The World's Most Beautiful Principal
    Tsering Lamo, principal of the Special Education School in Naqu City, Tibet, has dedicated over a decade to special education, creating a confident, healthy, and joyful environment for deaf, blind, and intellectually disabled children in pastoral areas. She has developed an innovative, personalized teaching model that blends education with fun, guiding these children into a vibrant and colorful world.
 
    She has consistently used love to overcome challenges, and her beauty surpasses even the majestic landscapes of Lhasa, earning her the title of the most beautiful principal in the region.
 
    In Nagqu, Tibet, where the average elevation exceeds 4,500 meters, there are not only breathtaking grasslands and glaciers but also the simple yet rich cultural traditions and the time-honored folk arts and crafts that have been passed down through generations.
 
    Tibetan traditional weaving and embroidery techniques have a long history, with finished products featuring strong ethnic characteristics, unique color combinations, and distinctive patterns, exuding a rustic yet vibrant artistic brilliance.
 
    In 2011, Tibetan weaving and embroidery techniques were included in the third batch of China's National Intangible Cultural Heritage List.
 
    The Special Education School in Nagqu City, Tibet, is the highest-altitude special education school in the world.
 
    A scene from over a decade ago left Ci Ren Lam deeply moved: she and her colleagues visited the home of a deaf-mute student in Neyong County to provide home-based education services. The child was overjoyed to see the school uniform among the supplies she brought and gestured to his mother to help him put it on.
 
    “I could strongly feel the strong desire of children with disabilities to attend school. Fate has already been unfair to them. Special education must nurture them with love, enabling them to equally enjoy the right to education, and strive to eliminate barriers for students with disabilities to integrate into society, giving children one more choice in life,” said Ci Ren Lam, principal of the Special Education School in Naqu City, Tibet.
 
    In 2013, the first special education school in the northern Tibetan grasslands was established, and Ci Ren Lam witnessed the development of special education in Naqu City from its inception. Today, an increasing number of children with disabilities are leading fulfilling lives with the educational support of Ci Ren Lam and her colleagues.
 
The first special education school in the northern Tibetan grasslands
 
    In 2020, due to the COVID-19 pandemic, the Nagqu City Special Education School, located at an altitude of 4,500 meters, was unable to reopen. The school developed an online teaching plan to guide the children's learning.
 
    The Nagqu City Special Education School is the first school in Nagqu to provide nine years of compulsory education for children with various disabilities, including visual impairments, hearing impairments, and intellectual disabilities. Tsering Lhamo, who is passionate about education, serves as the school's principal.
 
    Tsering Lhamo grew up in Naqu. After graduating from the Teacher Training Program at Tibet Nationalities University in 1994, she dedicated herself to education in her hometown.
 
    Tsering Lhamo stated, “As a teacher, I hope every child can receive a good education, and children with disabilities should also have access to education. After hearing about special education, I felt this field was meaningful, but at that time, there were no such schools in the Nagqu region. I thought that if Nagqu ever had a special education school, I would be very willing to work there.”
 
    In 2013, Tsering Lhamo's dream of working in special education finally came true. In August of that year, the Nagqu Special Education School was established, and Tsering Lhamo was appointed by the organization to serve as the school's principal. Everyone affectionately calls her “Mom Principal.”
 
    “Many people were unaware of the existence of special education schools, so the school's first task after its establishment was to find students,” Tsering Lhamo told reporters. The vast grasslands of northern Tibet are sparsely populated, with farmers and herders living in scattered settlements. The local population had limited understanding of special education, and some herders' parents were completely unaware that children with disabilities could attend school.
 
    To ensure no disabled child was denied an education, Tsering Lhamo and the schoolteachers spent two months visiting every village and household, covering the counties, towns, and villages surrounding the Nagqu region. Ultimately, Tsering Lhamo successfully enrolled over 60 children in the school.
 
Warm and Healing Gifts
    The challenges of special education are well-known. Some children have limited self-care skills and struggle to adapt to new environments. Tsering Lhamo and schoolteachers often need to patiently teach them basic tasks like eating and dressing and even take on the role of parents in their daily lives, feeding them, bathing them, and doing their laundry.
 
    Sangji Sam, a deaf-mute student who enrolled in 2013 from Jiali County, learned some sewing skills through a sewing class. During her free time, she sewed a blue Tibetan-style garment for her mother as a gift.
 
    When Tsering Lhamo approached, Sangji Sam asked in sign language, “How does it look, Principal? Is the dress nice? I made it for my mother.”
 
    “Her expression was both warm and confident. I felt as though I had received a heartwarming and healing gift,” Tsering Lhamo said.
 
    Some severely disabled children who cannot attend school are also the focus of special education. At the end of each school year, Tsering Lhamo works with teachers to develop the following year's “home-based education” plan, update students' information, establish individual files, and flexibly conduct home-based education activities. Every year, Tsering Lhamo personally leads a team to go to rural areas to provide home-based education.
 
    “The school's educational philosophy is to nurture unlimited love to overcome limited challenges. As a special education teacher, love for the children is the most important thing. We must use a mother's love to melt the challenges in their lives and help them eventually integrate into society,” said Ci Ren Lam.
 
    As a result, Ci Ren Lam graduated from the "Weishui Riverside. Zhongling Yuxiu, Weiwai Xuefu, Lide Shuren,“ dedicated herself to special education in remote areas, remaining steadfast in her commitment to using love to overcome obstacles, advocating for education tailored to individual needs, and promoting life education. She has consistently used a mother's love to melt away the ”obstacles" in the lives of students with disabilities, believing that everyone has unique talents and can contribute to society. She accompanies them as they integrate into society, live with confidence, hope, and endless possibilities, earning her the title of “Pioneer of Special Education in Tibet.” From among 3,683 candidates recommended worldwide, earning the Chou Ta-Kuan Cultural and Educational Foundation’s “28th Global Love of Life Award in 2025.”

Search for Life Fighters from 233 Countries Worldwide

    Everyone can break the shackles of life; everyone’s life holds boundless possibilities.

    For 28 years, the Chou Ta-Kuan Cultural and Educational Foundation, with the support and encouragement of communities worldwide, has tirelessly promoted the “Global Love of Life Movement,” advocating: Be good to yourself—cherish your own life; be good to others—respect others’ lives; be good to the Earth—protect the Earth’s life.

    To date, they have honored 481 Global Love of Life Award recipients from 81 countries across seven continents, along with 16 Global Love of Life Literature Award winners, including the chivalrous poet Cheng Chou-yu and Chinese chef-poet Song Chengbao, and 41 Hope Award recipients, such as anti-drug hero Kao Chao-liang and reformed figure Wu Shih-hsuan. They have also cared for and supported over 350,000 of the world’s most vulnerable children with cancer, including Mary Donita Uy, a bone cancer angel from a Philippine slum, helping them fight cancer with love and live with hope.

    We are deeply grateful for the recognition and resonance from global media outlets such as CNN, BBC, NHK, Yahoo, YouTube, Facebook, and Baidu, which have widely reported our efforts as the “Nobel Prize of Life.”

    We are profoundly thankful for accolades including the 3rd National Public Welfare Award in 2001, the Hong Kong Loving Heart Award in 2010, the Ministry of Education Social Education Contribution Award in 2018, Colombia’s Congress Resolution No. 61 in 2019 granting its highest congressional honor, the United Nations NGO World Harmony Outstanding Contribution Award in 2021, and the China Charity and Filial Piety Culture Award in 2022. These recognitions inspire us to continue sharing, encouraging, and striving alongside global communities.
​
    The foundation warmly welcomes nominations of life warriors who demonstrate effort, compassion, courage, and achievement from people worldwide. (Chou Ta-Kuan Cultural and Educational Foundation Global Love of Life Award Nomination Hotline: +886-2-29178770, Fax: +886-2-29178768, Address: 3F, No. 52, Mingde Road, Xindian District, New Taipei City 231, Taiwan, Website: http://www.ta.org.tw, Email: ta88ms17@gmail.com).
 
Weaving Colorful Dreams for Children
    At dawn, in the special education school of Naqu City, located at an altitude of over 4,500 meters, the clear sounds of reading echo through the campus. Ren Duo's delicate fingers gently trace the raised Braille characters on her textbook. As an eighth-grade student, Ren Duo is attending her favorite reading class.
 
    Rendo, a student at the Nagqu City Special Education School, said, “Since coming to this school, I've read many books. I especially enjoy reading extracurricular books, and I've finished all the literature for blind children. My teachers taught me one word at a time. I never imagined I would end up in such a wonderful school.”
 
    Before the age of six, Ren Duo received very limited education. Born in Qinglong Township, Liucun Village, Bangong County, Nagqu City, she was born blind and, as a child, struggled to express herself, making it difficult for her to communicate with others.
 
    In 2013, the Nagqu Special Education School was officially established. Tsering Lhamo, who has been teaching for over 20 years, was transferred from her position as secretary at the Nagqu City Kindergarten to become the principal here. Facing the first batch of 65 students with hearing impairments, visual impairments, and intellectual disabilities, Tsering Lhamo found the teaching challenges to be immense. Their ages and cognitive levels varied greatly, and they lacked basic self-care skills, as well as exhibiting feelings of inferiority and timidity.
 
    Tsering Lhamo, principal of the Nagqu Special Education School, stated, “When parents send their children to school, they have certain expectations—they hope that one day their children will be able to support themselves independently and integrate into society. Love and care alone are insufficient. Therefore, we have designed tailored teaching methods to address their diverse needs and incorporate more specialized knowledge into our instruction.”
 
    How special education graduates can become self-reliant and secure employment is a particular area of focus for Ci Ren Lam.
 
    Based on the actual economic and social development of Nagqu, she emphasizes vocational skills education alongside the transmission of basic cultural knowledge. The school has successively introduced specialized courses such as weaving, tailoring, and pottery to enhance the students' employability.
 
    Under Ci Ren Lam's guidance, over 30 students have entered the workforce and secured employment.
 
    Ci Ren Lam, principal of the Nagqu City Special Education School, stated, “Harvesting is a form of happiness, and this happiness comes from the children's incremental progress—from lacking confidence to gaining it, being able to support themselves in society, securing employment, and even starting their own businesses. When we witness these moments, we truly feel happiness.”
 
Spread Your Wings and Soar Beyond Despair
    At an altitude of 4,560 meters in the heart of the Qiangtang Grassland, there is a group of wonderful people led by the inspiring Principal Ci Ren Lamu. They are dedicated to safeguarding the educational dreams of “special children” through their youth and hard work.
 
    Here, 51 Tibetan teachers, 12 Han Chinese teachers, and 1 Naxi teacher act as parents, accompanying and caring for 191 students with visual impairments, hearing impairments, intellectual disabilities, and multiple disabilities.
 
    Over the past decade, the teachers and students here have firmly upheld the principle that “ethnic unity is the lifeline of all ethnic groups in Tibet.”
 
    Guided by the principles of “unity, friendship, progress, and development,” they have composed a resounding anthem of ethnic unity...
 
    Upon entering the Nagqu City Special Education School, located on Zha Kong Road in Senyi District, one is greeted by clean and tidy roads that clearly separate the teaching buildings, dormitories, and dining hall. Along both sides of the roads, neatly arranged colorful plastic trees add a vibrant touch—though the campus is not large, it is well-equipped, clean, and spacious, exuding a warm and harmonious atmosphere.
 
The person worthy of entrusting one's life to
    When mentioning Ci Dan Zhuo Ga and Yang Wenhui, the teachers and students of Naqu City Special Education School have countless stories to share. However, the most captivating is the journey of this Tibetan-Han interethnic couple from their first meeting and falling in love to their lifelong commitment.
 
    One day in 2014, a friend of Ci Dan Zhuo Ga came to Naqu City on a business trip, so the two agreed to go out for dinner. After returning to the dormitory, it was already late, but Ci Dan Zhuo Ga felt a dull pain in her abdomen.
 
    It turned out that Ci Dan Zhuo Ga had grown up in inland China and was accustomed to a lighter diet. This time, unable to resist her friend's urging, she had eaten several bites of fatty braised pork, causing her gallbladder inflammation to flare up, resulting in unbearable abdominal pain.
 
    At that moment, Yang Wenhui, who lived across the hall, happened to come over to discuss something. Seeing her pale face and weak body, Yang Wenhui didn't hesitate, immediately picked her up, and rushed her to the hospital. 
 
    In the hospital ward, Yang Wenhui's attentive care throughout the night deeply moved Ci Dan Zhuo Ga. At that moment, the single young woman felt a warm glow in her heart: the Han Chinese man before her was someone she could entrust her life to.
 
    Thus, two passionate hearts became inseparable. After two years of dating and five years of marriage, they remained respectful and loving toward each other. Tsering Drolma's Tibetan-style pastries often became Yang Wenhui's indispensable snacks, while Yang Wenhui's Qinghai-style noodle dishes also won his wife's heart.
 
    Later, some teachers joked, “That was a love story sparked by a plate of braised pork...”
 
Having mastered the Tibetan language, communication became much easier for them.
    “How do you say ‘It's time to sleep’ in Tibetan?” “How do you say ‘wash your face’ in Tibetan?” ... Such questions were already routine for Jim, and she was more than happy to help.
 
    In the Tibetan-majority region of northern Tibet, the biggest challenge for Han Chinese teachers was the language barrier.
 
    Wang Fengjuan and Yang Wenhui, two teachers, felt this most acutely. “When we taught in Suo County, we could manage to teach using the local dialect. But in Naqu City, some expressions just didn't work.”
 
    Jim, now 50, used to teach Tibetan and math at a local elementary school. After joining this school, she noticed that most Han Chinese teachers struggled to communicate effectively with the students.
 
    “The children here already face various challenges, and language barriers can further hinder teacher-student interactions. Mastering the Tibetan language makes communication much easier.”
 
    From that point on, Jim resolved to promote Tibetan language proficiency among Han Chinese teachers. Since then, classrooms, canteens, dormitories, and offices have all become venues for Jim's teaching. The Han Chinese teachers studied diligently and made rapid progress. 
 
    Today, among the 13 Han Chinese teachers, Wang Fengjuan and Yang Wenhui, who have a solid foundation in Tibetan, can communicate fluently with students using the Nagqu dialect. The other Han Chinese teachers have also mastered basic conversational skills.
 
    This is Yang Wenhui, often guiding students on how to properly wear masks during class meetings.
 
They are also my children.
    “I never thought I could go to college.” Zhu Zha, now 22, is a senior at Nanjing Special Education College. Just a few years ago, he was struggling with the pain of blindness.
 
    In 2012, Zhu Zha lost his vision permanently in an accident. After entering a special school, he often had mood swings, sometimes shouting and even hitting people.
 
    Upon learning of his situation, Wang Fengjuan promptly provided psychological intervention, shared inspiring stories of blind individuals, and focused on nurturing his artistic talents.
 
    In 2016, under Wang Fengjuan's guidance, Zhu Zha passed the college entrance exam for the blind, fulfilling his “dream of attending university.”
 
    Today, Zhu Zha has grown into a lively and cheerful young man who loves to laugh and sing and is full of confidence for the future.
 
    He told reporters that after graduation, he wants to return to his alma mater and become a special education teacher like Ms. Wang. 
 
    Ci Ren Yangjin and Losang Chicheng, siblings from the Senyi District, were sent to a special school in early 2013. As children with intellectual disabilities, they were unable to care for themselves and frequently wet their pants in class.
 
    To prevent them from wetting their pants, Wang Fengjuan would help them use the restroom at regular intervals; since the children couldn’t feed themselves, she would demonstrate how to chew and swallow food repeatedly; during her dormitory duty shifts, she would wash their faces and feet and clean their soiled clothes…
 
    After seven years of dedicated care, the siblings’ intellectual abilities improved: the older sister can now use some sign language and can call out words like “teacher” and “mom” when she sees them.
 
    The younger brother can follow the teacher's instructions, fold his blankets, and use the restroom on his own... Seeing the children's rapid progress, the parents held Wang Fengjuan's hands and thanked her repeatedly. Wang Fengjuan replied, “They are also my children.”
 
    In 2014, the Special Education School in Naqu City was recognized for its outstanding contributions to ethnic unity and was awarded the title of “Model Collective for Ethnic Unity and Progress in the Naqu Region.”
 
    Principal Ci Ren Lam was deeply moved by this. She said, “If we compare our school to a tree, then the teachers and students are the roots. This tree is lush and evergreen because it is rooted in the fertile soil of ethnic unity. It is precisely because of this fertile soil that the ‘flower of happiness’ of special education development and progress can bloom.”
 
    Time flies, but the bond between ethnic groups remains unchanged. The Nagqu City Special Education School, this fragrant tree of ethnic unity on campus, is now greeting a bright future with an even more vibrant smile!
 
    On January 17, 2024, Ci Ren Lam, principal of Nagqu City Special Education School, returned to campus to handle work matters. She carefully inspected every corner of the campus to ensure there were no safety hazards during the winter break.
 
    “This afternoon, I still need to send a child to their workplace to report for duty. Once all tasks are completed, I can return home to reunite with my family,” Ci Ren Lam joyfully shared with everyone.
 
The Most Beautiful Campus Scenery
    Recently, a video titled “The Principal Accompanied Me to a Job Fair” has garnered significant attention online. In the video, Ci Ren Lam, the principal of Naqu City Special Education School, accompanies her students to a job fair. Along the way to the job fair, Ci Ren Lam consistently wears a warm smile, encouraging her students.
 
    In 1994, Ci Ren Lam graduated from Tibet Nationalities University (formerly Tibet Nationalities College). She began her career as a Chinese language teacher, then served as the Party Secretary of Nagqu City's First Kindergarten, and eventually became the principal of Nagqu City Special Education School. She has dedicated over 30 years to education.
 
    When asked about her role as principal of a special education school, Ci Ren Lam smiled and said, “There's a special connection behind this. Over 20 years ago, I attended a lecture by a senior colleague who was also the principal of a special education school. Her talk left a deep impression on me.”
 
    Tsering Lhamo explained, “The senior colleague shared her experiences and insights from working at a special education school, which deeply moved me and sparked a desire to contribute to the field of special education.”
 
    In 2013, the Nagqu Special Education School was established, and when she was appointed, Tsering Lhamo accepted the role without hesitation. Twelve years later, when mentioning the Nagqu Special Education School, “Principal Mom” Tsering Lhamo is the most beautiful sight in the school.
 
Pressure without burden, proud of the school's teachers
    Special education schools are institutions established to provide personalized education for children and adolescents with disabilities, including visual impairments, hearing impairments, speech impairments, physical disabilities, intellectual disabilities, mental disabilities, and multiple disabilities.
 
    “In 2012, I became a village-based team member and came into contact with five special children. During my time in the village, I gradually learned and mastered the skills needed to interact with these children.”
 
    In May 2022, Nagqu City established the Nagqu City Second Special Education School, primarily serving deaf-mute and visually impaired children, marking a new phase of categorized special education in Nagqu City.
 
    As a result, the Nagqu City Special Education School, where Ci Ren Lam serves as principal, shifted its focus to intellectual disability education, with students primarily diagnosed with autism and intellectual disabilities. In August of the same year, the school expanded its scope to cover all educational stages from preschool to vocational high school. 
 
    Ci Ren Lam told reporters that currently, many teachers at the Nagqu City Special Education School graduated from renowned universities with special education majors. Though they come from all corners of the country, they share a common trait: a love for children and their work.
 
    “Our student population is quite unique and diverse. In addition to having a loving heart, teachers must also be professional. They need to understand the individual differences of each child, conduct research, and tailor teaching curricula and methods to ensure that every child has the opportunity to shine in life.”
 
Dedication to work is supported by family.
    Whenever the children from the school go for job interviews or report to their new workplaces, Ci Ren Lam always tries her best to accompany them. If she is unable to do so, she will arrange for other teachers to accompany them. She believes that having teachers by their side makes the children feel more at ease.
 
    In 2022, Ci Ren Lam was honored to be selected for the “Ministry of Education's New Era Outstanding Teachers and Principals Cultivation Program” (2022–2025) and established her own principal's studio. The studio members are 10 principals from seven cities (prefectures) across the region.
 
    Ci Ren Lam stated, “I will work with the members of the studio to identify the unique characteristics of different schools, discuss strategies for school development, and promote the advanced experiences formed within the region, contributing to the high-quality development of education in the Tibet Autonomous Region.”
 
    The achievements she has made in her work would not have been possible without the support of her family.
 
    In 2006, Ci Ren Lam married her husband, who is also an educator.
 
    After marriage, her husband was transferred to Lhasa for work. According to relevant policies, Tsering Lhamo could have applied to be transferred to Lhasa the following year to avoid living apart.
 
    However, Tsering Lhamo hesitated, as her dream of dedicating herself to special education had not yet been realized...
 
    Ultimately, after discussing it, her husband supported her decision, and they began living apart in different cities.
 
    When talking about her family, Tsering Lhamo couldn't hide her guilt: “Over the years, my husband has been taking care of the children. He is a good person with no bad habits, and he has raised the children well.”
 
    Since living apart, the winter and summer vacations have become the most precious times for Tsering Lhamo. However, reuniting with her family is not easy, as the principal's responsibilities are significant, and Tsering Lhamo is always the last to leave the school after each vacation. Despite the hardships of life, her husband has never encouraged Tsering Lhamo to give up her work or career.
 
Graduates Secure Employment Successfully: Gratitude for the Nation's Care for Children with Special Needs
    The employment issues faced by children from special schools have been a long-standing concern for Ci Ren Lam.
 
    Ci Ren Lam told reporters that since the 18th National Congress of the Communist Party of China proposed “supporting special education,” the 19th National Congress emphasized “improving special education,” and the 20th National Congress clearly stated “strengthening the inclusive development of special education,” special education has undergone a process of transition from “support” to “improvement” and then to “strengthening.”
 
    “It is precisely because of the state's care and concern for these special children, along with the professional teaching and selfless dedication of the teachers that these children can learn, live, and work better.”
 
    Ci Ren Lam stated, “Most of the children who graduated from special education schools have found jobs, are self-reliant, and have integrated into society, which brings her great peace of mind.”
 
    Since choosing the field of special education, Ci Ren Lam has dedicated herself fully, nurturing these young minds like spring rain, allowing the children to feel love and commitment.
 
    She has poured her heart and soul into the children of the special education school and has received warm rewards in return. Graduated students often send her greetings and chat with her on WeChat, and some even return to the campus to visit.
 
    On Teachers' Day in 2023, a former student who had already started working brought handmade flowers to visit her teachers. Receiving the flowers made by her students, Tsering Lhamo was overjoyed.
 
    The flowers, budding and full of vitality, symbolized the children of the special education school—though each was unique, they all brimmed with life, blooming vibrantly under the sun.
 

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