By Kai Haesslein
From my very first week in Kenya, students became my guides.
I was there, ostensibly, to help them as a Peace Corps volunteer, but they were the helpers: They helped me find the local market, navigating narrow paths through their backyards and farms.
Mama mbogas, local women who sell fruits and vegetables, insisted I try fish, mangoes, and avocados, often refusing payment and smiling as if sharing food with a stranger was the most natural thing in the world. Neighbors invited me in for tea and snacks, eager to talk and welcome me into their daily routines.
At the school, teachers patiently explained the educational structure and expectations, helping me understand a system that was new and unfamiliar. Students taught me about classroom dynamics as well. From the first day as a class teacher, the equivalent of a homeroom teacher, my students showed me how respect is demonstrated, how participation works, and how curiosity thrives even in crowded classrooms.
Living and working here has also changed how I view things I once took for granted. Reliable electricity, accessible healthcare, and consistent education are privileges I now notice with greater gratitude. What struck me most, however, is how deeply students value education. They often beg for homework assignments, eager for more to do. For them, school is an escape from daily chores and struggles, but also a pathway to a better future. Education represents hope.
So I was surprised on the first day I brought a laptop into class. After all, computers present a real opportunity, one that can open doors to learning, creativity, and connection. At this school, only three out of 20 teachers can afford a personal laptop. I had spent an entire week preparing a physics lab for the class. As I walked to class that day, I could not wait to show my students the virtual lab I had meticulously planned, along with the additional resources available online at one’s fingertips. Yet not a single student volunteered to come up and use it. They feared the laptop; many had never seen or touched one before. For most of them, it was their first encounter with a computer.
I finally understood that I could make a difference to this community. That is why, during my second year, I hope to build a computer lab and provide learning opportunities for both students and teachers. In a school where three or four students often share a single textbook, access to online resources can dramatically improve the quality of education available. It is not just about machines; it is about access, confidence, and opportunity. As a member of Gen Z and a computer science major, I understand how powerful technology can be as a learning tool, especially in environments where other resources are limited. At the same time, I recognize the importance of teaching the responsible and purposeful use of technology.
While we are still in the process of building the computer lab, I am determined to repay this community for all the kindness and welcome it has shown me by helping provide its students with the academic opportunities they should have.
This community has shown me generosity, resilience, and gratitude. They have taught me that community is not just a concept; it is a way of life. These lessons will stay with me long after I leave.
Kai Haesslein is a 2020 graduate of Rye High School and a 2024 graduate of Hamilton College, where he earned a bachelor’s degree in physics and computer science. If the Peace Corps’ mission or his story has resonated with you, please consider contributing to his grant on the Peace Corps website. There, you can find more information about his project, as well as projects from other volunteers around the world who are having similar experiences.
