When Neema Kerebi Nyachieo signed up for Strathmore University’s Service-Based Learning (SBL) programme, she expected to teach children how to read and write. She did not expect the experience to change the way she understood education, privilege and social responsibility.

The second-year Bachelor of Laws student joined the Hatua Ya Kwanza Initiative, a programme that supports literacy and numeracy in under-resourced schools in Nairobi’s informal settlements. What began as a community service attachment soon became one of the most transformative experiences of her university journey

“I love community service,” Neema says. “When I learnt that there were children struggling with basic literacy, I felt it was a noble cause and a meaningful way to spend my Service-Based Learning.”

Before entering the classroom, she underwent a week of training that equipped her with practical methods of teaching literacy. But she quickly discovered that no amount of preparation could fully prepare her for the realities she would encounter. “I expected a normal school environment, just with fewer teachers,” she recalls. “What I found was much more than that.”

Standing before her first class, Neema realised she was no longer simply a university student. She had become a teacher, responsible for helping children who struggled with skills many take for granted.

One learner, however, left a lasting impression. Although she remembers all fifteen children she taught, one stood out because of the determination they showed despite facing significant learning challenges. Watching the learners gradually recognise letters, remember words and read independently became one of the most rewarding parts of the experience. “I would make word cards for them,” she says. “One day I held up words we had learnt before, and they remembered them. Seeing that they could read those words gave me so much encouragement. It reminded me that what we were doing was making a difference.”

The journey was not without its fair share of challenges. Managing learners at different literacy levels within a single classroom demanded constant creativity. Timetable changes sometimes disrupted lessons, while teasing among learners occasionally affected their confidence. Rather than becoming discouraged, Neema adapted her teaching methods, reorganised activities and worked patiently to create a classroom where every learner felt safe to participate.

There were also days when exhaustion threatened to take over “but I had committed myself to the programme. More importantly, I knew the children, I understood their challenges, and I knew I could help them. That kept me going,” she adds.

As the weeks passed, Neema began to see more than academic progress. She discovered resilience in the children, not only in the classroom but also in their enthusiasm for sports, music and learning despite difficult circumstances.

The experience also challenged many of her own assumptions. “Growing up, I believed that if someone was in school, they were receiving the education they needed,” she says. “Meeting learners in upper primary who still struggled with basic literacy completely changed how I think about education.”

For Neema, the attachment revealed that educational inequality is often rooted in broader social challenges. “It made me realise how privileged many of us are,” she reflects. “With that privilege comes responsibility. If I have knowledge or skills that can help someone else, then I have a responsibility to share them.”

That sense of responsibility did not end when her Service-Based Learning attachment concluded.
Even after completing the programme, Neema continues returning to Kangemi every Saturday to tutor two learners who required additional support in literacy. For her, community service has become more than a university requirement; it has become a personal commitment. “It’s not always easy waking up early on a Saturday but seeing the children improve makes it worthwhile, ” she says.

Looking back, Neema believes she gained as much from the experience as the learners did. “We both learned but I think I learned more,” she says.

Working closely with children and their families gave her a deeper understanding of the structural barriers many communities face and challenged the common misconception that poverty results from a lack of hard work. “It helped me see the realities that keep people trapped in difficult circumstances,” she says. “You begin to understand that many families are working incredibly hard, but they are also facing challenges that are much bigger than themselves.”

When asked what message she hopes others will take from her story, her answer is simple: “Go and make an impact. Whatever your gift is—whether it’s teaching, music, sport, or something else—use it to help someone who cannot do it alone.”

For Neema, Hatua Ya Kwanza was never simply about teaching children to read. It became a lesson in empathy, service and the quiet power of showing up for others. In helping young learners discover their potential, she found a deeper understanding of her own purpose, and a reminder that sometimes, the greatest lessons are learned outside the classroom.

Article By Chrispinous Omondi