Madi Municipality-9, Bandarjhula, a squatter settlement located in the middle of the Chitwan National Park of Nepal, is a community facing multiple challenges. Sagarmatha Secondary School is the only school in the area offering education up to grade 10, serving 530 students. However, until recently, the school had no library or additional books to promote a reading culture among the students.
A survey conducted by Samari Utthan Sewa revealed harsh living conditions in the community. Of approximately 730 households, most are vulnerable to flood disasters during the monsoon season and wildfires in the summer. More than 90% of households face food insecurity. Education is a critical concern, with 187 school-aged children out of school—52% of whom are girls—and 77 children have dropped out due to financial hardship, long distances to school, child labor, illness, and discrimination.
Many families live in overcrowded, poorly ventilated single-room houses that expose residents to health risks. Very few households have toilets; open defecation is widespread, sanitation is inadequate, and caste-based discrimination marginalizes Dalit and Chepang populations, limiting their educational opportunities and perpetuating cycles of exclusion.
Situated along a nearly two-kilometer open border with India, the area has become a transit point not only for marijuana trafficking but also for human trafficking, exploiting the minimal security presence and compounding the vulnerabilities of a population already struggling with poverty, food insecurity, malnutrition, and limited access to education.
In response to these challenges, in collaboration with CEDAR Fund, Hong Kong, SUS established a library at Sagarmatha Secondary School with essential infrastructure, including racks and approximately 1,245 books covering diverse subjects tailored to students’ needs. But SUS’s impact goes far beyond providing books. Through a comprehensive approach combining extracurricular reading activities, school engagement programs, and active community-school interaction, SUS has cultivated a vibrant reading culture. These initiatives motivate students to explore knowledge beyond textbooks, making learning engaging and interactive.
Sangita Gurung, aged 13 from 7th grade, is one of the regular students who visit the library shares, “I visit the library during half-time and free periods with my friends. I have learned a lot, including from a book on human trafficking that taught me how to stay safe by avoiding communication with strangers. My study habits have improved significantly.”
Sangita secured the first position in the last terminal exam. Mohan Parja, a local church leader and chair of the School Management Committee, shares, “The library is promoting a reading culture not only among the children but also among the teachers. Since there is no internet access in the school, the library has become the only source of knowledge.”
Recognizing the vital role of family support, SUS conducts counseling sessions for parents and students, emphasizing the importance of reading at home and guiding parents on nurturing their children’s education. This initiative has been strengthening the home-school connection, creating a supportive network that extends learning beyond the classroom. Additionally, SUS is coordinating with local churches to promote collaboration among schools, communities, and students.
Sajan Sarki, a 15-year-old 10th-grade student from the Dalit community, always spends his leisure time in the library. He shares, “Due to frequent changes of teachers, we have a lot of free time. If I go back home, I need to help my family with farm work. Therefore, I usually come to the library during my free time to read books on general knowledge and literature”.
Sajan aspires to become a government official, a position held by no one from his settlement. Similarly, Nishan Ghalan, a 12-year-old 8th-grade student, also dreams of becoming a government official. Nishan is a regular library visitor during his leisure time. He shares, “The library has increased my study capacity, improved my results, and helped me avoid bad influences.”
Aayush Tamang, a 16-year-old 10th-grade student, loves to travel and learn about geography and different cultures. He also has a deep interest in politics. As the class captain and leader of a student circle, he regularly borrows books from the school library and returns them after completing his reading. Aayush organizes book reading circles with his friends and encourages them to visit the library and borrow books. Reflecting on his first experience at the library, he says, “I had never seen such a large collection of books in one place. I saw a map of the continents in the library and learned about oceans, countries, and tourist destinations. I felt as if I were actually there.”
Community leaders, school management, teachers, parents, and students have expressed profound gratitude to Samari Utthan Sewa for this initiative, recognising its role in empowering children through education and knowledge.
Aawaz Tamang, a guardian of two orphaned children, sends his children to the same school. These days, he has noticed a gradual improvement in their educational attainment. He shares, “The library not only teaches discipline to the children but also supports the improvement of education quality.”
Teachers at Sagarmatha Secondary School are dedicated to maintaining this momentum by fostering a positive reading environment and managing the library effectively. Mahabir Gurudhami, the principal of Sagarmatha Secondary School, says, “SUS has shown us how to engage with students and has laid the foundation for the library. Now, it is our duty to sustain it.”
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