India bears one of the world’s highest deaf populations, with around 6% grappling with hearing loss, and a notably higher rate of four out of every 1,000 children born deaf, surpassing global averages. Pioneers in SSC education up to the 10th standard for hearing-impaired children, Stephen High School, operated by the Montford Education Society, spearheads efforts to address this challenge. This report scrutinizes the accomplishments of early intervention centers under the Montford Education Society, encompassing art, culture, sports, games, and festival celebrations. It also delves into the challenges encountered during the 2021 academic year, underlining the need for impact assessment to gauge ongoing project consequences. Data, collected via interviews with 80 participants (38 parents, 32 project beneficiaries, and 10 key informants) using simple random sampling, offers insights into two sections. The first elucidates parental and school-related findings, covering factors influencing enrollment decisions, parental socio-economic status, and the school’s impact on children. The second section delves into student experiences at Stephen School, addressing changes post-enrollment, challenges in online learning, and effective communication with teachers. The study highlights the roles and responsibilities of teachers and underscores the importance of speech therapy. Key findings include revelations about participant socio-economic statuses, positive changes in children, teacher roles, challenges in online learning, and the pandemic’s impact on children’s socialization. The report concludes with recommendations, emphasizing the initiation of speech therapy and the utilization of diverse therapeutic techniques such as music therapy, therapy dogs, exposure visits, and life skill training.