What chance does learning really have when a child is hungry?
Abigail, a Standard 6 student, remembers what school used to feel like at Oldendereti Primary School: the long days, having little to eat, and she often didn’t have enough energy to focus. Some days, students went for hours without a proper meal. Usually, meals consisted mainly of maize and beans. While filling, this diet lacked important nutrients such as vitamin E, provitamin A, B vitamins, potassium, and iron, which are essential for students’ growth, energy, and academic performance.
By midday, it would show. Energy would drop. Concentration levels would fade.
As Abigail’s teacher, Mrs Jenniffer Shayo, explained, “Before, we had a tougher time teaching since students had a short attention span. You could find them dozing off long before mid- day.”
That was the reality they knew. Things began to change when Made with Hope and Ndoto in Action, with support from Mikuyu Tanzania, introduced a school feeding program at the school. The programme includes the establishment of a school garden and a reliable water system for irrigation, supported by 10 rainwater harvesting tanks of 5,000 litres each and a 400,000-litre pond. The garden produces fresh vegetables and fruit that are now included in daily meals, making it possible for the school to provide more consistent and nutritious food for students.
For Abigail, who transferred from a school without a feeding program, the difference was immediate and personal.
“We eat balanced food regularly now, and that has increased my appetite more. I feel stronger and more energetic.”
Having experienced both environments, she understands what has changed; not just in what is served, but in how it affects her day.
“When this garden started, I was very happy, and I love everything about it.”
Meals now include vegetables like African eggplants, spinach, kale, and fruits such as bananas, pawpaws, and avocados. While maize and beans are still part of the diet, the addition of fresh produce has made meals more balanced and more effective in supporting students’ health.
Fig 2-4: Vegetables grown at the garden
And this shift goes beyond the plate.
Abigail sees it in how she feels in class; she is more focused, engaged, and able to follow lessons without struggling to stay awake. With more consistent meals, coming to school is no longer something to push through; it’s something she shows up for, ready to learn. She has also found meaning in the garden itself. It’s not just a source of food, but a space where she is learning responsibility, care, and the value of effort.
Fig 5: Students learning in the garden
“I would urge my fellow students to use this as an opportunity to work harder in their studies.”
For Abigail, the programme has changed how she experiences school: from simply getting through the day to being fully part of it.
Fig 6: Abigail assisting in picking vegetables from the garden
“Coming to school feels different now. I am ready to learn, and I know I can achieve my dreams.”