While much of the world debates restricting social media use for teens, for teenagers and young people with disabilities in Ukraine, these platforms are becoming a helpful tool — a way for them to connect, launch careers, and build a space where their voices are heard.
Rubryka tells the story of the Hub of Inclusive TikTok (HIT) and how it helps Ukrainian youth empower themselves and challenge stereotypes through their smartphones.
What's the problem?
Ukrainian teens with disabilities barely have a voice on social media
Teenagers with disabilities in Ukraine face daily barriers — not just in physical spaces or access to education, but also in public life.
Online, they are almost invisible. They're rarely seen as creators or opinion leaders. And when their stories do appear on social media, they're often framed as pity or charity cases.
What's the solution?
Blogging course built on equality
Young people with disabilities are individuals with their own interests, experiences, and perspectives. With the right tools, knowledge, and support, digital platforms can open real opportunities for them.
That's the idea behind HIT — the Hub of Inclusive TikTok. It's a three-month online blogging course designed for teens with disabilities, focused on equal access to education both online and offline.
Just as importantly, HIT shows these teens as energetic, talented, and sometimes even bold creators — challenging the stereotype of them being "objects of pity."
How does it work?
What is the Hub of Inclusive TikTok?
HIT participants during a get-to-know-you event. Photo courtesy of the initiative
HIT grew out of the Children as Children communication campaign, which aims to change how society views children with disabilities and make them more visible in Ukraine.
The team behind the project agreed on one thing: if you want change, you have to give teens the tools and support to tell their own stories. They chose social media as a main tool and envisioned an online space where kids could learn directly from experienced bloggers who understand the realities of the field and can share real-world insights, not just theory.
That's how HIT — an educational community for 14–18-year-olds with disabilities who want to learn how to create content and run a blog — came to be.
The program is now in its second season, run as part of UNICEF's Children as Children campaign, with support from Daria Herasymchuk, President Zelenskyi's advisor on children's rights and rehabilitation, and partners including the Ukrainian nonprofit Vidchui, Oschadbank, and 1+1 Media School.
Why TikTok and why online?
A project participant is working on their blog. Photo courtesy of the initiative
A recent study found that 75% of respondents feel unsure about approaching someone with a disability first — they're afraid of saying the wrong thing. 71% say they feel pity when they see a person with a disability, and 34% feel sadness. Half of Ukrainians rarely or never interact with people with disabilities in everyday life.
"Online, it's much the same," the project team explains. "We almost never see the daily lives of people with visual or hearing impairments, autism, cerebral palsy, Down syndrome, or other disabilities. Who knows what it's like for a blind girl to test beauty hacks? Or for someone with autism to review trending memes? When that kind of content is missing, huge parts of real life stay invisible."
The creators of HIT point out that young Ukrainian people spend a large part of their time on social media, especially now. War, displacement, air raid sirens, and remote learning have made the online world a central space for communication, self-expression, and connection.
For many participants, especially those studying remotely or on individualized schedules, the digital world isn't just an add-on, but a full part of their everyday reality. It's where they stay in touch, find like-minded people, and tell their stories.
So instead of trying to shield teens from the digital world, HIT helps them feel confident and safe within it. The program is aimed at teens aged 14 and up — an age when social media use is already allowed on most platforms.
"We can't remove the internet from young people's lives," the team says. "It's where they communicate, learn, build friendships, and express themselves, especially now, when war has reshaped everyday life. For many teens with disabilities, it's one of the main ways they stay connected to the world."
A HIT participant with a mentor. Photo courtesy of the initiative
From technical skills to online safety
Even when the project was accepting applications, the team realized how badly the program was needed. Applications poured in from teens across Ukraine — far more than there were spots available.
Most applicants said they wanted to become more open and confident, make friends, and learn how to present themselves better. Many spoke directly about wanting to be heard — to draw attention to kids like them, share their experiences, and change how people think about disability.
Across two seasons, the program received over 300 applications. The first cohort included 25 participants; the second had 20 finalists.
The course combined in-person and online learning. It started with an in-person meeting, followed by small-group work with a mentor (a blogger) and a coordinator. Mentors were bloggers who created a range of content — from social and educational to entertainment and music — to show that blogging can take many forms. Some of the content creators were actors, like Maryna Serdeshniuk; video bloggers, like Roma Henii; singers, like Tumazar; and Instagram influencers, such as Diva Olivka.
The core training lasted four months and focused on two main areas: technical skills and personal development.
The technical skills (hard skills) the children learned:
- Shooting videos on a smartphone and framing shots
- Working with lighting and sound
- Editing videos
- Adding subtitles, animation, and visual elements
- Choosing music
- Building a content plan
- Analyzing views and audience engagement
The participants also developed soft skills, such as communication, self-presentation, confidence, and security:
- Talking about yourself without shame
- Building dialogue with your audience
- Handling hate and distinguishing criticism from trolling
- Filtering information online
- Protecting personal data
The teens also explored the responsibility that comes with visibility — understanding that influence means being mindful of your words, your message, and the example you set.
Visibility starts with respect
Denys, a HIT participant. Photo courtesy of the initiative
The program was carefully adapted to meet different needs. The team prepared in advance, taking into account students' communication styles, learning pace, and comfort levels. Mentors and coordinators were trained in how to interact respectfully and appropriately with people with disabilities.
"It was essential for us that this wasn't just a course for kids with disabilities, but a genuinely safe and thoughtful space," says Herasymchuk. "Visibility starts with respect. What matters is that this kind of adaptation isn't one-size-fits-all — it's built around the real needs of each specific group of children."
The structure of the program supported each participant individually:
- Small groups of 4–5 students allowed for closer attention and faster feedback
- Lectures lasted up to an hour, with breaks for questions and discussion
- Each group had a coordinator to help with logistics and stay in touch
- Accessibility was built in: visual materials were described aloud, sign language interpretation was provided, and all sessions were recorded for later viewing
Participants also received a custom planner with content tips, including Braille numbering and an audio guide.
Content creation. Photo courtesy of the project
The second season took place during the winter of 2025, amid power outages, unstable internet, and frequent air raid alarms. Participants were given power banks, lamps, and other equipment. Parents helped set up filming spaces at home and supported their children in meeting deadlines. At the same time, teens had to keep up with school.
It wasn't easy, participants admit. But the challenge made them feel more responsible and grown-up because they had to manage their time and resources.
Did it really work?
Confidence and friendships
HIT participants during the graduation. Photo courtesy of the project
During the second season, participants created over 580 videos, which together reached more than 2 million views. One video alone garnered over 360,000 views, and one participant posted 140 videos — the most in the program's history.
But the numbers are only part of the story. What mattered most were the personal changes: participants became more confident, more open, and more comfortable talking about themselves. Many experienced a sense of community for the first time — not just online, but within their group. Some made close friends. Others said classmates in their schools began recognizing and supporting them.
Organizers note that many participants started out unsure in front of the camera but, by the end, were confident creators who posted regularly and engaged with their audience. For teens with disabilities, HIT offered a powerful solution: not just an opportunity to talk about inclusion, but a real space where they could become visible, confident, and influential.
For Vladyslav from Khmelnytskyi, who has Down syndrome and loves ballroom dancing, blogging is a way to share his passions publicly. For Bohdan from Kyiv, a teen with autism, it's a chance to learn animation editing and grow his Telegram channel with audio fairy tales.
For Mariia, a student at Lviv Polytechnic with visual impairment, blogging has become a professional tool. She works as a guide in a "Museum in the Dark," does sports and vocals, and uses her blog to show everyday life — like how blind people shoot archery or solve puzzles, and why they use the word "see."
Maksym, a member of HIT, with his loved ones during his graduation. Photo courtesy of the project
Fifteen-year-old Maksym, who is on the autism spectrum, joined HIT to improve his TikTok content — his online show, where he talks about life with autism and neurotypical and neurodivergent experiences.
"I want to show that people like us are just like everyone else on this planet, and that this isn't a disease or a sentence," Maksym says.
After the program, the teen felt more confident, both technically and emotionally. "If it's constructive criticism, I respond. If it's just insults, there's no point," Maksym explains.
The videos that matter most to the teen are the ones where he explains autism through other people's stories. "When people listen and understand, I feel useful to society. That really matters to me."
Lydia, a HIT participant. Photo courtesy of the project
Lidiia, also 15, joined HIT with a dream of growing her creative blog. She draws, creates characters, and loves music. "I really want people to know about my art — so that all of Ukraine sees it," Lidiia wrote in her application.
At first, the teen doubted herself, but within months she learned editing, lighting, and camera work, and her blog began to gain recognition. "Before HIT, I didn't have friends. When I joined, I found them. I realized I'm not alone," she says.
In her videos, Lidiia shows her drawing process because it's the best way for her to express herself. The girl wants people seeing her blog to see not barriers, but talent and genuineness. She wants to inspire others not to be afraid of being themselves.
Polina and Diana, HIT participants. Photo courtesy of the project
Polina, a 15-year-old from Dnipro with hearing impairment, promotes songs in sign language and challenges stereotypes. One of her videos — a sign-language performance of "Emerald Sky" — reached over 55,000 views.
These videos don't just gain attention, but gradually change how people see disability.
What's next for HIT?
Teenagers with mentors. Photo courtesy of the project
The team says it's too early to know who will pursue blogging professionally. But one thing is clear: the experience builds confidence, self-worth, and a sense of visibility. And those qualities matter far beyond social media — in school, in relationships, in future education, and in any career path.
The team is now working on expanding HIT so that "even more teens can access training and a space for self-expression."
Even more helpful solutions!
Inclusion in everyday life and online
A Ukrainian Barrier-Free Guide reminds us: words shape attitudes. Always put the person first, for example, "a person with a disability."
Avoid pity, exaggeration, or overly dramatic language. Speak directly and respectfully. Use medical terms only when they're truly relevant. If you're unsure what language to use, imagine yourself in their place or ask. That's not a mistake; it's a sign of respect.
How to make your content more accessible
Tips from HIT:
- Add captions to your videos. They help not only people with hearing impairments, but also anyone watching without sound.
- Use alt text to describe images so screen readers can make your content accessible to blind users.
- Write hashtags with capital letters (e.g., #BarrierFree instead of #barrierfree) so screen readers can read them properly.
- Make sure text on images is clear and easy to read against the background.
- Use descriptive links instead of vague phrases like "click here," so users can easily understand where they lead.
