Nonviolent Communication (NVC) trainings on the theme "Empathic Listening Amongst the Youth and in Classrooms" was conducted in Kakuma Refugee Camp. The 2 trainings targeted youth, teachers, and school prefects with the aim of strengthening empathic listening skills, enhancing communication, and promoting peaceful relationships within schools and the wider community.
Youth Training
Venue: Voice of Equity CBO
Dates: 25th – 28th May 2026
Participants: 30 Youths (14 males, 16 females)
Day 1: Introduction and Creating a Safe Space
The training began with introductions and activities to create a safe and supportive learning environment. The participants recapped on the four steps of Nonviolent Communication.
Day 2: Introduction to Empathy and Empathic Listening
Participants were introduced to the concept of empathy and its importance in building connection and understanding. They practiced empathic listening using the Dance Floor methodology and engaged in activities that strengthened their ability to listen without judgment.
Day 3: Practicing Empathic Listening
Participants continued practicing empathic listening by working with simple issues commonly experienced within the camp. Through role-plays and group discussions, they applied NVC skills to real-life situations.
Day 1: Introduction, Creating a Safe Space, and Introduction to NVC
The training commenced with introductions and activities designed to establish a safe learning environment. Participants were introduced to the principles and purpose of Nonviolent Communication.
Day 2: The Four Steps of NVC
Participants were introduced to the four components of NVC: observations, feelings, needs, and requests. Interactive exercises enabled them to practice identifying and applying each step.
Day 3: Introduction to Empathy and Empathic Listening
Participants learned about empathy as a core component of NVC and engaged in practical exercises to develop empathic listening skills that can be applied in classrooms and school leadership roles.
Feedback from Participants
Thank you very much for introducing me to NVC, I have really enjoyed the awareness that there is a difference between needs and strategies and that we fight as we focus more on strategies. - Class Prefect.
These three days have positively transformed me, how I will be viewing and relating with my students while in class - Class Teacher
NVC has really supported us as youths in the camp as it has brought us together in the way we talk and the interaction we have with each other - South Sudanese Youth
This is my 3rd time attending this training, and I have tried with my family members, and I have realised that it is working - Somali youth
This is my second time having this training, and it has been supportive to me as I deal with teachers, students and non-teaching staff within the school. I look forward to having the same training in my home village in Meru County so that my villagers can also get the same skills - HeadTeacher Starlight School
Celebrations and Successes
During the youth training, ten young people attended for the second or third time. Their continued participation met my needs for continuity, learning, and sustainable capacity building within the community.
During the teachers' training, two teachers shared that they chose to attend after hearing from a previous participant that the training had positively supported her marriage. This feedback met my needs for contribution and support, as it demonstrated the positive impact of the training beyond the learning environment.
Previous youth participants actively supported group work and learning activities during the training. In addition, youth in Kakuma Refugee Camp have established practice groups where they continue to apply and share NVC skills. This gives me hope that the learning will continue and that local ownership of the training will be sustained within the camp.
Challenges
The high temperatures during the training period affected participants' concentration and engagement, particularly during the afternoon sessions.
During the teachers' training, participants were highly curious and asked many questions. While I appreciated that this reflected their need for learning and understanding, the time spent addressing questions reduced the time available for some planned activities and practice sessions, leaving me with a longing for greater continuity in their learning process.
During the teachers' training, four teachers were required to attend another school activity on the second day. As a result, they joined the training later in the day and missed part of the session.
Recommendations
Start Peace Clubs that can serve as ongoing spaces for practicing and strengthening Nonviolent Communication skills among students.
A specialized NVC training for the newly elected school prefects in the five schools within Kakuma Refugee Camp to strengthen their leadership, communication, and conflict-resolution skills.
Participants to be supported with additional NVC books and reference materials, to enable them to deepen their understanding and continue learning beyond the training sessions.
Conclusion
The trainings were well received by both youth and teachers. Participants actively engaged in learning and practicing Nonviolent Communication skills, particularly empathic listening. The return of previous participants, positive referrals from past trainees, and the formation of youth practice groups demonstrate growing interest and commitment to applying NVC within the Kakuma community.
Despite challenges related to weather conditions, scheduling conflicts, and time constraints, the trainings achieved their objectives and laid a strong foundation for continued learning, peaceful communication, and stronger relationships within schools and the wider community. The enthusiasm shown by participants highlights the potential for expanding NVC practice and strengthening a culture of empathy and understanding throughout Kakuma Refugee Camp.
