Lydia grew up believing her education didn’t matter.

At home, the only words she heard from her father were harsh and discouraging—words that told her she wasn’t capable, that she wouldn’t achieve anything, that her future didn’t matter. Over time, Lydia began to believe him.

By the time she reached secondary school, Lydia had already decided she had nothing to offer. She withdrew from those around her, stayed quiet in class, and kept her head down—just trying to get through each day.

But something shifted when one of her teachers joined Youth First Rwanda.

The Impact of Student Emotional Wellbeing

Youth First Rwanda, a program led by Wellspring in partnership with WorldBeing, equips teachers to care not just for their students’ academic performance, but for their emotional wellbeing as well.

Through Youth First Rwanda, teachers learn how to create classrooms where students feel safe, supported, and seen. They’re trained to lead sessions on topics like self-worth, goal setting, emotional regulation, and positive relationships—equipping students with the tools they need to thrive both in school and beyond.

For Lydia, these lessons felt deeply personal.

Her teacher started making intentional efforts to build up each student, including Lydia. With every class, she worked to create an environment where students were encouraged to speak up, share, and believe in themselves.

And slowly, something began to shift in Lydia.

“I decided to grow into someone who will fight against domestic violence,” Lydia shares. “The way our teacher always encouraged us to work hard made me change my mindset and believe I can be a great person in life. I am valuable, and I am working hard so I can support my mother and show my father that I am capable.”

A New Way of Seeing Herself

With her teacher’s support, Lydia began to see herself differently—not as someone invisible, but as someone with purpose. Her quiet uncertainty turned into bold questions, focused effort, and a growing belief in her own future.

She started approaching her studies with determination, and her outlook on life began to change. She no longer saw herself as a bystander to the challenges around her. Instead, she felt called to respond.

Today, Lydia dreams of becoming a police officer. Her goal isn’t about authority—it’s about protection. She wants to make sure others are safe. She wants to be a voice for people who feel unheard, especially those, like her mother, who have experienced violence or hardship at home.

Why Supportive Classrooms Matter

Lydia’s transformation didn’t come from a single moment. It came from the consistent, quiet care of a teacher who chose to see her and who reminded her, day after day, that she mattered.

It’s a reminder that emotional wellbeing in schools matters just as much as academic performance. When students feel supported—when they know that someone sees them, believes in them, and is walking alongside them—they begin to rebuild their confidence.

They begin to hope again.

And from that hope comes something powerful: a sense of purpose, of courage, and of responsibility.

A Changemaker in the Making

Lydia no longer walks through the world believing her voice doesn’t matter.

Now, she sees herself as a changemaker—someone who can stand up for what’s right and protect others from the pain she once carried alone.

And all of that began with a teacher who chose to speak life into her story.

Her journey is a powerful example of how emotionally supportive classrooms don’t just improve education—they shape stronger communities for generations to come.