I completed my primary and secondary education in Kinshasa, where I had the privilege of attending a good school. Later, I continued my studies in the United States, earning both a bachelor’s and a master’s degree. This experience gave me two perspectives: in the DRC, education and community life were always described through a lens of lack, and even abroad, the narrative was about what we were missing and what others could bring to us. Rarely did anyone focus on what we already had and how those strengths could be used to overcome challenges.
When I returned to work in schools in poor communities, I saw the same mindset. Teachers and students listed what they lacked and what I could give, instead of recognizing the assets they already had. Yet, these same students were already engaging in community action — for example, filling sandbags to stop erosion — but still believed they “had nothing.” I realized the real problem was not the absence of resources, but the absence of recognition of existing strengths.
That is why I created BBC Chapter. It is a way to shift the paradigm in our schools: from poverty to possibility, from weakness to strength, from waiting for help to leading change. By using the Asset-Based Community Development (ABCD) approach in schools — which for many children serve as a community refuge — we awaken their awareness of what they already have, so they can build leadership, confidence, and the power to transform their communities.
In practice, BBC Chapter is implemented in schools in poor communities of Kinshasa. We begin by engaging teachers, parents, and school leaders to explain the program and secure their support. Selection is not based on grades; instead, we use a simple test to identify students who show leadership interest and community involvement, because they are most likely to sustain the Chapter after training.
The training runs for three days and combines knowledge, practice, and inspiration. Students are introduced to the Asset-Based Community Development (ABCD) approach, coached in leadership and emotional intelligence, and encouraged through positive reinforcement. We also invite local entrepreneurs and community leaders to share success stories, showing students that change is possible even with limited resources.
Each participant develops a personal or group action plan to address a concrete issue in their school or neighborhood. Examples include addressing erosion, organizing peer support, or leading small initiatives that mobilize community assets. Students then begin implementing their plans with support from teachers and our team.
Finally, graduates form ABCD Honor Societies—school clubs that mentor peers, extend the approach, and ensure sustainability. In this way, schools become hubs where students are not just learners but leaders and problem-solvers, equipped to transform their communities from within.
Although still at pilot stage, BBC Chapter is already producing noticeable effects in the two schools where it has been fully introduced and three others where it is starting. Teachers report that students are becoming more disciplined, motivated to improve their behavior and academic effort in order to qualify for the program in the next term. Students have initiated projects such as school cleanliness and maintenance, which increased their sense of belonging to the school.
At the beginning of each training, we also organize student elections to choose a president and representatives who form the BBC leadership committee in each school. At the end of training, a new election is held to evaluate and renew leadership. In schools where this tradition did not exist, the program has introduced an entirely new culture of student leadership and governance.
This combination of discipline, ownership, and democratic practice has sparked curiosity from other schools and interest from teachers and parents, creating the foundation for natural, organic spreading beyond the pilot schools.
At first, BBC Chapter was designed mainly for students. But during the pilot we saw that for the approach to truly succeed, teachers and parents also needed to be involved. We therefore expanded the program to include teacher training, giving them the same tools we share with students: positive reinforcement, a focus on strengths rather than weaknesses, and practical ways to integrate the ABCD approach into daily classroom practice. Teachers now see themselves not just as instructors, but as facilitators of a new culture of leadership.
We also added parent sessions, where we explain the principles of Asset-Based Community Development and how to encourage their children at home. This step has been crucial because it ensures that students hear the same message in school and at home — focusing on what they already have, not only on what they lack.
These modifications strengthened the program and created a shared language across students, teachers, and parents. The innovation is no longer just a student training; it is becoming a school-wide and family-supported movement, making the impact deeper and more sustainable.
To try BBC Chapter, start by choosing one or two motivated schools, ideally in underserved communities, and engage teachers and parents from the beginning. Students are not selected based on grades but through a simple process that identifies those with leadership interest and community involvement.
The foundation of the program is a three-day training where students learn the Asset-Based Community Development (ABCD) approach, practice leadership and emotional intelligence, and are inspired by success stories from local entrepreneurs. They also elect student leaders who form the first BBC committee in their school.
But the innovation does not stop there. The program extends over two school terms, with regular follow-up, coaching, and student-led clubs (ABCD Honor Societies). Teachers are trained to apply positive reinforcement and focus on strengths in the classroom, while parents attend sensitization sessions to use the same language at home.
This combination of training, ongoing presence in schools, teacher involvement, and parental engagement is what makes BBC Chapter effective and sustainable. Anyone who wants to try it only needs committed schools, supportive teachers, engaged parents, and facilitators ready to guide students and accompany them as they begin leading change in their communities.
