Academic excellence has long been the measure of a successful school. Increasingly, however, educators are recognizing that achievement cannot be separated from wellbeing. Learners cannot thrive when they feel unsafe, and teachers cannot effectively support their students while experiencing burnout. Building healthier schools therefore begins with building healthier educators and stronger systems of care.

This reality was the driving force behind a vital Culture of Care training workshop held on 11th July 2026 at Nakuru Boys High School. Organized by Madam Felicina Ngugi, Head of Guidance and Counselling (G&C) at Nakuru High School, the session brought together 58 teachers from schools across Nakuru County, including Molo, Elburgon, Njoro, Narok, Maai Mahiu, Naivasha and Gilgil. Delivered under the Psychosocial Support (PSS) Pillar of Strathmore University’s eMsingi Programme, the workshop sought to address a critical yet often overlooked gap: equipping teachers to care for their own mental wellbeing, respond effectively to the psychosocial needs of learners, and build sustainable wellness and Guidance & Counselling structures that become part of a school’s culture.

“Healthy schools are built by healthy people,” remarked Nancy Wanjiru Karanja, a counselling psychologist and facilitator from eMsingi. Her message was grounded in a sobering reality. Across Kenya, teacher wellbeing is under increasing strain, with many educators experiencing burnout, emotional exhaustion and significant mental health challenges. Yet the profession continues to be shaped by the misconception that resilient teachers should simply cope in silence.

The training challenged that narrative head-on. Participants explored mental wellbeing not as the absence of struggle, but as the ability to recognize stress early, build resilience, maintain healthy boundaries and seek support when necessary. Through practical exercises, teachers learned the difference between preventative and curative mental health care, leaving with simple, sustainable practices they could incorporate into their daily lives to identify warning signs before reaching a breaking point. 

The conversation then shifted from caring for educators to understanding learners. Drawing on developmental psychology, the training demonstrated that behavior is often a form of communication rather than an act of defiance. Whether examining a child withdrawing because they feel incapable or an adolescent seeking validation online while struggling with identity, teachers were encouraged to replace the question, “What’s wrong with this learner?” with “What might this learner be experiencing?” Using the practical Notice, Connect, Support, Refer (NCSR) framework, participants strengthened their ability to identify concerns, initiate supportive conversations, maintain professional boundaries and make appropriate referrals when additional intervention was needed.

Perhaps the workshop’s most significant message was that meaningful care must be embedded within the systems that shape everyday school life. Through strategic planning activities, participants began designing Guidance and Counselling and wellness initiatives tailored to their own school contexts, ensuring that support structures would continue to serve learners and staff long after current leaders have moved on.

At the conclusion of the training, the educators were awarded certificates in recognition of their commitment to strengthening psychosocial support within their schools. They returned to their communities with practical tools, renewed purpose and a shared commitment to building school cultures where both educators and learners feel seen, supported and empowered to thrive.

-By Samantha Mumbi