In Western Kenya, a transformative shift has occurred in how society views children’s roles in decision-making.  Historically, children’s opinions were often dismissed, underestimating their capacity to contribute meaningfully to societal development. 

 However, intervention schools in the region have actively sought learners’ input before project launches, challenging long-held perceptions.  

At Ochok Kadongo Primary School, this approach has led to significant changes. Children were empowered to identify their leaders, share valuable insights, and redesign participant lists to be more child-friendly, ensuring that all voices are heard and respected.  

Supported by ERIKS  Development Partner, both children and adults received comprehensive training on meaningful child participation. This education has fostered a collaborative environment where traditional assumptions are questioned, and children’s perspectives are valued.  

The impact of this initiative is evident in the establishment of child-led initiatives. Children now serve on school Boards of management, actively participating in governance and decision-making processes.  

  These consultations have normalized child participation, empowering learners, including those with disabilities, to advocate for their rights and play a pivotal role in shaping their educational environments.  

This shift not only enhances the educational experience but also fosters a generation of proactive individuals committed to driving positive change in their communities.