Mombasa is not only renowned for its rich cultural heritage, but also serves as a melting pot of Kenyan tribes drawn to the city for economic opportunities. As a port city, Mombasa's strategic location on the coast has historically made it a hub of trade and cultural exchange, welcoming visitors to its sandy beaches and providing access to the picturesque South and North Coasts.

Mombasa's warm climate and diverse culinary offerings, including delectable Swahili dishes, attract tourists year-round. However, beneath its tourist façade lies a complex social landscape characterized by ethnic diversity, economic disparities, and religious plurality. Mombasa's population comprises predominantly Muslim communities, reflecting the city's historical ties to Arab traders and Islamic culture.

Within this dynamic context, Rozina Junior School emerges as a beacon of inclusivity and academic excellence, transcending religious, racial, and community-based divides. Unlike many schools in Mombasa, which may be affiliated with specific faiths or tribes, Rozina embraces students from all backgrounds, fostering a multicultural environment where diversity is celebrated and embraced. By nurturing a global perspective among its students, Rozina equips them with the tools to navigate and transcend cultural boundaries, fostering empathy and understanding in the process.

One poignant example of Rozina's impact on peacebuilding is the story of Amina and Kamau, two students from different ethnic backgrounds. Amina, a member of the Swahili community, and Kamau, from the Kikuyu tribe, struggled to overcome deep-seated prejudices that had been passed down through generations. However, through participation in Rozina's conflict resolution and mediation programs, facilitated by dedicated staff members, Amina and Kamau were able to engage in open dialogue and empathy-building exercises. Over time, they developed a deep bond of friendship, transcending ethnic divides and serving as ambassadors of peace within the school community.

Central to Rozina's mission is its commitment to academic excellence and the values of a global citizen, distinct from the predominant Madrasa system found in Mombasa. Many of Rozina's students hail from the inner-city environment of Mombasa Island, where they may face challenges such as high school dropout rates, familial resistance to formal education, and exposure to drugs and crime. Through its rigorous academic curriculum and emphasis on positive values, Rozina empowers students to overcome these obstacles, instilling a sense of purpose and direction in their lives.

Integration of Conflict Resolution and Mediation Programs at Rozina Junior School is evident in various aspects of the school's ethos and operations. Firstly, the collaboration among internal stakeholders, such as the human resource department and curriculum implementation team, highlights a concerted effort to foster a harmonious and inclusive environment. These departments work in tandem to embed core values, represented by house systems like Jabali (Red - Strength/Supportive), Tabibu (Blue - Compassionate), Sultan (Yellow - Leadership, Pride, Self-worth, Self-esteem), and Mzalendo (Green - Love/Patriotism), into the educational experience. Each house system embodies specific traits such as strength, compassion, leadership, and patriotism, which serve as guiding principles promoting shared values among students and staff.

By fostering an environment where shared values are promoted, diverse perspectives are embraced, and conflicts are addressed constructively, the school sets a strong foundation for nurturing future generations equipped with essential skills for peaceful coexistence and positive social change.

In the heart of Mombasa's bustling urban landscape, Rozina Junior School stands as a sanctuary of hope for students in challenging, drug-centered communities. Ali and Fatima raised by their mother in a neighborhood plagued by drug abuse and crime, are an example of the students Rozina was set up to support.  .

Ali and Fatima's journey took a transformative turn when they enrolled at Rozina Junior School. Here, they found not only a nurturing academic environment but also a supportive community, dedicated to their success. Through Rozina's holistic approach to education, which integrates conflict resolution and peace negotiations into the curriculum, Ali and Fatima were given the tools to chart a new course for their futures.

As part of Rozina's conflict resolution programs, Ali and Fatima participated in counselling sessions and peer mediation exercises, where they learned to address the underlying issues fuelling their community's cycle of violence and addiction. Through open dialogue and empathy-building activities, they gained a deeper understanding of themselves and their surroundings, laying the groundwork for personal growth and healing.

Despite the odds stacked against them, Ali and Fatima persevered, emerging as shining examples of resilience and determination. With unwavering support from their teachers and peers, they not only excelled academically but also found the strength to resist the pull of drugs and crime.

Their hard work and dedication paid off when they completed their exams, earning admission to prestigious high schools—a feat once thought impossible given their circumstances. Today, Ali and Fatima serve as beacons of hope for their community, inspiring others to break free from the chains of addiction and pursue a brighter future.


“As a teacher at Rozina School, I am deeply inspired by our commitment to peacebuilding. Our multicultural environment fosters empathy, respect, and understanding among students from diverse backgrounds. Every lesson and every interaction have become an opportunity to promote harmony and unity. By instilling values of tolerance and cooperation, we equip our students with the tools they need to become peacemakers in their communities. At Rozina, we don't just educate; we cultivate a generation of changemakers dedicated to building a more peaceful world" - Mr. Simbiro (Manager).

Note - the names in the article are fictitious to protect the identity of the students