes how we support our affiliate, School-to-School Zambia, and it is reflected in the work STS Zambia is doing through the Realising Inclusive and Safe Education (RISE) Project, implemented in partnership with Link Education International and funded by the Scottish Government.
This month, we are sharing findings from the 2025 RISE Baseline Evaluation, a study conducted by STS Zambia in Kabwe and Chibombo districts that establishes a clear reference point for measuring progress across the life of the project. The evaluation drew on the voices of children with disabilities, parents, teachers, school leaders, and government officials. Its findings are both encouraging and clarifying.
What the data shows
Children with disabilities in Zambia want to be in school. They attend regularly, participate in their communities, and—by nearly all accounts—are treated with respect by their teachers. School leaders and district education officials broadly recognize them as capable learners who deserve equal educational opportunities. These are meaningful foundations.
At the same time, the evaluation identifies gaps that require direct action. More than 80% of children with disabilities lack the assistive devices—visual aids, mobility supports, and others—that would allow them to fully engage in learning. Classroom observations found that only a small proportion of teachers currently demonstrate highly effective teaching practices tailored to diverse learners, a gap driven largely by limited training, overcrowded classrooms, and insufficient materials. Screening and referral systems exist but are applied unevenly, meaning some children experience delays in receiving support. And while most children report feeling safe, bullying and inaccessible infrastructure continue to affect confidence and participation—particularly for girls with disabilities.
Community attitudes are shifting, but stigma and cultural beliefs still keep some families from fully supporting their children’s participation in school.
What STS Zambia is doing with these findings
This is precisely the value of a well-designed baseline: it transforms general concern into specific, actionable priorities. In response to the evaluation, the RISE project in Zambia is directing its efforts toward teacher training in effective pedagogy, stronger screening and referral systems, expanded access to assistive devices, and reinforced safeguarding mechanisms. Community engagement is central to that work: shifting perceptions takes sustained effort, not a single intervention.
The baseline also establishes the evidence base against which RISE will measure its progress in the years ahead. That accountability matters. It is what distinguishes programs that genuinely improve children’s lives from those that only intend to.
STS International is committed to using research to drive better outcomes for children, and we are glad to be alongside STS Zambia as they do exactly that. Read more about the work of STS Zambia on the RISE project.