Students are growing up in poverty, broken homes, childhood trauma, stigma, violence and low self-worth. These are not just background details – they are the silent companions that many learners carry into the classroom every single day. For some, the school compound is the only space where they feel safe.
For others, it is just another place where they are misunderstood, judged, or ignored. As educators, we must recognise that we are not merely teaching subjects; we are reaching out to wounded hearts and minds that need care just as much as content.
When a child comes to school without breakfast, distracted by a fight they witnessed at home, or worried about an ill parent, no amount of chalk-and-talk will reach them until someone notices the pain behind their eyes. We must train ourselves not only to see behaviour, but to see beyond it.
The boy who throws tantrums may be angry because no one listens to him at home. The girl who seems too quiet may be carrying the shame of abuse. The student who always sleeps in class may be working in a kiosk till midnight to help feed younger siblings.
Teachers, therefore, are not just curriculum implementers. They are frontline healers, mentors, and protectors—often the only consistent adult figure in a child’s life. A small act of kindness, a gentle tone, a word of affirmation can be the one thing that keeps a learner from giving up altogether. It is easy to think our job is only to push for high scores and syllabus coverage, but the deeper mission is to help every child believe they are worthy of a better life.
READ ALSO:
HELB disbursements kick off August 15 following KSh.41 billion Govt boost for 2025/2026
The sad truth is that the education system in Kenya, like many others around the world, has often overlooked the complex emotional lives of students. We are quick to label a student as lazy, stubborn, or unintelligent, without ever pausing to ask what burdens they carry. We demand 100% concentration without knowing who slept hungry. We punish lateness without asking who had to fetch water first. We ridicule slow learners without questioning the kind of home they return to after school.
Instead of punishment, we must start with empathy. Instead of threats, we must offer hope. Every learner wants to succeed. No child dreams of failure. But many are crushed by circumstances before they even know how to dream. As teachers, we hold the power to revive that hope. Not with grand gestures, but with daily reminders: “You matter.” “I see you.” “You can do this.”
That’s why socio-emotional learning must be embedded in our teaching practice. We must learn to model emotional resilience, conflict resolution, and healthy boundaries. We must teach not only from books, but from our hearts. The teacher who pauses to say, “I noticed you were quiet today. Are you okay?” is teaching a lesson in compassion that may be remembered long after algebra is forgotten.
In every child is a storm and a song. Our role is to calm the storm and help them find their voice. Let us create classrooms that feel like refuge, not pressure chambers. Let us affirm their stories, respect their pain and hold space for their dreams. Because no test score will ever capture the potential locked inside a child who believes they are broken.
The scars many students carry may never fully heal, but a compassionate teacher can make them hurt less. That is the true power of education. Not just to inform minds, but to restore souls. Let us be the teachers who don’t just finish the syllabus – but who transform lives.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
