NVC Training with Teachers and Pupils in Turkana East
Published on June 20, 2025 by Barrack Ogada
Tusome Pamoja Initiative – Bridging Classrooms, Building Peace
Report by Stephen Maina | 16th–20th May 2025
Introduction
In a region where the scars of poverty, inter-communal conflict, and limited access to quality education run deep, the Tusome Pamoja Initiative brought a message of hope and transformation. From May 16 to 20, 2025, we conducted a Nonviolent Communication (NVC) training in Turkana East, engaging teachers and pupils from three local primary schools.
The goal was simple but powerful: equip educators and learners with tools for empathy, peaceful conflict transformation, and compassionate dialogue skills that are often absent in traditional learning but vital in trauma-affected and resource-strained communities. Over those five days, a quiet but profound revolution unfolded in how individuals relate to themselves and each other, both within and beyond the classroom walls.
Participants
The training brought together 17 teachers (11 males and six females) and 22 pupils (13 males and nine females). Several pupils had previously participated in earlier NVC sessions and returned, this time not just as learners, but as peer mentors. Their ability to confidently introduce NVC principles to new participants was a profoundly moving indicator of growth, retention, and personal ownership.
Training Flow
For Teachers:
- Day 1: Introduction to NVC and the foundational four-step process.
- Day 2: Deepening empathy practice, including real classroom scenarios and staffroom interactions.
For Pupils:
- Day 1: Overview of NVC, distinguishing observations from evaluations, and identifying feelings.
- Day 2: Exploring needs and requests through interactive games and the NVC dance floor model.
- Day 3: Empathy practice using peer-to-peer support circles and storytelling.
Highlights and Impact
- Transformative Leadership: Former participants emerged as youth leaders, mentoring new pupils with clarity and kindness, a testament to the long-term impact of earlier training.
- Teacher Buy-In: Educators expressed a genuine desire to incorporate NVC into classroom management, teacher-parent dialogue, and peer conflict resolution. One teacher remarked, “I wish we were taught this in teacher training college.”
- Institutional Support: The active participation of the Lokwii Primary School deputy head teacher in both tracks signals growing administrative support and potential for wider institutional integration.
- Empathy in Action: Role plays and real-life applications brought emotional resonance to the training, with one pupil sharing, “This helps me understand why I get angry and how not to shout or fight.”
Challenges
Despite the breakthroughs, the training was not without difficulties that underscore the urgency and necessity of structural support for such initiatives:
- Geographic and Economic Constraints: Long travel distances and insufficient transport support prevented several invited teachers from attending. This pointed to the need for residential models that offer immersion and accessibility.
- Digital Feedback Fatigue: While digital feedback tools offer efficiency, they proved draining for participants unfamiliar with or unaccustomed to extended screen use. Handwritten reflections worked better in this context.
Recommendations
To increase future impact and deepen the integration of NVC in Turkana East and beyond, we recommend:
- Adopting Residential Training Models: Hosting 3–5 day in-residence training for teachers would improve attendance, focus, and peer bonding.
- Rotating School Venues: Bringing training closer to learners in different schools would widen access and foster equity.
- Providing Feedback Flexibility: Offering participants a choice between digital or handwritten feedback honors diverse learning styles and accessibility needs.
Way Forward
The enthusiasm, leadership, and heartfelt engagement witnessed in this training affirm the deep hunger for emotional education and conflict transformation tools in Turkana’s classrooms. There is a growing demand for continuing training, especially during school breaks. We propose:
The enthusiasm, leadership, and heartfelt engagement witnessed in this training affirm the deep hunger for emotional education and conflict transformation tools in Turkana’s classrooms. There is a growing demand for continuing training, especially during school breaks. We propose:
- A 3–5 day residential training for teachers, hosted centrally within the sub-county.
- A series of 3-day pupil workshops will be conducted in rotation across participating schools.
We leave this phase with a renewed commitment to nurturing a culture of empathy, peace, and connection in Turkana’s learning spaces, one conversation, one classroom, and one courageous heart at a time.
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