How Child-Centered Education can Unlock Creativity, Emotional Growth in Uganda

Ugandan Parents and Experts Call for Flexible School Schedules and Positive Discipline in Early Childhood Education

As concerns grow over the pressures faced by young children in Uganda’s education system, parents, educators, and experts are urging schools to adopt more flexible schedules and child-centered teaching approaches.

Aisha Wansale, a mother of five, voices her frustrations over the early morning routines imposed on children. “The school vans pick up children very early, and by the time they arrive in class, they’re exhausted. This makes them hate school,” Wansale says . She advocates  for a more flexible schedule that allows children, especially younger ones, to sleep longer and avoid unnecessary stress.

Florence Komujuni, the mother of a five-year-old, echoes similar concerns, particularly about sending young children to boarding school. “Children below six years are not ready for boarding school. They can’t wash their clothes or take care of themselves,” she said, suggesting alternatives like nearby schools with reasonable start times and a pick-and-drop system.

Educational leaders also emphasize the negative impact of early routines and excessive academic pressures on young learners. Hassan Wasswa, head of education in Mutuba VI Kibuli Parish, notes that children burdened with early hours and excessive homework often disengage from learning. “Children who wake up early, stay at school late, and are burdened with too much homework end up dozing in class,” he explained, stressing the need for parents to be more involved in their children’s education.

Moses Mpanga, a clinical psychologist with Mind Nest Uganda, emphasize the importance of rest and play for children’s development. “Rest is crucial for a child’s development. If children are overburdened with early school hours and too much homework, it can stunt their cognitive and emotional growth,”If early childhood education means children going to school very early and returning home with a lot of homework, then it is dangerous for their growth. However, if it involves play, creativity, and rest, it supports the cognitive, physical, emotional, and psychological well-being of a child.” Mpanga says. He advocates for Early Childhood Development (ECD) systems that prioritize creativity and rest, rather than academic rigor alone .

He adds, “If ECD considers children’s natural talents—like swimming, soccer, drama, public speaking, and self-esteem—then it is acceptable. It balances the need for enough rest with appropriate learning.”

The importance of ECD is becoming increasingly recognized in Uganda, where early childhood is viewed as a critical period for shaping lifelong learning, health, and emotional well-being. However, children still face significant challenges, including violence and rigid teaching methods, which hinder their creativity and enthusiasm for learning.

A stable learning environment provides structure, routine, and safety, essential for survivors of violence. When the environment is physically and cognitively stimulating, it supports learning and development. Violence negatively impacts children’s confidence, creativity, and emotional regulation, making it difficult for them to relax and engage in imaginative thinking. Trauma from violence puts the brain into survival mode, impairing memory, concentration, and problem-solving skills.

Clinical Psychologist Vivian Olgah Kudda, from Minders Wellness and Psychological Centre, emphasizes that trauma can shrink the hippocampus, affecting learning and memory, while enlarging the amygdala, which increases anxiety. Children exposed to violence often display low self-esteem, withdrawal, and behavioral problems such as irritability. Trauma-informed education and play therapy are crucial in helping these children recover. Play, as their primary occupation, helps them express themselves, relax, and build social skills. Kudda  recommends creating safe environments, using relaxation techniques, mindfulness, and emotional regulation strategies to help children heal and learn effectively.

At Early Years Elementary School in Kibuli, Kampala, director Nalule Hajjara underscores the need for a holistic approach to ECD, one that nurtures all aspects of a child’s development—cognitive, emotional, social, and physical. “Children are like plants. If not properly nurtured, they wither,” Nalule says. She highlights her school’s focus on hands-on, imaginative learning, using natural materials like seeds and bottle tops to teach basic skills such as counting and pattern identification.

Naulule,  describes how some schools force children as young as three years old to copy from blackboards. “Their eyes are not developed for such activities, and their tiny fingers are not ready for this. Psychologically and emotionally, they are being tortured, and this makes them hate school,” she explains. Instead of fostering a love for learning, this practice creates fear and frustration in young minds.

At Nalule’s school, children are also encouraged to speak up. “This has helped eliminate fear from them and made them aware of their rights,” she adds. Such an approach builds confidence and ensures that children can participate actively in their education. Yet, across Uganda, many children face harsh conditions in school that hinder their development, making them unable to approach their teachers and speak up. A child who is groomed to speak up from childhood can avoid such challenges.

Discipline is another area of concern. Many schools in Uganda still rely on corporal punishment, which experts say has long-term negative impacts on children’s development. Summaya Kalanzi, a teacher at Early Years Elementary School, advocates for positive discipline methods. “Our community’s challenges stem from how children are disciplined in school.