Our impact can be incredible – but don’t take our word for it – read the stories of those who have joined our movement.
Getting into teaching with Teach First has shown me what “educational inequality” actually and truly means. My pupils – children full of talent, creativity and desire to learn – have to constantly face obstacles and barriers that make their school and life paths a lot harder than their wealthier peers: if life was a Formula 1 race, my children would unfortunately start from the last positions, far behind those who were lucky enough to be born in affluent families and could start, on the contrary, from the pole positions.
I firmly believe that Education is a universal right and the only path to creating a better world. By making sure that everyone has access to high quality education we can equip future generations with the tools necessary to solve our biggest challenges and improve our society. Teach First provides amazing teacher training to very skilled, capable and motivated people, and then places them in schools most in need of support.Their model is simple but smart, filling two complementary needs:
I had been dreaming of becoming an English teacher since I was 6 years old. I remember I had so much fun in class and thought it was the best job in the world. Now I can finally say that thanks to Teach for Bulgaria my dream has come true.
I have been working as Teach First Germany fellow in Berlin since 2018. Before this experience, once my Ph.D in political Science was completed, I worked as freelancer for German media.
One morning a young man wakes up and realizes he will not be a basketball champion. He spent endless hours in the gym, training with the team, doing personal exercises and shooting sessions, and afternoons training with gym weights. Yet, what is missing is a little bit of talent, a couple of inches in height, or more luck. However, this awareness does not lead to despair because everything was worth it.
Three years ago, on a chilly autumn morning, J. is crying as he arrives at school. Despite the low temperatures he has not had time to wear a coat: his father has seven children to walk to school, J. simply had to hurry up. J. is only seven, and his hands are so cold they have turned blue. As he enters my classroom I notice his tears, and as soon as I’ve understood why they’re streaming down his cheeks, I wrap my hands around his to warm them up. The school routine begins around us, I have to take the register, but I only let go of J.’s hands when they’re warm enough.