OUR WORK

The Islamabad project is where Stempathy began. Working with informal tent schools in areas such as H-11 and F-6, the initiative supports children who are excluded from formal education due to poverty, displacement, or limited access to public schooling. For many students, these tent schools are their only consistent learning spaces.

Stempathy brings structured, hands-on STEM learning into these environments through activities designed for low-resource settings. Alongside classroom learning, the project incorporates sports such as basketball, using physical activity to promote teamwork, discipline, and confidence—skills that strengthen engagement and reinforce learning.

Beyond academics, the Islamabad project emphasizes mentorship and holistic development. By combining education and sports like basketball in safe, supportive spaces across H-11 and F-6, Stempathy works to reduce educational inequality and help students build both academic and personal foundations.

Stempathy’s work in Vietnam and Beijing reflects a shared commitment to reaching students who are often overlooked whether due to geographic isolation or the hidden inequalities of large urban systems. In Hai Ti village, limited resources and distance from educational centers restrict access to quality STEM learning. In Beijing, educational gaps persist within a global city, where rapid development can leave some communities at the margins.

Across both contexts, Stempathy adapts its approach to local realities. Programs emphasize hands-on, curiosity-driven STEM learning, designed to be accessible and relevant to students’ everyday lives. Lessons are delivered in collaboration with local educators and partners, ensuring that learning remains community-rooted and culturally responsive.

Beyond academics, the Vietnam and Beijing projects prioritize mentorship and confidence-building. By creating supportive learning environments in both rural and urban settings, Stempathy challenges the idea that opportunity belongs only to certain places demonstrating that equitable education must respond to context, not just location.