Anna Bakuradze is a Girls Act Lead for AHF Georgia. Her story is next in our “I Am AHF” series featuring remarkable staff, clients, and partners who are doing what’s right to save lives every day.
Interviewed by Diana Shpak, Knowledge Management Focal Point, AHF Europe Bureau.
It was truly a heartwarming and inspiring experience to have a conversation with Anna Bakuradze, the dedicated Girls Act Lead at AHF Georgia. At just 21 years old, Anna already carries the strength, wisdom, and purpose of someone far beyond her years.
Born and raised in the vibrant city of Tbilisi, Georgia, Anna has spent her whole life deeply rooted in her community. From her early school days to her current journey as a fourth-year student of psychology and educational sciences, she has always been driven by a passion to understand, support, and uplift others.
For nearly two years now, Anna has been part of the AHF family, where her commitment to empowering young girls has blossomed into a powerful mission.
What really inspired you to become Girls Act Lead in Georgia?
Growing up in Georgia, gender inequality was subtle but present, especially at home and in school. There were different expectations at home for me and my brother, and at school, boys were praised more for achievements, while girls were seen as just hardworking.
My parents were open-minded and did not push gender roles, but the environment around me was full of stereotypes. Thanks to my mom’s influence, I had a strong sense of freedom and fairness. I often challenged the norms—for example, being open about my period at school when others felt they had to hide it.
These experiences shaped my awareness from a young age. In university, when I discovered AHF and the Girls Act program, I immediately felt that this was for me. I saw how important it was to create spaces where girls could feel seen, heard, and supported in cultures where inequality is often hidden under the surface. That is how my journey started.
Anna, could you tell us more about the program? What kind of activities are you involved in, and how does the program operate on a day-to-day basis?
We focus on reproductive health and rights, HIV/STI prevention, and leadership training. The goal is to help girls protect themselves and support others.
We run two main groups for girls—one with participants from a day center for socially vulnerable youth, and another for girls with traumatic backgrounds, such as bullying or domestic violence. We also have an 18+ group of active youth leaders who support the younger members. These Girls Act leaders are being trained to volunteer at the day center, offering peer support where teachers are less approachable. I am developing a module to prepare them for this role.
We also organize fun activities like sports, board games, and outdoor play, based on what the girls enjoy.
How do you find girls for the program? How do they come to the center?
I usually contact youth centers myself—either ones I find online or through colleagues. I reach out by email to see if they are interested in collaborating with the Girls Act program.
As for the Girls Act leaders, most come from universities. I am a psychology student, and since there are very few opportunities for students in Georgia, many are eager to volunteer and gain experience. I find them through word of mouth, not through direct contact with universities.
In my first year, I organized monthly training sessions on reproductive rights and HIV/STI prevention to raise awareness about the program. This helped us grow, and people started recommending others or reaching out themselves.
I also worked with a few public schools where I held educational sessions. These were great because they had the right age range. But due to increasing stigma in Georgia, school principals eventually stopped cooperating.
Do the girls give you feedback? Is the program helpful for them?
Yes, I always ask for feedback after each session, whether it is a training or a fun activity. I try to keep the environment friendly and open so the girls see me as a peer they can talk and open up to.
They often share what topics they would like to learn about, and I use their input to plan future sessions. For example, one group mentioned they were stressed about school, so we had a session on stress management with breathing exercises and other helpful tools. Their feedback really shapes the program.
Have you ever considered including boys in the program?
Yes, absolutely. We have discussed it during Girls Act meetings because real change cannot happen without involving boys.
They are often curious and open to learning about topics like menstruation or mental health. I remember even my younger brother’s friends asking questions when they were just 11 or 12.
At one of the day centers, boys are also present since the space isn’t separated. Before any mixed sessions, we always ask the girls if they feel comfortable including boys. While Girls Act is a space led by and focused on girls—to help them grow into leaders—boys are welcome when appropriate.
It is important for boys to understand these topics too—respect, consent, and how to support girls. Many of them will be fathers one day, and they need to be able to have these conversations. Inclusion helps build a more respectful and aware society for everyone.
What strengths or values do you think are most important for young leaders who want to make a real impact in your field?
I have learned that a good leader does not need to know everything. It is always good to ask questions and admit when you do not understand something. Confidence and self-respect are key—loving who you are while always trying to grow.
Also, communication is essential. It is not something you are just born with; it can be learned. With the right mindset, anything is possible if you are open to learning and improving.
Where do you see the project in five years?
I would love to see some of the Girls Act leaders become group leads themselves. Building their skills and confidence is key. I also hope the program expands beyond Tbilisi, especially to rural areas where support for girls is limited and harmful stereotypes and domestic abuse are more widespread. Reconnecting with public schools is important too—they shape young people and could help us reach those who need it most. Partnering with universities would also bring in more young volunteers.
It is often hard to reach socially vulnerable youth, as many choose work over day centers. In the future, I hope for better systems to connect with them—so they know support is out there and they are not alone.
You have right now the opportunity to say a message to the girls who are probably feeling voiceless or powerless, or feel not knowledgeable about their sexual education and about themselves. What would you say to inspire them to visit the center and be interested in this kind of education?
To every girl who feels unheard or unsure about her body or sexual education — you are not alone.
It is never too late to learn, ask questions, or speak up. Whether you are 15 or 50, knowledge gives you power. When you find the courage to use your voice, others will listen. Just take the first step—because you are stronger than you think. Believe in yourself!
