Fieldwork spotlight – Teacher training workshops in Uganda
A workshop for teachers from Masese Seed School, Masese Co-Educational Primary School and Lakesite Primary School (Jinja, Uganda) was held on Saturday 29 and Sunday 30 March 2025.
The workshop brought together 18 teachers and school administrators from participating schools to share research findings and collectively reflect on classroom practices affecting young people’s wellbeing and learning.
The workshops were led by Dr Lillian Mbabzi, Robinah Kobuzare and Edmond Othieno.
Background
The primary objective was to disseminate key insights from the Communication and Creativity project research and to support teachers in addressing challenges identified by students during phase one of the study.
These challenges included corporal punishment, favouritism towards some learners, and the mocking or humiliation of pupils by teachers. Through participatory theatre and dialogue, the workshop aimed to create a safe space for honest discussion and reflection rather than blame.
Creative exercises
Across the two days, participants engaged in creative exercises designed to build trust, empathy and self‑awareness.
Games involving movement, trust and inclusion highlighted how learners depend on teachers for safety, guidance, and emotional support. These activities helped teachers reflect on power, authority, and the impact of their actions on children, particularly those who are vulnerable or struggling academically.
Role-play and drama
Teachers explored real classroom experiences through role‑play and drama.
Skits on corporal punishment, favouritism and ridicule revealed the emotional harm these practices can cause, including fear, exclusion, low self‑esteem, demotivation and school drop‑out.
Many participants reported discomfort when acting as learners and began to reconsider practices they had previously defended. Guided discussions and readings on violence against children further deepened understanding of both immediate and long‑term effects on learners.
Exercises and reflections
On the second day, participants focused on mocking and verbal abuse in classrooms.
Through comic‑drawing exercises, teachers expressed how humiliating language makes learners feel hopeless, embarrassed and unworthy, while also identifying supportive words that could encourage growth and confidence. Group reflections highlighted the importance of empathy, positive feedback, and recognising learners’ diverse challenges.
Perspectives and dialogue
School leaders joined the workshop to share perspectives and engage in dialogue with teachers.
While corporal punishment remained culturally entrenched for some, several participants acknowledged the need for change and committed to exploring alternative disciplinary approaches.
Schools proposed practical next steps, including strengthening guidance and counselling, improving communication with learners and parents, promoting positive reinforcement, and fostering respectful teacher‑student relationships.
Conclusion
Overall, the workshop marked an important step in shifting attitudes and building collective responsibility for creating safer, more inclusive learning environments.
Participants expressed interest in continued engagement, recognising that sustained dialogue and community involvement are essential for long‑term change.