Team members





At SAWA we see ourselves as part and parcel of society as a whole. We are on a continuous learning journey based on a participatory relationship at all levels with the communities that we work with, whether host or displaced, as well as with local and international partners.

United by the belief in Syrians’ rights to live in dignity, freedom, and to be active individuals in their communities, wherever they may be.

Our Departments  



Our relief projects and efforts aim to alleviate suffering and enhance living circumstances of the most vulnerable groups in the community.



Mental health and psychosocial support is incorporated in our programs to better enhance the wellbeing of the vulnerable people of the communities.



Education services are provided through a holistic approach through sharing knowledge and skills to provide alternative ways of education and education support.



Enhancing technical know-how and opportunities to increase socio-economic sustainability and build stronger collaborative communities wherever we are.


Policy, Research and Advocacy

We train and equip a community of social advocates, human rights defenders, and catalysts of change with the right tools for research, campaigning and advocacy.


After Mahroos comes back from his job, he sits with his four school-aged children to assist them with their homework handouts. “When my kids used to go to school, I had no idea what they were learning,” he answered when asked about homeschooling. Now, with #handouts being distributed to us, not only my children but I am learning alongside them as we are refreshing our information.” 

The pandemic has pushed for new changes in the #education system as it has imposed more remote learning than the traditional schooling methods. This adjustment is resulting in a shift in responsibility, placing more weight on parents as they are now directly implicated in their tutoring. For some #refugee parents such as Mahroos,

it has been a very positive experience as he started gaining new knowledge and learning new skills through his own kids.

“My English is weak,” he said. “I learned how to install the translator application just to help my children solve their homework.” He added that he saw in the handouts that Sawa distributed a great opportunity to brush up on the language again. “I am improving my English skills. My wife and I wait for the handouts.”  As a part of the efforts we are doing to continue #refugee_education, our dedicated team has prepared handouts, and coursework, which are distributed every week to all of our students’ households. The curriculum was specially prepared to fit homeschooling in subjects of English, Math, Arabic, and Science.

What drove Syrian Refugees to Help Clean the Wounds off the Devastated Beirut After the Blast?

The Beirut blast reopened scars and brought back memories of loss and war to refugees in Lebanon. This time, however, the grief turned into a genuine feeling of solidarity, bringing a fragmented community a step closer together. When the explosion happened, Sawa immediately received calls from the refugee community we are involved with, requesting to go on the ground in Beirut with us and help people affected by the blast. Abo Omar, Um Said, and Wael were some of the volunteers who have taken part in rebuilding Beirut as they joined forces with Sawa’s volunteer team.


“When the jet planes threw a bomb at my area, it left similar damage to that of the port. The smashed cars, the fallen balconies, and the damaged buildings all brought me 7 years back to when I was in Al-Howleh, Homs.”

Um Saeed

“I wanted someone to support me and tell me that I can make it through back then. Fortunately, though I didn’t have that person when needed, I got to be that someone for the Lebanese here.”


“I couldn’t rebuild my house back in Syria. All I was able to do is renovate two rooms out of three floors. Now, I can support people to build theirs.”

The Story of Ahmad

Ahmad (7 years old) lives in the camps in the Bekaa with his family and took part in PSS sessions with Sawa. He seemed very reserved at first and would resort to remaining non-verbal rather than expressing himself. He would also be unwilling to share with others during activities, and would sometimes even become aggressive with the other children.

This behavior was consistent with reports from his family. After facilitators worked with Ahmad more closely, they started to observe a shift. The boy who was once standoffish now came to his sessions smiling and in high spirits, which others found contagious. Mohamad says he loves coming to the center, where he can see his friends and play with them. He became more active with children in his camp as well, where he participates in football games. Mohamad feels like he belongs.

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