The Challenge
Inclusive practice and gender-responsive teaching rarely reach early years classrooms with the consistency needed to change outcomes for young learners.
My Role
Coordinated field implementation for a longitudinal study with The Action Foundation and the Ministry of Education — from the county inception meeting, to sensitizing 20 heads of institutions, to a four-day teacher sensitization (14–17 April 2026) reaching 98 teachers across 20 schools, to strengthening pre-service training at Maralal Teacher Training College.
Impact
Established baseline evidence across eight schools to inform long-term programming and policy, and strengthened collaboration between schools, county education teams, and disability-inclusion stakeholders.
The foundations of inclusion are laid long before policy reaches a classroom. They begin in the early years, where teachers, families, and communities decide whether every child will simply attend school or truly belong there.