Our middle school students attended the “Toxin-Free Home” seminar featuring ecologist Utku Yılmaz as the guest speaker. Organized with the support of our Community Engagement Center, this event provided students with valuable insights into alternative food networks, local heirloom seeds, and ecological farming practices.

During the seminar, students explored the possibilities of ecological living in urban settings and reflected on sustainable lifestyle choices. As a follow-up, they participated in a hands-on workshop, where they engaged in practical applications to reinforce their learning.

By developing awareness and deepening their understanding, students collaborated with our guest speaker to create an eco-friendly cleaning product, demonstrating their commitment to fostering toxin-free living environments.

In recognition of International Day of Persons with Disabilities on December 3, the Community Engagement Center (TEMER) collaborated with the Accessible Everything Association (EHD) to organize a comprehensive accessibility program for 4th-grade students.

This three-hour program began with a theoretical session where students learned about disability awareness and accessibility challenges. Following the session, students conducted a school-wide accessibility audit, identifying potential obstacles that individuals with disabilities might face on campus. Their findings were documented in a detailed report, which they later presented to the Executive Board of the school on Human Rights Day, December 10.

As part of the school’s physical accessibility initiatives, 3rd-grade students participated in sign language lessons. Designed in collaboration with EHD and TEMER, the program aimed to foster awareness, respect, and empathy by enabling students to engage in conversations using sign language.

Through these initiatives, Hisar students actively contributed to building a more inclusive and accessible learning environment, demonstrating the importance of understanding, respect, and proactive engagement in social impact projects.

In collaboration with TEMER and the Middle School, our 5th-grade students took part in a permaculture garden project as part of their community service initiatives this year.

Permaculture is a design system aimed at creating sustainable human settlements, incorporating permanent culture and permanent agriculture. It focuses on the interconnections between plants, animals, buildings, and infrastructure (water, energy, communication) to promote self-sustaining ecosystems. Permaculture philosophy encourages individuals to minimize waste, avoid excessive consumption, respect nature, and live in harmony with plants and animals.

Guided by their Religious Culture and Ethics teacher, Ergün Bağbaba, students actively participated in building their permaculture garden. They prepared raised garden beds in the schoolyard and planted various edible crops, applying their knowledge of sustainable agriculture.

Following this hands-on experience, students attended a seminar on permaculture philosophy, led by Primary School Vice Principal Banu Aldemir, who holds a Permaculture Design Certificate (PDC). This session deepened their understanding of eco-conscious living, self-sufficiency, and the ethical principles of permaculture.

Through this project, our students not only contributed to environmental sustainability but also gained valuable life skills in eco-friendly agriculture and community responsibility.

The Hisar School Community Engagement Center (TEMER), in collaboration with Hisar Middle School and YÖRET Foundation, launched the “Don’t hit, talk” project to foster nonviolent communication and peaceful interactions among students.

As part of this initiative, 8th-grade students participated in training sessions on nonviolent communication and conflict resolution. They explored strategies for constructive dialogue and empathy-driven interactions to promote a culture of understanding and mutual respect.

In the next phase of the project, 5th and 6th-grade students joined the process, engaging in interactive board games designed to reinforce these principles. Through these activities, students took on the role of peer mentors, guiding their classmates in developing a positive and respectful communication style.

This initiative not only empowered students with lifelong conflict resolution skills but also contributed to a school culture that values empathy, active listening, and nonviolent communication.

The Active Student, Active Citizen Project is an internationally oriented community service initiative designed to promote critical thinking, human rights, arts, sports, and English education in disadvantaged schools both in Turkey and abroad.

For nine years, this program has reached 1,100 students across ten different cities, empowering participants through peer education and cultural exchange. Our summer school program has taken place in:

• 2010 – Ağrı
• 2011 – Gaziantep
• 2012 – Sinop
• 2013 – Samsun
• 2014 – Kars
• 2015 – Kosovo
• 2016 – Manisa
• 2017 – Kırklareli
• 2019 – Bursa and Istanbul

Each year, 100 to 150 middle school students from local public schools and 75 to 85 high school students from our school participate in this program.

Objectives of the Two-Week Summer School Program

• Develop critical thinking skills and enhance awareness of human rights.
• Foster cultural exchange between volunteer high school students and participants.
• Provide a summer school opportunity for students who lack access to such programs.
• Promote peer learning, allowing both educators and learners to benefit from the experience.
• Encourage recognition and appreciation of local cultures in each region we visit.

Student Involvement & Training

Every participant contributes to the project’s impact, both through their engagement and personal experiences. Before joining, volunteer high school students complete a two-day training focused on:

• Critical Thinking
• Human Rights and Children’s Rights

After completing this training, volunteers take on responsibilities such as teaching in classrooms, facilitating drama, English, and physical education lessons, and supporting logistics teams.

By participating in this program, students gain valuable leadership skills, develop a global perspective, and actively contribute to building a more inclusive and educated society.

Launched in 2010, the “I Am a Child, I Have Rights” Project began as an initiative to raise awareness about children’s rights through workshops conducted at Mardin and Istanbul’s Child Protection and Foster Care Institutions, as well as local public schools.

Evolution of the Project

Over the years, the project expanded to include human and environmental rights, emphasizing ecosystem protection as a fundamental children’s right. Students conducted field research in locations where environmental threats posed risks to communities and future generations, documenting the impact of various industrial activities, including:

• Sinop Gerze – Proposed thermal power plant project
• Kaz Mountains – Gold mining activities
• Antalya – Hydroelectric power plant project
• Artvin – Copper mining operations
• Elbistan – Lignite mining and thermal power plants
• Mersin Akkuyu – Proposed nuclear power plant site

During these field studies, students documented their findings and took active roles in filming, editing, and producing two powerful documentaries:

🎥 “Altında Ne Var?” (What Lies Beneath?)
🎥 “Bir Gün Herkes Susar” (One Day, Everyone Falls Silent)

Impact and Recognition

The project has conducted field studies in six provinces, fostering awareness campaigns within the school community and producing two documentary films. These films were showcased at the Boston International Children’s Film Festival and the Çanakkale Biennial, reaching a global audience and sparking critical discussions on environmental and human rights issues.

Through this initiative, students not only raised awareness and documented real-world environmental challenges but also developed skills in research, advocacy, and filmmaking, reinforcing the power of youth-driven activism in protecting both human rights and the environment.