The first time Charles saw John (not his real name) crying this one afternoon, he was shocked. John had been labelled tough by teachers and fellow learners. He was often found in cases of indiscipline and had already earned a reputation as a ‘troublemaker’.  To see the ‘tough’ boy of the school cry, he was intrigued.  This time, John’s reputation had mistakenly landed him in punishment for something he had no involvement in.

Teacher Charles, after a conversation with the boy, realized that beneath the label and the toughness was a child carrying something deeper that no one had stopped long enough to understand. The conversation that followed between them uncovered more than classroom indiscipline. Behind the constant punishment was a learner battling emotional distress, frustration, and a growing sense of disconnection from purpose. Like many boys around him, seeking help was a sign of weakness. Discipline was often framed as punishment, warning, and public reprimands that rarely addressed what was happening beneath the surface.

That afternoon would eventually inspire the Reform and Restore Foundation. A mentorship initiative focused on helping boys develop discipline and purpose through guidance, mentorship, emotional support, and, most importantly, a safe space for boys to become.

The initiative targets learners who come from challenging backgrounds, including homes affected by domestic violence, parental separation, and substance abuse. “Many of these learners struggle with emotional wounds, behavioral challenges, low self-esteem, and a lack of positive role models.” Says Teacher Charles, a Teach For Kenya Fellow serving at Township Muslim Primary School in Machakos County. “The program exists to restore hope, instill discipline, and nurture responsible young individuals, especially the boy child, by empowering them to grow into a man of character and purpose,” adds Teacher Charles.

The use of sport, particularly rugby, has played a powerful role in the mentoring approach. The sport provides structure, teamwork, discipline, and a physical outlet for energy and aggression. For many boys, it has been a firsthand teacher of discipline, respect for authority, perseverance, and a sense of personal responsibility. While John’s story reflects one learner’s journey, it also mirrors a broader national concern.

In the latest Gender Report on Education released by the Usawa Agenda, more boys than girls are missing out on school. Boys are accounting for the largest share of either dropping out of school or failing to enroll altogether. According to the report, the out-of-school rate stands at 5.1 % for boys compared to 4.3 % for girls.

Through structured mentorship, The Reform and Restore Foundation is addressing this challenge.  It is directly impacting over 100 boys from grades 4 to 9 by creating a safe space where boys can openly discuss mental health, emotional regulation, peer pressure, sex education, personal responsibility, and life choices. The conversations that take place in these spaces are practical and relatable, and help learners build confidence and self-worth.

For Charles, seeing John’s life turn around just because someone took the time to listen is motivation enough to keep going. John is not the only one. More boys have shown improvement. Fewer indiscipline cases, better performances, and increased levels of confidence. For these boys, it has been a journey of transformation to young people who will positively impact the society they live in.  When all is said and done, mentorship will go a long way in impacting the education of boys. The statistic of impact for Restore and Reform became real in the form of one crying learner.