By Arezo Rahimi
The slightest noise sends her into shock. In a dimly lit, underground classroom, a young student struggles with severe anxiety, a distress born from the constant threat of Taliban raids. Yet, she still comes to school. This is the daily reality for the girls of Daricha (meaning ‘window’ in Persian), a network of secret schools determined to keep education alive in Afghanistan.
“We liken Daricha to a window opened in a dark room, bringing light and hope to the girls of Afghanistan,” says Zainab, a teacher and branch manager.
For the past three years, she and her colleagues have committed to this mission, driven by a determination to prevent this generation from repeating the fate of their mothers, many of whom are illiterate and were married at very young ages.
The school’s environment is fraught with fear and insecurity. Zainab constantly worries about potential raids and the safety of her students, noting the heavy toll on their mental health. To protect them, she avoids any confrontation with Taliban fighters.
The team’s perseverance, despite financial and security challenges, is a testament to their unparalleled commitment. Zainab and her colleagues have passionately continued teaching, even though they haven’t received salaries for over a year and a half. Resources are scarce—students bring their own supplies, and Zainab often uses her family’s limited income to buy markers.
Still, Zainab’s hopes remain high. She dreams that Daricha’s certificate will open doors for her students to receive scholarships at international universities. For her, Daricha is a path to happiness and enlightenment, and she considers external support vital for the journey’s continuation. Even in the face of danger, her hope for her students’ futures outweighs her fear.
Sara, another teacher at Daricha’s secret school, holds a degree in Uzbek Language and Literature and has three years of experience there. She once taught 150 students, but security concerns have forced her to reduce her class size to 30.
Despite extreme conditions—scorching summers, freezing winters, and limited materials—Sara says her students study with profound enthusiasm and commitment. She credits families and the Daricha team for keeping the effort alive, saying that without their support, teaching would not be possible.
Security risks are a constant part of her routine. “If our activities are exposed, the Taliban could arrest the teachers and demand a huge ransom for their release,” Sara warns.
Even without pay for over 18 months, she continues teaching. While Daricha provides a few textbooks, she and her students secure the rest, such as pens, notebooks, and other necessities, on their own. Sara’s greatest wish is for every girl to have the chance to pursue her dreams freely.
The Daricha initiative was founded in 2021 by Hazrat Wahriz—a writer, poet, linguist, teacher, and women’s rights activist—who brought together female educators to find ways for girls beyond sixth grade to continue learning after the Taliban banned their education. The organization’s core mission is to empower girls in Afghanistan. Its name, “Daricha,” symbolizes a window opening to new opportunities within a repressive environment.
Today, Daricha stands as a symbol of resistance against the Taliban. It has expanded to 24 underground schools and operates in 19 provinces, serving over 4,500 students in person and employing 175 teachers. The curriculum includes essential subjects and special courses aimed at developing critical thinking skills.
For girls with internet access, Daricha offers online classes in English, Russian, Mathematics, and Astronomy. It also provides Persian language classes to help children of Afghanistan living abroad, helping them stay connected to their cultural roots. The organization publishes a magazine that has released 20 issues, featuring writings, photographs, and artwork from students, teachers, and partners, along with reports on the state of girls’ education in Afghanistan.
Despite its achievements, Daricha’s greatest challenge remains a lack of funding. The organization cannot afford to pay its teachers, yet every educator continues to teach with unwavering dedication.
Since the Taliban’s ban, similar efforts have emerged, including one led by Andrea Morris, an international teacher from New Zealand and an advocate for women’s rights. After launching a tailoring project in 2017 that grew into a literacy center, Morris realized she needed to take broader action after the Taliban’s return. While finding eager students and teachers was easy, managing security risks has been her greatest challenge. Today, she relies on trusted contacts within Afghanistan to sustain her work.
Morris says she is “very happy about the education” she helps provide, believing her efforts, though small, contribute meaningfully to a larger movement aimed at improving the lives and fulfilling the dreams of girls in Afghanistan.
The unwavering belief of the parents is crucial in sustaining this hope. One father, whose two daughters attend a Daricha school, said that “there is no difference between a girl’s and a boy’s education,” adding that learning must continue to “save society from darkness.” He proudly notes his daughters’ progress and the teachers’ dedication.
Yet, this hope is constantly tested. Students face interrogation and harassment during their commutes, generating deep anxiety for families, students, and teachers alike. These pressures often disrupt learning.
The father voices a bittersweet wish: “If Daricha had more resources, students could learn vital subjects like English and Computer.”
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Arezo Rahimi is a journalist and storyteller from Kabul, Afghanistan. With a passion for human rights, she is now dedicated to freelance journalism, focusing on amplifying marginalized voices.
