Stories of Impact and Hope
Perspectives from Teachers at Petra School on the Rock
NAIROBI, Kenya - The slums are a unique, sometimes chaotic amalgamation of life, ranging from small market stalls selling fresh produce to the delightful sight of children racing through the streets, chasing after rolling tires and sharing laughter. Along narrow alleys, where sewage trickles, chickens, goats, and cows roam freely, often foraging amidst patches of vegetation strewn with litter. The slum landscape is undeniably dynamic, with its vast expanse resembling a complex maze of rusted tin roofs and meandering pathways. The air carries the heavy scent of burning refuse, accompanied by the lively sounds of conversations, as laundry sways overhead, hanging between structures that seem to defy the conventional laws of stability.
"The slum landscape is undeniably dynamic, with its vast expanse resembling a complex maze of rusted tin roofs and meandering pathways."
The environs surrounding Petra School on the Rock have long exemplified Kenya's societal hardships, where economic inequality casts a shadow over the lives of countless children. Nevertheless, against this daunting backdrop, Petra School has risen as a symbol of hope, faith, and resilience for these young souls.
While many perspectives and accounts have explored the harsh environments of the Nairobi Kenya slums and great stories of hope among these children, perhaps none are as compelling as those conveyed by the dedicated educators working directly with kids on the front lines.
This past year, Torchgrab Africa had the opportunity to sit down with multiple educators and staff from Petra School on the Rock. They shared their insights on the school's development and their personal journeys, as well as tales of divine transformation.
For numerous educators within and around the slum communities of Nairobi, child trauma, abuse and violence are unfortunately pervasive. Marked by malnutrition, challenging domestic circumstances, and frequently unsupportive family dynamics, many students find themselves grappling not only with educational challenges but also with broader struggles in life.
Teaching in such a demanding environment is far from a leisurely stroll in the park. For those who choose to educate in the slums, their role extends beyond the mere imparting of academic knowledge — it necessitates embodying compassion, empathy, love, and all the facets of the Fruits of the Spirit in their approach to teaching.
Samuel, Lead Teacher at Petra A, underscores the significance of this holistic approach:
"Over the years, interacting with learners has taught me that school must be more than a venue for learning, especially in our communities. Many children, particularly those we work with in the slums, have diverse needs stemming from trauma. And sometimes these needs are embarrassing, sometimes surprising, sometimes saddening. I pray daily to God for the strength and wisdom to help our pupils, not only as students but as children of God."
Teacher Samuel
Teacher Samuel
Hellen, Petra School on the Rock Founder, reflects on the formidable challenges in this environment:
“One day, three boys came to our school. These boys came from a family where there was a lot of domestic violence. The mother one day decided to pack up and move to Saudi Arabia, leaving the father with the three children. The father, left with the kids, was a drunkard men and did not take care of the children. All the time the children came to school without uniforms and without any learning materials. By the grace of God, these children came to Petra school, and as we learned of their circumstances, we were able to care for them, covering uniform expenses, school costs and school supplies."
"Petra School became these childrens’ father and mother."
Hellen Nguthiru
Hellen Nguthiru
While teaching at Petra School demands its share of challenges and hard work, God's divine transformation and steadfast love is unmistakable, manifesting in both the personal lives of teachers and the students.
Lucy, Lead Teacher at Petra C, shares her educational journey at Petra School on the Rock and as a mother:
"I am profoundly grateful for Petra School. Pastor Hellen, our director, has been my steadfast companion for so many years. We started in 2009 on the streets, our school held together by wooden boards and iron sheets. But, we have risen. We have solid stone buildings, and we've witnessed incredible growth since those early days. I have five children, four of them having attended Petra. My oldest son is now in college, and my daughter is thriving in grade 6 at Petra.”
Teacher Lucy
Teacher Lucy
Drawing inspiration from the teachings on prayer, Teacher Samuel highlights incredible growth in one of his students and Petra's collaborative approach to support him:
"Several years ago, a boy joined our school from the slums. Initially a street child, he struggled with the challenges of his harsh environment and faced difficulties entering school. Concerned for him, we recognized that the first step was to bring God into the situation, so we prayed for this boy, guiding him closer to God. Within no time, he began to excel, and by the time he reached grade 7, he stood among the top-performing students in his class. When he reached grade 8, he had become one of the top students in the school."
Petra Founder Hellen Nguthiru emphasizes Petra's distinctive calling as "more than just an educational institution but one of ministry." Torchgrab Africa Founder Claudia Porter characterizes these schools as beacons within their communities, dubbing them an "Ark" through which students can embark on a journey into Christ's love, hope, and education, paving a way out of poverty.
The vision for Petra aligns with the transformative message from Isaiah 58:9b-10: "If you do away with the yoke of oppression, with the pointing finger and malicious talk, and if you spend yourselves on behalf of the hungry and satisfy the needs of the oppressed, then your light will rise in the darkness, and your night will become like the noonday."
Teachers and staff at Petra wholeheartedly embrace this vision for the school, united in their commitment to impact children's lives and embody the principles of Isaiah 58:9-10. Teacher Lucy best articulates Petra's primary focus:
“At Petra, our primary focus is nurturing the spiritual growth of children. Many children lack exposure to church life due to family circumstances, where parents may not prioritize or are unable to bring their children to church. Many parents don’t have a grounded faith and thus their children struggle to find grounding. In order to cover bills, several parents of students are prostitutes, others are drunkards and because of that, they are unable to look after their children. But through Petra, we are able to transform the lives of these children through the teaching of the Gospel, showing them love, empathy, and compassion so they might not only grow up as Christians, but strong leaders.”
"In order to cover bills, several parents of students are prostitutes, others are drunkards and because of that, they are unable to look after their children."
“I love teaching. For me, teaching is more than a career, it is a calling to make a difference in the lives of others. Every morning, when I go to class, I feel like I’m home.”
In Matthew 28, Jesus commanded His disciples to "go and make disciples of all nations." This directive has found vibrant fulfillment through the collective efforts of Petra School on the Rock. Thousands of children have been able to hear God's Word and have chosen to take up the "torch of the gospel" in their nation. The growth and impact of Torchgrab Africa and Petra Schools stand as a testament to God's unwavering faithfulness and love for His sons and daughters.
Amidst this journey, it is the teachers themselves who emerge as the steadfast backbone of ministry within the slums. Their unwavering trust in God, deep compassion for their students, and fervent dedication to ministry shine luminously. Time and again, their commitment has been a driving force behind the growth and impact witnessed in these communities.
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