Education

By Adriana Banchs

With construction in La Ponsoñita in full swing, the air is filled with energy and excitement as community members anticipate the opportunities that lie ahead. Whether it’s the books in the soon-to-be library or the drinking water available just steps away from their classrooms, students are eager to share how this project will shape their daily lives and futures. Among those I had the privilege of speaking with were Oscar, a 4th-grade student, and his dedicated teacher, Geler.

From the moment I sat down virtually with Geler, it was clear how much love and togetherness permeates this rural, lush community. With over 20 years of experience as a primary school teacher, Geler reflected on his decision to trade teaching in his city for the long commute to La Ponsoñita. “I like it a lot more,” he said, as he painted a vivid picture of a tight-knit, supportive network of families and students. When he was hospitalized recently, Geler recounted how families visited him, bringing food and thoughtful offerings. It was a testament to the deep bonds he shares with the community—a place he clearly holds close to his heart.

While Geler spoke with immense gratitude for his school family, he also shed light on the significant challenges the community faces. As a teacher responsible for teaching 54 students from 1st to 6th grade, he balances an incredible workload. Teaching such a wide range of ages is demanding, especially when trying to meet the diverse academic needs of each student. The cramped conditions in the current school make this even more difficult.

Due to limited space, many students are taught outside, which becomes particularly problematic during Nicaragua’s rainy season. When rain forces the children inside, the small, overcrowded classroom makes it nearly impossible for them to focus. “Keeping all the students engaged becomes an issue, and the students get restless,” Geler explained.

He also shared insights into why students sometimes drop out, citing a lack of educational materials, long walks to school, and parents’ concerns about their children walking alone. One point that stood out was how quickly students’ backpacks and notebooks wear out, often damaged by the rain during their daily commutes.

Despite the current challenges, Geler remains hopeful and excited about the future for his students. He knows that the school will improve attendance, help the kids feel more welcome and comfortable in the space, and spark a greater love for learning in the community. “The community will have another vision for the future in both the children’s and parents’ lives” he told me. “The parents will see an environment that fosters learning,” referencing not only how the new school will satisfy functional necessity, but also boost morale throughout the community. 

One student who shares this optimism is 13-year-old Oscar. He eagerly agreed with his teacher about the positive changes ahead. Oscar described his typical day as a student at La Ponsoñita, which includes a 30-minute walk through the mountains—sometimes alone, other times with friends. He brings water from a creek close to his house and hopes it will last him the full day. If it doesn’t he has to wait until he gets home to quench his thirst. 

With dreams of his own, Oscar hopes to become an engineer, envisioning a future where he’s the one working on construction projects like the one transforming his community. Envisioning his school, Oscar is the most excited for the ample room, new books, and clean water. With all of these needs met, Oscar says it will be easier to pay attention at school and really dive into the lesson plans. Students will no longer be cramped, thirsty, and overwhelmed by the constant movement and noise. Oscar stated that the new school already looks beautiful, and he is proud to be a part of La Ponsoñita.

After hearing Geler and Oscar’s testimonies about being a part of this community, it is clear that La Ponsoña and its surrounding areas feel a sense of ownership and pride over the work that’s taking place throughout the region. They are not only looking forward to the completion of La Ponsoñita, but also to lasting change and growing opportunity in the lives of those around them, and those to come. 

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Transforming Rural Nicaragua with Project Schoolhouse

Hi y’all! I’m Sara, and I have the privilege of serving as the organization’s President of the Board of Directors. I’ve been a longtime supporter of Project Schoolhouse, and formally joined as a board member in 2019.  I had the chance to visit rural Nicaragua for the first time in September, and wanted to share my perspective from the recent trip!

Stepping off the plane, I was greeted with warm smiles and open arms by the passionate members of Project Schoolhouse’s Nicaragua team and our Austin-based Executive Director. The team’s dedication to the cause was palpable, and it was clear from the outset that this was a group of individuals committed to making a tangible difference in the lives of those they served.

Over the course of our trip, we visited about ten pipeline communities in the Rio Blanco region, each with its own unique story and set of challenges. These were places where clean water, proper sanitation, and quality education were not just luxuries, but pressing necessities for survival and prosperity.

We ventured from the town of Rio Blanco by truck to each of the rural communities over the course of three days. This included an overnight stay in Bilami, where a family of an active project graciously housed and fed our 6 person travel team on their large “finca” (farm, in Spanish). 

In these communities, I had the privilege of meeting families who had spent generations without access to clean water, relying on contaminated sources that jeopardized their health and well-being. The children’s bright eyes and hopeful smiles, juxtaposed against the backdrop of their dilapidated schools, served as a powerful reminder of the urgent need for change.

In each of the communities, our team arrived with the promise to listen to voiced needs from the group of community representatives. Each representative’s pitch was individual, and they spoke of daily challenges unique to their local best-alternatives to clean water. While each conversation called out the challenges of the school and water infrastructure specific to that location, the themes and underlying root causes were 100% consistent: lack of access to clean water, sanitation systems, and suitable learning environments for the community’s children.

Over three intense days, our team navigated through the rugged terrain in off-road vehicles, weaving our way through the breathtaking landscapes. We were met with open arms and warm hearts, welcomed by a community united in their desire for a better future. In the faces of the thousands we met, we saw hope, and we understood the weight of the challenges they faced.

Project Schoolhouse, driven by a vision of empowerment and sustainable development, has already made significant strides in similar communities since it was first founded 16 years ago. In this trip I was able to witness that when the Nica team first meets with community leaders, team members such as Maria Inés (Project Coordinator), Manuel (Construction Manager), and Norma (Programs Coordinator), they take the time to accurately set expectations about what’s required of the beneficiaries. For example, while Project Schoolhouse brings the project management, materials, and construction expertise, the labor is donated by the community members. And in order for projects to be successful, community leaders are responsible for standing up a board to lead their neighbors through each step of the journey, and post-delivery. We have found that this level of ownership is critical to a successful project, and ensures the right level of knowledge and ownership of schools and water system maintenance long term. 

Through this work, the Project Schoolhouse team and many supporters have seen firsthand the impact of clean water systems, providing families with a newfound sense of security and health. Sanitation systems had been implemented, transforming lives by preventing waterborne diseases and improving overall quality of life.

The schools, once mere shells of educational institutions, are now vibrant centers of learning. Renovated classrooms, equipped with necessities such as watertight roofing, flooring, and access to potable water for children throughout the day, promised a brighter future for the children who would one day lead these communities forward.

As our trip concluded, I couldn’t help but feel a renewed sense of purpose and determination. The annual fundraiser, Cien Amigos which translates to “100 Friends” in Spanish, loomed on the horizon, and I knew that the success of this event would be instrumental in continuing the momentum we had built.

In 2024, Project Schoolhouse aims to fund 2-3 projects that will further transform the lives of communities in rural Nicaragua. These projects will not only provide the basic necessities of clean water, sanitation, and education, but they will also pave the way for sustainable growth and self-reliance.

My journey with Project Schoolhouse in rural Nicaragua was a testament to the boundless potential of human compassion and dedication. Through concerted efforts and unwavering belief in the possibility of change, we can create a world where every individual has access to the most fundamental human rights: clean water, sanitation, and quality education.

As the date of Cien Amigos approaches, I invite you to join us in this noble endeavor. Together, we can be the driving force behind transformation, ensuring that more communities in Nicaragua and beyond have the opportunity to thrive.

For more details, go to the Cien Amigos Event Page!

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