By Sylvia Brade | Chief Happiness Officer, Village Impact
A Ripple That Began in an Empty Field
Seventeen years ago, Amy and Stu McLaren stood in an open field in rural Kenya. There were no desks, no walls, no sound of children learning, just open land and a question bigger than the moment:
If a child could walk into a safe place to learn, what might change?
A foundation was poured. Walls rose. A roof went on.
Children stepped through a doorway that had not existed the year before, sat down, and learning began.
That first yes did not stay in that one place. It rippled.
Through mothers longing for their children to read with confidence.
Through teachers seeking consistency.
Through principals shaping culture.
Through local leaders advocating for investment.
And through people far from that original field—you—who carried the ripple forward.
Because when you said yes to helping kids in Kenya, the story expanded.
Into 16 functioning public schools.
Into classrooms full at 6:30 in the morning.
Into parents returning and staying engaged.
Into leadership teams raising expectations.
Into counselling support when students needed someone to listen.
Into access to technology and skills that open futures.
This year, more than 6,000 learners took their place in schools that once lived only in imagination.
Enrollment is growing. Leadership is stronger. Parents are engaged. Students are more confident. Government partners are reinforcing what exists.
Classrooms are no longer temporary—they are spaces of belonging and progress.
What began years ago is not finished. It is deepening and reaching farther than that first field ever promised.
As you read the progress in this report, you will see your ripple reflected in every school and every child stepping forward.
The ripple moves through you. Thank you for being the heart that keeps this mission growing.
01 | WHAT HAPPENS WHEN A COMMUNITY REFUSES TO GIVE UP: OPENING OUR 16TH PARTNER SCHOOL
At Amani Primary, families had already done everything they could. Parents sacrificed to build temporary classrooms from wood and iron sheets so their children could learn. But overcrowding, exposure to the elements, and aging structures made teaching and learning increasingly difficult.
This year, that effort was met with shared commitment. Amani Primary was fully reconstructed, transforming fragile spaces into eight permanent classrooms, two early childhood education classrooms, a teachers’ lounge, and washrooms for teachers, girls, and boys, all designed for learning with dignity and focus. The rebuild eased pressure on nearby schools and created a stable place for children to learn close to home.
We marked the opening alongside a group of supporters who had each contributed to the project. Over three days, we camped at the school, met parents, local leaders, and students, and helped put the final touches on classrooms before celebrating together as a community.
Amani represents more than new buildings. It reflects trust, resilience, and partnership. Parents kept believing. Teachers stepped forward. Leadership took root. And a school once held together by determination now anchors learning for over 600 students.
This is what the ripple looks like when it meets real need.
Not just growth within schools, but the strengthening of what communities have already begun.
02 | COMMUNITY: WHEN LEADERSHIP STARTED, PARTNERSHIP FOLLOWED
At Shalom Primary, a young and determined 25-year-old headteacher stepped into a school searching for direction and began rebuilding from the inside out. Classrooms found their rhythm again, parents re-engaged in record numbers, attendance rose, and a school once marked by uncertainty began to move with purpose.
At Sinendet Primary, a mid-year leadership change restored order almost immediately. Teachers were back in class, boards of management reawakened, and parents re-engaged with renewed trust.
At Baraka Shalom Primary and Ngeya Girls High, experienced leaders were placed with intention to protect and strengthen cultures already taking root.
Leadership changes are never just administrative. They shape the spirit of a school, the confidence of its community, and the quality of education every child receives.
03 | FAMILIES EXPRESSED BELIEF WITH THEIR DECISIONS
When parents believe learning is real, they send their children.
This year:
• Baraka Shalom Primary reached enrollment of nearly 450
• Saramek Primary stabilized above 420 learners
• Amani Primary Njoro grew from 446 students to nearly 800
Enrollment is the clearest indicator of community trust. Parents do not bring their children into uncertainty. They bring them where they see a future.
04 | GROWTH ACROSS SCHOOLS, NOT JUST WITHIN THEM
Across our school network this year, progress didn’t appear in isolated moments. It unfolded as communities stepped forward.
At Kimugul Primary, Amani Kuresoi, Saramek, Safina Haji Primary, and San Marco Primary, new Grade 9 classrooms rose through Ministry of Education support, allowing students to continue learning close to home. Springs High tiled four classrooms, and Safina Haji Primary brought electricity into its spaces and built a permanent kitchen.
At Kimugul Mauche Primary, a new cellular transmitter began generating $1,500 a year, funding digital access, tiling, and meals. San Marco High expanded computer learning, and Bright Hope High invested in sanitation for its growing student body.
This is what community ownership looks like—schools improving from within, momentum building without waiting for outside rescue.
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“When we started computer lessons, I could not use the mouse well, and I was typing very slowly. My teacher told me to keep practicing. Now I can type my name and write sentences on the computer. I even made a small picture that moves. I like to come early so I can finish it before class. And the games! I didn’t know I could do that before. Now I feel like I can be good at computers when I grow up.”05 | COUNSELLING CREATED STABILITY WHEN LIFE SPILLED INTO LEARNING
Our counselling team supported both primary and high schools through ongoing and on-call services, providing guidance where students struggled with:
• Neglect, abuse, and addiction
• Grief and loss
• Early pregnancy
• Peer conflict and relationship strain
• Academic challenges and chronic absenteeism
• Low confidence, fear, and anxiety
These are just some of the realities many learners carry into the classroom. And our counsellors listened, guided, and helped students rebuild safety and confidence, working with teachers and caregivers to reinforce support.
When help is present, behaviour shifts, attendance stabilizes, and learning becomes possible.
06 | RESUABLE PAD PROGRAM KEEPS GIRLS IN SCHOOL
Our pad distribution program continued to remove one of the most preventable barriers to girls’ education, at scale. This year, over 1,000 reusable pad and hygiene kits were distributed to all high school–aged girls across our network, alongside practical use training and menstrual health education. Each kit is designed to last a minimum of three years, and up to five years with proper care, dramatically reducing missed school days and restoring confidence in the classroom. At the same time, boys participated in guided “boy talk” sessions focused on respect, shared responsibility, and cultural pressures boys face, helping reduce stigma and strengthen school culture.
In 2026, Phase Two of the program will ensure we reach all girls of menstruating age, extending this impact even further.
LOOKING AHEAD: WHERE THE RIPPLE GOES NEXT
As we have journied alongside communities, one truth continues to rise to the surface: the earliest years matter most.
Across our network, older learners are now studying in permanent, purpose-built classrooms. Yet many of our youngest children are still beginning their education in temporary spaces never designed for early learning. This is where the next chapter of the ripple begins.
In the year ahead, we are aiming to build eight Early Childhood Development classrooms across our partner schools. These spaces will give young learners a safe, bright, and structured place to explore, play, and grow during the years that shape everything that follows.
Each classroom represents more than a building. It is a strong first step, a sense of belonging, and a foundation for lifelong learning. As you’ve seen throughout this report, progress happens when communities and partners move forward together.
The ripple you helped start continues—and its next reach begins with our youngest learners. Stay tuned for updates in the coming months! And, if you feel moved to continue the ripple, we invite you to further your support for the construction of these Early Childhood Development classrooms in the way that feels right to you. Every contribution helps give our youngest learners the strong beginning they deserve.
Thank you for being part of the ripple. Because of you, learning continues, communities grow stronger, and futures take shape.
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