The Quiet Girl No One Noticed Became a Leader

At the start of the Cohort 5 Safe Space sessions supported by the Jean Herskovits Foundation, Bilkisu was identified as one of the 23 girls participating across our 10 Safe Spaces in Kano.

Bilkisu started her journey with us as a quiet, often withdrawn participant. The seven year old rarely spoke, kept to herself, and did not actively engage with or play alongside other mentees. Even when she knew the correct answers during learning activities, she responded hesitantly and in a whisper.

As the sessions progressed, Bilkisu began to engage with her peers. It started slowly, she would answer questions with a little less prodding, gradually, she started to ask a question or two when she needed some guidance with school tasks.

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A significant turning point came when she participated in an energiser activity, joining in roll clap and wakokin gargajiya with the other mentees.  Although this may have appeared to be a small moment to anyone, this was a milestone for Bilkisu. It marked the beginning of a broader transformation in her behaviour, confidence, and engagement.

This progress was supported by the intentional efforts of her mentor, who created a safe, welcoming, and non-judgmental environment where mentees could express themselves freely without fear. Bilkisu was gently encouraged to participate, guided with patience and kindness.. The use of fun, interactive learning activities also played an important role in sustaining her interest and building her comfort within the group. In addition, assigning her the role of class monitor gave her a sense of responsibility and trust, which further strengthened her confidence.

Over time, Bilkisu became more active in the Safe Space. She began participating more confidently in class, answering questions willingly and engaging more with her peers. She now carries out her responsibilities a s class monitor effectively and has taken initiative in supporting the learning of other mentees by helping them revise lessons before sessions begin.

A particularly notable moment of progress was observed recently when participants were observing a break period at the Safe Space and Bilkisu took the initiative to lead her peers in a revision activity. She confidently called on them to blend sounds and count numbers, encouraged the class to clap for correct answers, and patiently supported those who found the tasks difficult. The moment highlighted not only her growing confidence, but also her emerging leadership, empathy, and increasing sense of responsibility within the learning environment.

Bilkisu herself speaks positively and enthusiastically about her experience in the Safe Space: 

“I loves safe space. I love my friends, and I love learning sounds. My favourite sound in Jolly Phonics is ‘a’ for ant. We always have fun when learning, and our mentors are very friendly. Before, I did not know what Jolly Phonics was, but now I have learned different sounds. I have even learned how to take my bath properly and stay neat. I love teaching my fellow mentees what I learn. I really love my Safe Space.”

This is why promoting and creating space for quality foundational education is at the heart of our work at Isa Wali Empowerment Initiative. The impact of the gatherings at our safe spaces extends beyond academic learning. It translates into greater self-confidence, social connection, personal hygiene awareness, and a desire to share knowledge with others.

Her mother has also observed significant improvements in Bilkisu’s learning and behaviour. She shared:

“I am so happy with the changes I have seen in my daughter. She has improved a lot in her learning and is now more focused on her studies. My neighbour is a teacher, so I personally take her to her house to continue building on what she learns in the Safe Space sessions, and her father has also been very supportive. Now, whenever I make a mistake while speaking, she corrects me. In fact, she even taught me how to pronounce ‘Safe Space’ because I was finding it difficult to say. My proudest moment is watching her teach her siblings. They are always happy to learn from her.”

Bilkisu’s story shows us the importance of creating safe, supportive learning environments for children who may initially appear withdrawn or hesitant. With patient mentoring, encouragement, and opportunities to take responsibility, she has grown from a child who barely spoke into one who now participates actively, supports her peers, and shows early signs of leadership. Her journey is a strong example of how holistic, child-centred interventions can build not only learning outcomes, but also confidence, agency, and social development.