How can educators recognise and build on the strengths children gain from adversity? What happens when teachers shift from seeing deficits to seeing potential? How are children changing their own narratives with the support of educators?

In this episode, Nina explores children’s resilience and the strength they gain from living in difficult circumstances.

Nina first speaks with Gabriele Paone, a researcher in Oxford in the UK who studies how children in high-stress environments in different parts of the world develop strengths that are often overlooked. Gabriele focuses not on what students lack, instead recognising how they adapt, cope, and grow in the face of adversity. “Shifting from a deficit perspective to an adaptive one encourages educators to see potential strengths in differences”, Gabriele says.

Nina then speaks with Murimi Nyaga, known as Turi, a teacher and Teach For Kenya fellow working in Machakos, Kenya. Turi teaches in a rural community where students face family hardships, poverty, and emotional challenges. Despite this, he has seen students thrive when given support and creative outlets. Through projects like arts and music, children are building confidence and discovering hidden talents. “The learners that have been engaged in the project have gained esteem”, Turi says. “They're able to take up responsibilities. They're able to take up leadership in the school.”

Finally, Nina talks with Gilson Penha, a teacher and coordinator in Rio de Janeiro, Brazil. Gilson works in schools that serve neighbourhoods impacted by inequality and violence. Gilson developed a story with Turi’s students about a young warrior who uses a magical spear to free his people from oppression. This story helped his students see themselves as protagonists of a story of change. “I really believe that education can change the social context within our neighborhood, within our community”, says Gilson.

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Guests

Gabriele Paone: Website

Murimi Nyaga (Turi): LinkedIn

Gilson Penha: Instagram

How can teachers support students in emergencies or difficult contexts? In this bonus episode, Nina hears advice for teaching in challenging conditions from four educators.

First Nina meets Diana Suárez, a teacher in Colombia and an expert in multilingualism and multiculturalism. Diana says that safe play spaces let children reconnect, express themselves, and feel joy again.

Next, Nina speaks to Gilson Penha, who teaches in a public school in Rio de Janeiro, Brazil. Gilson believes in building a welcoming school environment to support community involvement and hands-on, real-life activities that keep students motivated.

Murimi Nyaga, known as Turi, is a middle school teacher from Machakos, Kenya. He tells Nina about connecting students with nature through school gardens and conservation projects. These experiences help students develop a sense of belonging and purpose, even if they struggle academically or face difficult home lives.

Finally, Nina meets Antonio Castillo, a recent graduate from Spain, who works in afterschool programs for youth at risk of dropping out. He builds trust through authenticity and humility. By letting his students teach him first, he is able to truly connect.

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Guests and resources

Diana M. Suárez: LinkedIn

Gilson Penha: Instagram

Murimi Nyaga (Turi): LinkedIn

Antonio Castillo

Teachers Without Borders: website

What makes leadership and innovation critical in education during emergencies? How do local educators overcome challenges with limited resources? How can communities and technology help sustain learning in crisis contexts?

In this episode, Nina first speaks to Katy Noble, Head of Education in Emergencies at Teach For All, based in Palestine. Katy shares insights from 15 years working with crisis-affected communities, reflecting on how leadership in emergencies requires both adaptability and care. She believes in distributed, human-centered leadership. Katy says: “We need to question long held sector norms, like the obsession of focusing on access to education over quality learning outcomes, or this laser focus on student wellbeing at the expense of teacher wellbeing.”

Nina also hears from Atukunda Samuel, Head Teacher of Navikale Refugee Settlement Secondary School in Uganda. Samuel tells Nina about the daily realities of leading a school under extreme pressure, including limited resources, overcrowded classrooms, and the emotional toll on both students and teachers. He also talks about the strength of the community: “The entire community plays a role. The school principals look for ways to recruit additional teachers amongst the internally displaced populations.”

Join the Teachers' Voices WhatsApp group and read the community guidelines.

Guests and resources

Katy Noble: LinkedIn
Teach For All video: Education in Emergencies: Connecting across borders

Atukunda Samuel: LinkedIn