We Ring the Bell, what happened in 2025?

Every child deserves the chance to learn, grow and participate. Still, millions of children with disabilities are excluded from education. The reason is shocking. Education systems are often not designed for inclusion.

In light of the International Day of Education, we pause to reflect on what inclusive and quality education truly means. It is a moment to recognise progress, while also acknowledging those who are still being left behind.

Understanding and data

Through the annual We Ring the Bell campaign, partners of Liliane Fonds raise awareness of this inequality. By ringing the bell, communities draw attention to the right to inclusive and quality education.

In 2025, the campaign once again brought together children, parents, teachers, partner organisations and authorities. Across continents, communities made noise for inclusion. The bell served as a reminder that education must be accessible to every child. The theme was ‘EdTech’ and for the first time, the campaign was done together with MIVA. This year’s theme was: “We Ring the Bell to unlock the potential of EdTech to advance inclusive education”. By integrating this focus into the campaign, we aimed to raise awareness, engage key stakeholders. But also to advocate for the transformative role of education technology (EdTech).

Infographics were specifically designed in English, Spanish and French.

Key Figures by Country

India: reaching scale and policy level

In India, We Ring the Bell reached 373 schools. Public and private schools both took part. More than 58,000 children were involved. Public leaders supported the campaign. Parents became more engaged as advocates for their children’s rights.

The campaign led to concrete improvements. Schools increased accessibility. Assistive devices were introduced. Disability inclusion entered state-level education discussions, linking community action to structural change.

Ethiopia: children raising their own voices

In Ethiopia, awareness sessions were organised throughout the year. Acceptance of inclusive education within school communities increased. The ringing of the bell became a strong symbol. It reminded schools of the right to inclusive and quality education.

Children with disabilities rang the bell themselves. They spoke about their needs in front of their peers. Interaction between children with and without disabilities improved. Participation in sports, music and performances became more visible.

Bangladesh: Making inclusion visible at school level

During We Ring the Bell 2025, children from 27 schools in Bangladesh rang the bell together to promote inclusive education. More than 3,150 children, with and without disabilities, took part in awareness activities such as bell‑ringing, slogan campaigns and collective pledges.
The campaign helped reduce stigma around disability and encouraged students, teachers and parents to see inclusive education as both possible and necessary. Schools began discussing concrete steps towards accessibility, while local authorities publicly affirmed that children with disabilities have the right to attend mainstream education.

Bolivia: inclusion as a shared responsibility

In Bolivia, We Ring the Bell was implemented across seven departments. The campaign was led by 18 partner organisations. Activities were organised around 2 April, aligning with the Plurinational Day of Inclusive Education and World Autism Awareness Day. Schools, families and civil society took part. Together, they highlighted inclusive education as a joint responsibility.

Children and young people with disabilities were clearly visible during campaign moments. Through local and national media coverage, inclusive education reached a broad public in 2025.

Cameroon: scaling inclusion through national leadership

In Cameroon, We Ring the Bell was launched nationally in May 2025 under the Ministry of Social Affairs. The campaign reached nearly 300 schools and mobilised a wide network of partner organisations. More than 38,000 children took part, while strong engagement from public leaders positioned inclusive education as a national priority.

Media outreach extended the message far beyond schools and communities. The focus on education technology encouraged practical adjustments in schools and the use of assistive tools. Authorities pledged to enrol more children with disabilities and to reduce financial and physical barriers to learning.

Burundi: changing attitudes in schools

In Burundi, the campaign reached seven public and community schools. Awareness sessions were held with teachers and local authorities. These sessions led to positive shifts in attitudes towards inclusive education. As a result, 15 children with disabilities were newly enrolled in participating schools.

Radio broadcasts, printed materials and online messages supported the campaign. Engagement from authorities underlined the importance of institutional involvement.

Indonesia: Building momentum for inclusive education

During We Ring the Bell 2025, children, teachers and communities across Indonesia rang the school bell to call for inclusive education. The campaign reached over 2,100 children, with and without disabilities, and involved 306 schools across different regions.

Beyond the symbolic action, activities included inclusive education sessions, student orations and dialogue with local authorities. These moments helped strengthen acceptance of children with disabilities in mainstream schools and encouraged schools and local governments to take concrete steps towards more inclusive policies and practices.

Kenya: from awareness to practical action

In Kenya, the campaign took place in inclusive schools in Makueni County. Children, parents and teachers joined the activities. Government institutions played an active role. This support helped schools admit more children with disabilities.

Teachers received training in inclusive practices. Follow-up actions made the campaign tangible. Practical improvements at school level benefitted all learners in 2025.

Nigeria: Children and youth in the lead

In Nigeria, We Ring the Bell 2025 placed children and young people with disabilities at the centre of the conversation on inclusive education. Across 25 schools, nearly 2,900 children participated in bell‑ringing activities, awareness events and advocacy visits. These actions sparked open conversations about stigma and exclusion and highlighted the abilities of children with disabilities.

Engagement with government officials and education authorities led to concrete commitments, including plans to recruit more special educators, improve accessibility in schools and strengthen inclusive education policies. The campaign showed how symbolic action can lead to meaningful, lasting change.

Rwanda: Large‑scale engagement for inclusive education

Schools across Rwanda marked inclusive education by ringing the school bell together in 2025. The campaign reached more than 21,000 children and mobilised an exceptional number of public leaders, sending a strong signal that inclusive education is a shared responsibility. Activities took place in both mainstream and special schools and were amplified through print, radio, television and online media.

By engaging children, parents, educators and decision‑makers at scale, the campaign strengthened public awareness and reinforced national commitment to ensuring that children with disabilities are included in education systems from an early age.

Zambia: turning awareness into commitment

In Zambia, the campaign reached more than 1,200 children and young people with disabilities. Children led performances and advocacy activities. Parents and carers gained confidence to speak up. Public events created space for dialogue on inclusive education and accessible learning tools.

Media coverage was extensive. A key result was the signing of 200 formal commitments by government bodies, civil society organisations and partners. These commitments moved the campaign from awareness to accountability.

Keeping the bell ringing

Across all countries, We Ring the Bell showed the strength of collective action in 2025. Children with disabilities were seen. Their voices were heard.

By returning each year, the campaign keeps inclusive education on the agenda. Ringing the bell remains a call for systems that include every child.