Introduction In August 2025, we continued our journey of spreading Nonviolent Communication (NVC) within the Turkana region and Kakuma Refugee Camp. These efforts are part of an ongoing mission to foster compassionate communication and promote peaceful conflict resolution among teachers, students, and young people in both refugee and host communities. Between 25th and 28th August 2025, we conducted a four-day NVC training with teachers at Somali Bantu School, followed by a three-day NVC training with refugee youths in Kakuma between 29th August and 1st September 2025. In total, the two trainings reached over 60 participants, including teachers, community leaders, and young people representing diverse cultural and national backgrounds. Both programs were supported by our partners and sponsors, whose contributions made it possible to create safe, reflective, and participatory spaces for learning and transformation.
With the support of our partners and sponsors, the training created a safe space for teachers to explore new ways of communicating in their classrooms, families, and wider community. Each day, we moved step by step through the four core components of NVC:
- Observations
- Feelings
- Needs
- and Requests.
Our Journey of Four Days with the Teachers
Day 1 – Observations vs. Judgments
We began by introducing the first step of NVC: Observation. We supported the teachers to reflect on how quickly judgments enter in our daily classroom language.
Teachers practiced the “camera test” speaking only what a camera could see or hear. This created laughter at first, but soon turned into serious reflection. We also explored that characteristics of observations that we welcomed ourselves to look at during our future conversations.
Day 2 – Feelings and Needs
On the second day, we explored how feelings are the signals that point to our universal human needs. Teachers practiced naming feelings like anger, sadness, and joy, and linking them to met or umet needs such as respect, safety, and connection.
We worked with in groups of 3 participants who shared amongst themselves personal stories of being misunderstood because no one asked about their needs. We also introduced the difference between Jackal Language (blame, criticism) and Giraffe Language (compassion, needs-based communication). The giraffe became a powerful image for all the participants, a symbol of listening with the “big heart.”
Day 3 – Requests vs. Demands
On the third day, we practiced transforming demands into requests. Teachers realized how often they use demands in class: “Keep quiet!” or “Do this now!” Through role plays, they tried new language:
“Would you be willing to lower your voice so that others can learn?”
The participants appreciated the shift they experienced. Teachers commented that requests created more cooperation, defensive and less resistance. They preferred moving forward to make requests than making demand.
The common agreement amongst the participants was that when teachers use Jackal language, students obey out of fear and when they use Giraffe language, they respond because they are more connected.
Day 4 – Empathy Practice and Closing Round
The final day was dedicated to Empathy. In groups of three speaker, listener, and observer, the teachers practiced listening with presence, reflecting feelings and needs instead of giving sympathy and or advice plus other barriers of empathy. The teachers shared that this was the first time they had been heard in this way.
In the afternoon, we closed with a circle of gratitude and appreciation, teachers confessed that they had not taken time to appreciate each other even after spending all the years working together. The teachers shared a commitment that they would carry what they have learnt back to their classrooms and families.
Three Days with the Youth
Day 1: To build trust and connection among participants, creating a safe space where everyone felt seen, heard, and valued before introducing NVC concepts.
Day 2: To help the youth develop awareness of their feelings and needs, and understand how these guide human behavior and connection.
Day 3: To strengthen their ability to express themselves honestly and listen empathically, turning everyday conflicts into opportunities for understanding and cooperation.
Challenges Encountered
1. Some participants initially struggled to separate feelings from thoughts and judgments.
2. Limited time made it difficult to go deeper into some topics.
3. There was an opener exam, and some teachers who are heads of departments were not able to start with us every morning as they had to release the exam papers first, I mean, they missed the opening circles.
What We Learned Together
1. Observations create clarity: Judgments close hearts, while observations open space for dialogue.
2. Feelings point to needs: Understanding this helps both teachers and students connect.
4. Empathy transforms: Listening without judgment builds trust and connection.
I enjoyed that Participants engaged actively in group exercises and role plays, sharing experiences from classrooms, families, and the wider community.
Feedback from Participants
1. I realize now that when I say a child is stubborn, I am judging. If I only describe what happened, the child will listen better, and I will connect more.
2. I have always given solutions quickly. Today, I learned that just listening is enough.
3. This training gave me the courage to speak with respect, not fear.
4. My take-home is that all needs are universal, and we use different strategies to meet needs.
5. When I go home, I will try to use empathy with my family, not only here at school.
Recommendations
1. Support for the Form of peer practice groups to keep empathy and giraffe language alive in classrooms.
2. Continued trainings to strengthen skills and confidence.
3. Students and the Board of Management to be considered in future trainings so that all the stakeholders in the school can be part of the NVC consciousness in the school.
Conclusion
This four-day journey with the Somali Bantu teachers planted seeds of connection and transformation. The metaphor of the Jackal and the Giraffe came out clearly, was used by teachers, and gave the participants a powerful, simple way to notice their communication habits. The experience of empathy opened new doors of trust and understanding.
We finished the 4-day training with a sense of hope that these teachers will carry NVC not only into their classrooms but also into their families and communities. With ongoing support, this training can become the foundation for a stronger, more compassionate education environment among the Somali Bantu community. We express deep gratitude to all our partners, trainers, volunteers, and participants who made this training possible.
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