Problem Statement

Problem Statement

Sabiha, a 14-year-old student in rural Bangladesh, dreams of becoming a doctor. But like many girls, her education is at risk. Girls here drop out 9% more often than boys (BANBEIS, 2019), and for many, early marriage—affecting 1 in 5 before age 18 (UNFPA, 2020)—ends their aspirations.

Despite progress, gender gaps persist. Bangladesh ranks 71st in the Global Gender Gap Report (2022), yet 74% of schoolgirls face harassment (Plan International, 2021), creating an environment of fear that limits their potential.

Programs like the Adolescent Girls’ Program and government scholarships improve retention, while women leaders offer hope. But systemic change is needed, especially in education and administration, where gender inequity remains.

By ensuring gender-sensitive education, safe spaces, and leadership opportunities, we can empower girls like Sabiha. When they thrive, entire communities benefit.

Solution by TFB

Solution by TFB

At Teach For Bangladesh, we are advancing gender equity through the Let Girls Thrive (LGT) initiative, leveraging our strengths in teacher leadership and Alumni engagement to create safe, gender-sensitive learning environments where girls can thrive. We are recruiting, training, and supporting 25 new Fellows in marginalized communities of Dhaka and Chattogram, ensuring that over 1,500 students (60% girls) are receiving an education free from gender-based barriers. Our Fellows and Alumni are identifying and addressing systemic challenges, empowering girls to express their leadership and self-determination, and working closely with families and communities to build a shared vision for girls’ futures. Additionally, we are fostering long-term sustainability by strengthening local partnerships and mobilizing financial and non-financial support, ensuring that our impact is extending beyond the classroom and driving lasting systemic change for gender equity in Bangladesh.

Through this initiative, 35 trained Fellows are creating gender-inclusive classrooms, ensuring equitable learning experiences for all students. So far, over 3,850 students—60% of them girls—have benefited from this effort. By expanding to Dhaka and Chattogram, we are fostering inclusive education that empowers every child, regardless of gender, to thrive.

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Testimonials

আর আপনি জানলে খুশি হবেন যে,আপনার ছাত্রী আপনার শিখানো বাল্য বিবাহ থামিয়েছে। আমাদের ফেক্টরিতে একটা মেয়ে ও ছেলে বাবা, মা ওদের বাল্য বিবাহ দিতে চেয়েছিল। আর আমি সেটা থামিয়েছি। ধন্যবাদ মেম। আপনার জন্য আমি বিবাহটি থামাতে পেরেছি.

Sathi Akter

Student, Grade 8

After the interventions, I observed a noticeable shift in mindset among families and community leaders, with increased support for girls’ education and participation in awareness programs. Students have become more confident in advocating for their rights, and there is a growing community commitment to creating a safer, more inclusive environment for girls.

Samia Tahsin Hoque

Fellow, Teach For Bangladesh

Many families, initially hesitant or unaware of the importance of education for girls, have started to prioritize their daughters’ schooling. This shift has been evident in increased attendance, reduced dropout rates, and a greater willingness among parents to support their daughters’ academic and extracurricular activities. Parents are also more engaged, attending school events and showing interest in their children’s progress. Girls, in particular, have become more confident and motivated. I’ve observed increased participation in class, a greater sense of self-worth, and a stronger desire to set and achieve personal and academic goals. Many girls have started to envision a future beyond traditional roles, inspired by the success stories and opportunities presented to them through education. With a shared vision established, there has been a noticeable increase in collaboration among families, schools, and community leaders. Community members are now more involved in supporting school initiatives, such as raising funds for educational materials, addressing barriers to attendance, and creating community programs aimed at empowering girls.

Faraz-Al-Mahamood Chy

Fellow, Teach For Bangladesh

Among the students, I observed a notable increase in confidence and participation. Girls became more vocal about their aspirations and started to express their goals openly as well as various issues that they were facing, which was previously rare due to cultural constraints. As they felt more supported by their families and community, they were more motivated to excel in their studies and engage in extracurricular activities.

Taki Uddin Ahmed

Fellow, Teach For Bangladesh