Celebrating young educators who are transforming RC classrooms

By Dr Margaret Nakhid-Chatoor, psychologist and educator, mncpsych17@gmail.com

In an era where bureaucracy often overshadows innovation, and where the voices of young professionals are too rarely uplifted, it is both refreshing and necessary to spotlight those who are quietly revolutionising education from within.

During a recent visit to Carapichaima RC Primary as part of practicum supervision for final-year university students, I was deeply moved by an unexpected encounter—three of my former students, now full-time teachers, have created vibrant, student-centred classrooms that reflect both pedagogical excellence and personal conviction.

These young educators, Renaldo Ramnanan, Sandra Maraj and Marissa Sennon, once learners in my own university classes, are now leading the charge in reimagining what primary education can look like.

Their classrooms are not merely spaces for instruction; they are dynamic environments where learners are empowered to explore, question, collaborate, and grow.

From flexible seating arrangements to interactive learning stations, their designs reflect a deep understanding of child development and a commitment to inclusive, responsive teaching.

What makes their achievement even more remarkable is the context in which it has unfolded. Navigating the constraints of traditional school systems and limited resources, these teachers have chosen to innovate—to build learning spaces that honour the dignity and potential of every child—often using their own time, creativity, and personal funds to do so.

This is not just a story of classroom design. It is a testament to the power of mentorship, resilience, and professional agency. It is a reminder that when young educators are trusted and supported, they can become catalysts for change. And it is a call to all of us—policymakers, university faculty, school leaders, and community members—to recognise and celebrate the good work being done by those who are too often overlooked.

As I travel around the country visiting schools, I have also seen the advances made in other religious schools and, in light of this, I would like to gently encourage the Catholic Education Board of Management to consider investing in the external presentation of their school buildings.

While the inside of these classrooms radiates care and creativity, the outside of some school compounds remains neglected—scruffy, unpainted, and uninviting. A well-maintained exterior not only reflects the pride we take in our institutions but also complements the transformative work happening within. It sends a message to students, parents, and the wider community that we value education in its fullest sense—both in substance and in appearance.

Let us also not wait for awards or headlines to validate the efforts of so many of our teachers. Let us speak their names, share their stories, and build systems that nurture their vision. Because in every student-centred classroom built against the odds, there is a teacher who believed that children deserve more—and acted on that belief with courage and care.

How impressive is it that these young teachers are creating student-centred classrooms despite the systemic hurdles that may exist in schools?

To truly sustain the momentum of these young educators, we must go beyond celebration and invest in structures that support their growth. The complex systems of rules, procedures, and administrative structures in organisations, especially large ones like school systems, can sometimes get in the way of fresh ideas and creative solutions.

Mentorship programmes and leadership training, those that foster inclusive, empathetic school cultures, are essential. When teachers feel seen, heard, and guided, they are more likely to thrive and remain in the profession.

Let us ensure that our schools are not only places of learning for children but also nurturing grounds for the educators who shape their futures.