“The Freedom Writers Diary”: How a teacher’s belief in her students changed the course of their lives

The Freedom Writers Diary is a powerful, real-life account of how one teacher’s belief in her students changed the course of their lives. Compiled by Erin Gruwell and her students at Woodrow Wilson High School in Long Beach, California, the book is a collection of diary entries written by teenagers who were once considered “unteachable,” “dangerous,” and “lost causes” by society and even by the education system itself.

When Erin Gruwell began teaching English to a group of racially divided, economically disadvantaged, and violence-exposed students in 1994, many had already experienced more trauma than most adults. They had lost family members to gang violence, survived homelessness, endured abuse, and grown up in neighborhoods defined by drugs, crime, and systemic inequality. Their lives were marked by despair and hopelessness. They didn’t expect to graduate, let alone succeed. They didn’t see school as a place of possibility—it was just another system that had failed them.

But Erin Gruwell refused to accept this fate for her students. She didn’t come with a miracle curriculum or a magic wand. What she brought was belief—unshakable belief that each student had value, a voice, and a future worth fighting for. She created a classroom culture where everyone mattered, where books served as mirrors and windows, and where writing became a powerful tool of self-expression and healing.

Instead of the standard literature, Gruwell introduced her students to books like The Diary of Anne Frank, Zlata’s Diary, and Night by Elie Wiesel. These weren’t just literary texts—they were stories of young people who had survived unthinkable atrocities and who had written their way to understanding, resistance, and hope. Her students connected deeply with these narratives. For the first time, they saw their pain, anger, and dreams reflected in the words of others. Inspired, they began writing their diaries, chronicling their fears, failures, and triumphs.

What emerged was a raw, heart-wrenching, and inspiring collection of testimonies that became The Freedom Writers Diary. These weren’t polished essays; they were unfiltered truths. The act of writing gave the students ownership of their stories—and it gave them back their agency. Slowly, they began to see themselves not as victims of circumstance but as survivors with the power to change their futures.

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The students, who had once been written off as statistics, went on to graduate—many becoming the first in their families to attend college. The “Freedom Writers,” as they came to be known, shattered every stereotype laid upon them. Their transformation wasn’t the result of external interventions, but of a teacher who dared to connect personally, who listened deeply, and who empowered them to discover the power of their own voices.

The lessons from The Freedom Writers Diary are profoundly relevant for Kenyan teachers today. In our own classrooms, we have learners who carry invisible burdens – poverty, broken homes, trauma, violence, identity struggles. Some come to school for refuge; others arrive angry, numb, or absent in spirit. These learners don’t just need instruction – they need connection. They need educators who see beyond marks and misbehavior to the hurting hearts within.

Too often, our education system prizes obedience over voice, memorization over reflection, and performance over personal growth. We teach students what to think, but rarely how to feel, express, or process. We tell them to aim for the exam, but not always for truth, for healing, or for meaning. The Freedom Writers Diary challenges us to rethink all of that.

Erin Gruwell didn’t teach writing – she taught humanity. She gave her students a safe space, not to escape reality, but to confront it with courage and language. She proved that literacy is not just academic—it is transformative. And she reminded the world that the most powerful education doesn’t come from worksheets, but from relationships.

Every Kenyan teacher, regardless of subject or setting, can draw from her example. We can create classrooms where every child feels heard. We can use literature not only to meet curriculum goals but to stir empathy and identity. We can invite students to write – not just notes and compositions, but their truths. And we can help them realize that their voices matter – even if the world hasn’t told them so.

The Freedom Writers Diary is not just a book – it is a call to action. A reminder that one teacher can ignite change. That every child has a story. That education, at its best, is not about control but liberation.

Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies