In a quiet classroom in Meybod, central Iran, a young Afghan boy named Mehdi* is beginning to discover his own path. It is one marked by resilience, growth and hope.
How Mehdi learned to cope with family separation
Mehdi is energetic and intelligent, with a sensitive soul that often reveals itself in unexpected moments. But the past year has been full of challenges. When his family moved to the city from the settlement where they were living, 10-year-old Mehdi was left behind with his grandparents so he could continue his education. The separation, especially from his mother, weighed heavily on him.
“During our remedial classes, it was clear to us that his mother was his biggest support system,” his teacher recalls. “Back then, he did well. But afterwards, without that support and motivation, his performance started to decline.”
My father visits me sometimes, but my mother doesn’t because she has a newborn.Mehdi, 10
In the classroom, Mehdi could be disruptive. He teased classmates, ignored instructions, and at times, made teaching difficult. “On the days he was absent, the class was easier to manage. But he is also a kind and affectionate boy. I used to ask him to stop disturbing the class, and he’d cheekily reply: ‘Why don’t you call my father?’” says the teacher.
Mehdi’s simple reply revealed an underlying cry for connection. “My father visits me sometimes,” he once said, “but my mother doesn’t because she has a newborn.” The separation from his parents, and particularly his mother, caused him deep emotional pain. It became clear that Mehdi wasn’t misbehaving but trying to cope.
Despite the challenges, there were always signs of a bright and thoughtful boy. He often stayed longer after class while others ran off to eat.
Building trust through dialogue
The turning point came through long, personal conversations after class – spaces where Mehdi could speak freely and feel heard. Through stress management techniques and friendly dialogue, trust began to build. Slowly, something in Mehdi began to change.
The intervention was part of an initiative called the Better Learning Programme, conducted by the Norwegian Refugee Council (NRC) in Iran with generous support from European Union Humanitarian Aid. Through the programme, Iranian teachers working closely with Afghan children are trained to respond with empathy and understanding, helping them heal from trauma of displacement and find a sense of belonging in their new communities.
“Mehdi started sitting in the front row. He distanced himself from the noisy students. Sometimes, I’d find him studying alone on a bench outside,” his teacher says.
By the end of the term, the transformation was undeniable. The boy who once avoided studying was now arriving early, opening his books with purpose. His pre-test results had shown he needed improvement. His post-test? “Very good.”
Mehdi’s journey isn’t just about academic improvement. It’s about the power of connection, patience, and believing in a child’s potential – even when they’re struggling to believe in themselves.
“I see a boy who is still finding his way,” his teacher says.
NRC in Iran
Since 2012, NRC has been assisting displaced Afghans as well as host communities in Iran. We work to protect and improve access to basic humanitarian services across ten provinces: Alborz, Tehran, Yazd, Hormozgan, Semnan, Kerman, Qom, Razavi Khorasan, Markazi, and Sistan and Baluchestan.
Since mid-2021, NRC has significantly scaled up its work in Iran to respond to the recent developments in Afghanistan, while maintaining all existing programmes.
Read more about our work in Iran
*Names have been changed to respect the individuals’ wish for anonymity.
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