Stateless Kids Want To Contribute To Society Too

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Stateless children, like any other, yearn to contribute to society. Given the opportunity, they not only can, but they do.
I’ve had the privilege of working with stateless Bajau Laut children in Pulau Omadal, Semporna in a social inclusion community initiative, Iskul Sama diLaut Omadal (Iskul).
The children have shown me the immense potential every child holds when they have access to education and nutrition.
Their unwavering enthusiasm for learning fuels my own dedication to sustaining Iskul for the past eight years. It hasn’t been easy - we constantly face challenges, but witnessing the transformation of these children makes it all worthwhile.
The children have blossomed even in the face of extreme deprivation. They lack clean water, electricity, nutrition, healthcare, education, safe spaces, and freedom of movement.
Yet, through Iskul, they’ve overcome shyness, avoided resorting to glue sniffing or begging - common fates for stateless children in Semporna - and found a sense of purpose and belonging.
Success stories
Let me share some inspiring stories about our stateless assistant teachers and students:
● Bilkuin (graduate/assistant teacher): Our first batch’s student in 2015, Bilkuin was eager to learn at 10 years old.
Five years later, he became a pillar of Iskul, distributing Covid-19 relief food to his community. He translated public service announcements and even became an assistant teacher (Mastal Arikik), educating other stateless children in basic Bahasa Malaysia and Mathematics.
Bilkuin embodies the potential of stateless children when given the opportunity. He also served as our liaison with the community, facilitating access to clean water by securing 100-litre water tanks for 125 stateless households in collaboration with Engineers Without Borders and Yayasan Hasanah.
Recognising the island’s waste management issue, Bilkuin played a key role in our pilot project. He documented plastic waste collected by students and families, exceeding one tonne over 18 months, preventing it from polluting the sea.
Watch here to see what he has to say about teaching his own community.
Bilkuin rowing a boat during the Covid-19 relief distribution● Rendy (vocational student): At 15, Rendy has been with Iskul for four years. He and his classmates designed and built a floating trash trap, meticulously recording collected waste daily.
He also co-organised the students-led community clean-up, removing 490kg of waste from Pulau Omadal.
Inspired by our co-founder and coordinator, Khairul, Rendy aspires to be a school coordinator. He admires Khairul’s skills in managing student meals and organising school events.
However, his ultimate dream is to obtain an identity document, allowing him to pursue higher education and travel freely without fear of detainment.
Read his letter to the prime minister and education minister here.
View this post on InstagramA post shared by Iskul Sama diLaut Omadal (@iskul_omadal)
● Jima (vocational student): Jima, a 15-year-old student since 2020, actively participated in building the floating trash trap and community clean-ups, removing 490kg of waste from Pulau Omadal.
Witnessing Iskul’s community health helper and assistant teacher, Cikgu Shima treating community members sparked Jima’s dream of becoming a nurse to care for the sick and injured.
She loves going to school and knows the importance of education, especially for undocumented people like her.
Read her letter to the education minister here, which described her challenging living conditions, like how her house shakes when it’s windy and rain leaks in.
View this post on InstagramA post shared by Iskul Sama diLaut Omadal (@iskul_omadal)
● Majali (vocational student): 13-year-old Majali started learning in Iskul in 2020. Although his family lives on a stilt house in less-than-ideal conditions, his mother cares for his siblings and cooks, while his father fishes to provide for them.
Unfortunately, Majali lacks official identification documents due to home birth, hindering his ability to attend school regularly.
Despite this obstacle, Majali’s thirst for knowledge and desire to learn Bahasa Malaysia fuel his determination. He yearns for an education that unlocks a world of understanding beyond his current experiences.
His aspirations soar beyond the confines of his houseboat. He dreams of becoming a tour guide, showcasing the beauty of hidden gems to others.
Ultimately, his ambition extends to owning a comfortable and secure home for himself and his family.
Read his letter to the Sabah tourism, culture and environment minister here.
View this post on InstagramA post shared by Iskul Sama diLaut Omadal (@iskul_omadal)
● Bayu (vocational student): 14-year-old Bayu joined Iskul in 2019. His ambition is to be a police officer to protect those he loves. He dreams of owning a motorcycle.
He commutes to Iskul by boat, a daily reminder of his community’s reliance on the sea. He values education for knowledge, honesty, and financial literacy.
Math is his favourite subject as it equips him for future work and prevents exploitation. He was also part of an eight-student team that planned a Sukaneka (traditional Malay games) event for both the Malaysian and stateless communities of Omadal.
These students recognised the importance of fostering community interaction and bringing joy through fun activities.
Read his letter to the Sabah chief minister here.
View this post on InstagramA post shared by Iskul Sama diLaut Omadal (@iskul_omadal)
Building a brighter future together
Stateless children, like those in Iskul, exemplify resilience and a desire to contribute despite facing immense challenges.
While it may seem natural for children to dare to dream and strive to make a difference, the reality for stateless communities in Sabah is far more complex.
Creating safe and supportive spaces for these children to thrive requires a whole-of-society approach. Key players include local communities, state and federal governments, foundations like Yayasan Hasanah, international organisations such as the UNDP, private companies, NGOs, and individual citizens.
I am deeply grateful for the initial support from the district government and the generous contributions from our funders, including Yayasan Hasanah, UNDP, and our loyal supporters.
Their assistance has enabled Iskul to provide nutritious meals, improve access to clean water, launch healthcare initiatives, and implement waste management projects.
These efforts have been essential in laying a strong foundation for Iskul and creating a nurturing environment for the children.
To learn more about our impact, read our students’ impact report.
The Covid-19 pandemic highlighted a powerful truth - we are only as strong as the weakest of society.
This spirit of unity is essential. We must share resources to empower the most vulnerable, like stateless children. Like any other child, they deserve the opportunity to dream and contribute meaningfully.
We hope the state and federal governments, existing donors, potential partners and supporters continue to join us on this critical journey.
Together, we can build a brighter future for stateless children in Sabah. - Mkini
CHUAH EE CHIA is an Anak Bangsa Malaysia. She co-founded Iskul Sama diLaut Omadal in 2015 with Khairul Atim, Roziah Jalalid, Liew Hui Ling, and Adzmin Fatta. Prior to 2014, she actively participated in the Saya Anak Bangsa Malaysia (SABM) movement and worked with Malaysiakini. She’s inspired by the SABM’s Social Inclusion Agenda.
The views expressed here are those of the author/contributor and do not necessarily represent the views of MMKtT.

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