Chapter 1

YesWeAre – to build a New Generation
YesWeAre works to empower children and young people with strong values that inspire them to make positive choices, treat others with respect, and stand up for human rights – for themselves and for others.

We want young people to have the confidence and ability to speak up for their rights and the values they believe in, while showing respect for others.

We all have rights. But with rights also come responsibilities. If we want to build socially sustainable communities, societies, and nations, we all need to understand our responsibilities towards one another – and choose to act on them.

Thoughts – Acts – Behaviours – Character
A person’s character begins to take shape in the way they think.

That is why it is important to begin shaping a person’s character from a young age. If I learn to put my own interests first, my thinking can become shaped around the idea that I should be treated better than others, that I have rights that others do not have, and so on.

These thoughts influence the way I act, and our actions become our behaviours. Over time, this is what shapes a person’s character.

There are character traits that we should try to get rid of. At YesWeAre, we say that we should throw these negative character traits into the trash bin, because they bring others, and ourselves, down.

But there are also character traits worth striving for. These are the traits that lift others and ourselves up. They can help us grow together, support one another, and ultimately make it possible for us to reach for the stars together.

Integrity
A place where integrity prevails is a place where everyone, or at least most people, has understood that we are all affected by the way we treat one another.

Having integrity means that my values and positive character traits guide my behaviour both when others are watching and when no one is watching. Regardless of the situation, I choose to act according to my values. In such a place, there is no cheating, bullying, threatening or stealing. We treat one another with respect, even when we disagree. We are able to express and defend our opinions respectfully, and together we create a better environment by choosing to treat one another well.

The YesWeAre Youth Movement was launched in 2023. Kenya was the first country where YesWeAre began its work, and therefore most of our work to date has been carried out there.

YesWeAre is also currently in the planning phase of launching its work in Sweden and Ukraine.

Chapter 1 Statements – YesWeAre Introduction Course
The statements are below presented in boxes to tick. Read the options under each statement and click the one you think is correct. The box will then flip over to reveal whether your answer is CORRECT or INCORRECT.

Statement 1

Statement 2

Chapter 2

The Golden Rule

The Traffic Light

The Golden rule and the Traffic Light
The Golden Rule is presented in every YesWeAre lesson. The message, “Do to others what you want them to do to you,” is the foundation on which we build every scenario and every image in our educational material.

Through age-appropriate lessons, children and young people are presented with situations that help them understand how to apply the Golden Rule in their everyday lives.

The Traffic Light is a tool for developing self-awareness. When we pause and think before we act, our actions are usually better than when we react impulsively or in the heat of the moment.

Chapter 2 Statements – YesWeAre Introduction Course

Statement 3

Statement 4

Chapter 3

Statistics of Character traits in Kenya

Kenya faces significant challenges in school environments that affect children’s and young people’s social development and their ability to contribute to a democratic society.

Bullying is widespread in Kenyan schools and affects a large proportion of students in different contexts. The WHO Global School-based Student Health Survey indicates that approximately 50% of students regularly experience bullying, including physical, verbal and social bullying. Other studies show that as many as 80% of students report having been bullied at school.

Gender discrimination and violence are widespread in Kenya, and girls are particularly vulnerable to exploitation and harassment. Data from the Kenya National Bureau of Statistics (KNBS) and the Kenya Violence Against Children Survey show that more than 40% of girls report experiencing violence, which often affects their education and school attendance.

There are no national statistics specifically measuring discrimination in Kenyan schools. Available data nevertheless point to broader societal patterns, including gender norms that limit girls’ equal access to and safety within education, as well as discrimination among students based on ethnicity, religion or social background.

Although corporal punishment is prohibited by law, it still occurs on a daily basis in many schools. A leadership philosophy based on “leading through fear” is considerably more common than one based on “leading through love.” YesWeAre sees rapid positive changes in schools when teachers shift their leadership approach towards the latter.

YesWeAre has not found any national statistics on cheating in schools, but students report that it is widespread. Teachers also report high levels of cheating. This is largely linked to a school culture characterised by strong performance pressure, a lack of integrity, and a wider society in which corruption is widespread.

Corruption is widespread in Kenya, particularly in the public sector, public procurement, the police, politics and public administration. For many Kenyans, corruption is part of everyday life and is often perceived as normal behaviour.

YesWeAre believes that change must begin at the grassroots level of society. The goal is to help change the way children and young people think and act, which can in turn contribute to change throughout society.

Because children and young people spend a significant part of their lives in school, transforming school environments is therefore one of the most important investments in creating long-term social change in Kenya.

Here are statistics from Kenya. The rates may, of course, vary from one location to another. These statistics are based on national surveys.

Statistics of Character traits in Schools working with YesWeAre
In the beginning of 2026 a survey was done in Schools working with YesWeAre and in schools who were to start working with YesWeAre, but had not yet started. The survey reveals a consistent pattern: students in schools working with YesWeAre report more positive experiences and attitudes than students in schools where the program has not yet been introduced.

One of the most striking findings concerns students’ enjoyment of school. Among students in schools using YesWeAre, 77% reported that they always enjoy being in school. In schools where the program had not yet been implemented, the corresponding figure was 27%. This substantial difference suggests that schools working with YesWeAre may provide a more positive and engaging learning environment. The strongest differences are found in areas that are central to the YesWeAre approach: integrity, empathy, responsibility, reflection, and respectful relationships.

In June 2026 a Bachelor Thesis about the Impact of YesWeAre was published. The Thesis shows the same pattern as the survey. The following text is a part of the Thesis: ”Honesty is a central value within the concept of integrity. During the interviews, all participants reported that they had previously experienced recurring problems related to dishonesty among students, such as theft and cheating… Overall, the interview data clearly indicate that problems related to dishonesty had been common across the schools.” ” The participants reported that they perceived a decrease in incidents of theft and cheating and that students demonstrated greater honesty. Participant G described the case of a student who had stolen belongings from other students over a long period of time. The teacher explained that the student had repeatedly been subjected to corporal punishment as a consequence, yet the theft continued. According to Participant G, it was only after the YesWeAre lessons addressing the importance of telling the truth that a change was observed in the student’s behaviour. “Later, the boy came to me and admitted that he had taken many things in the past, but that he no longer wanted to continue” (Participant G). The teacher therefore perceived that the student had not only stopped stealing but had also developed the ability to acknowledge and admit to past wrongdoing.”

The surveys in schools working with YesWeAre are done next time in October 2026.

Chapter 3 Statements – YesWeAre Introduction Course

Statement 5

Statement 6

Chapter 4

In Schools:

Schools and Organisations are YesWeAre’s partner organisations
Schools and organisations can cooperate with YesWeAre. We always begin by meeting with the leaders of the institution. We have found that leaders need to be the vision bearers of this work for it to succeed and have a lasting impact within the institution.

YesWeAre aims to build a culture of integrity within schools and organisations, where all stakeholders work together to create a positive social environment. This includes teachers, other staff members, and school leadership. In the long term, it also includes parents.

YesWeAre does not introduce values that are different from those schools are already expected to teach. The values addressed in YesWeAre lessons are already part of the school curriculum and are required to be taught. YesWeAre supports teachers by providing ready-made lessons that help learners understand and internalise these values.

YesWeAre supports schools and organisations through training and by providing access to YesWeAre materials focused on integrity. This support includes training, access to materials (see costs later in this course), follow-up, and coaching.

Each implementing partner delivers at least one lesson (30–40 minutes) per week to each group of children and young people. In schools, this can be done with the whole class together or through clubs. Clubs can be organised in sports clubs, Scouts, Peace Clubs, Integrity Clubs, churches, and other settings.

Chapter 4 Statements – YesWeAre Introduction Course

Statement 7

Statement 8

Chapter 5

The YesWeAre Material

Age-appropriate material for 4-7 years old, 8-12 years old and 13-20 years old.

The YesWeAre material
The YesWeAre material is based on age-appropriate situations from the everyday lives of children and young people. The material is presented in three books that guide the facilitator through the lessons. The three books are in A3 format and are designed for different age groups: 4–7 years, 8–12 years, and Teenagers to Adults (from 13 years old).

Each lesson includes an image illustrating the situation presented in the lesson. During each YesWeAre lesson, children and young people are presented with a challenging situation that requires a solution. Together with the facilitator, they discuss and explore possible solutions to the problem. They then consider the possible consequences of different solutions.

In this way, learners practise Critical Thinking and Problem Solving while also developing Communication and Collaboration skills, which are core competencies in Kenya’s CBE. They learn to understand why some solutions can lead to positive change and create better opportunities than others.

Each lesson is fully prepared, and the facilitator simply follows the instructions provided. The lessons can be used in a variety of settings; in a classroom, on a football field, under a tree, or wherever the group can gather.

Example of lesson for 4-7 years old – TURNTAKING

What is the problem?
One child is on the swing, and another, older child also wants to use it. Neither child is happy because they are arguing over the swing.

How can the problem be solved?
The children are encouraged to come up with solutions to the problem. The goal is to find a solution that makes both children in the picture happy.

A common solution the children suggest is that one child swings and counts, for example five times back and forth. The other children form a queue, and after five swings, it is the next child’s turn.

What are the consequences of the suggested solution?
All the children get an opportunity to use the swing, and everyone can be happy. The queue makes it fair for everyone.

What can we learn from this lesson?
This is called turn-taking. When children practise turn-taking from an early age, they learn skills that they can carry with them throughout life. They learn to talk to each other and find solutions instead of fighting and shouting. They learn to share and use common resources fairly. They also learn that being the oldest, most educated, strongest, or fastest does not mean that you should always get what you want or receive preferential treatment.

This is an example of practising good character traits and anti-corruption at a level that is appropriate for children aged
4–7. It helps children develop an understanding of fairness, equal treatment, and how to resolve conflicts in a constructive way.

Example of lesson for 8-12 years old – HARD WORK REWARDS

What is the problem?
A boy does not want to do his assignment. He is lazy and finds the assignment difficult to complete. He asks his friend to do the assignment for him and offers to pay him with a package of biscuits.

The lesson is designed to help learners understand that this may seem like a way of “solving a problem”, but it will lead to more problems over time. The assignments will become more difficult, while the learner will not develop the knowledge and skills he needs.

How can the problem be solved?
The problem-solving process in the lesson is intended to help learners understand that it is wrong to pay someone to do an assignment for you, and that it is also wrong to do someone else’s assignment in exchange for payment.

The discussion focuses on how to ask for help and how to help others in appropriate ways, so that the learner who needs help receives the support they need to succeed.

What are the consequences of the suggested solution?
The lesson gives learners an opportunity to explore where a path of cheating and bribery can lead.No one wants a teacher, accountant, or doctor who does not know how to do their job because they received a fake education or earned qualifications through cheating.

Good solutions lead to good consequences. When learners do their own work and receive the help they need, they develop the knowledge and skills they are supposed to learn.

What can we learn from this lesson?
Our choices always lead to consequences, whether good or bad. Shortcuts are often not good solutions.

It is important to learn to make good choices early in life, because our choices help shape our future. When we build our lives on bad choices, we are ultimately deceiving ourselves, and this will not lead to good consequences in the long run. It is always true that Hard work rewards.

Example of lesson for 13 years and above – FROM FRUSTRATION TO SOLUTIONS

What is the problem?
The learners at a secondary school are disappointed and frustrated. The school administration has promised them a school trip, but one day before the trip, they cancel it. The learners start shouting at the teachers, some refuse to attend classes, and the situation quickly becomes chaotic.

How can the problem be solved?
In this lesson, learners are encouraged to ask themselves where disappointment and frustration that turn into chaos can lead. Is this really a good solution? Will it lead in a good direction?

The lesson provides a role model for how to deal with difficult situations. One of the girls in Form 3 takes the initiative to speak with the school administration. She asks some courageous classmates to accompany her. During the meeting, they discuss the problem and work together with the school administration to find a good solution. The administration then calls a meeting with all the learners. At the meeting, the administration apologises for the situation, explains what happened, and tells the learners that there will be a school trip a few weeks later.

What are the consequences of the suggested solution?
The lesson shows that we can feel frustrated, but responding with harsh words, fighting, or destroying things will not lead to good consequences.

Solutions that help us build a better school together, where we talk to each other instead of fighting, are the solutions that lead to good consequences.

What can we learn from this lesson?
Many young people are frustrated today. They are worried about their future. They study hard for many years, but they do not know whether their efforts will lead to good jobs or the future they hope for. This can understandably lead to frustration.

This lesson encourages us to ask ourselves: What is the best way to channel our frustration? Is it by throwing stones or starting fires? No, of course not. This kind of disrespectful behaviour only leads to negative consequences.

When young people understand that they can influence their future in respectful and constructive ways, they can become a positive force for change in their school. They can help build a better school for learners, teachers, and school leadership.

In time, they can also learn to be a positive force for change in society, to help build a country with a successful future where all people can live with dignity.

Chapter 5 Statements – YesWeAre Introduction Course

Statement 9

Statement 10

Chapter 6

To Partner with YesWeAre
YesWeAre partners with schools and organisations to build a culture of integrity, where leaders, teachers, staff, learners, and, in the long term, parents work together to create a positive social environment.

The values taught through YesWeAre are already part of the Kenyan Competency-Based Education (CBE) curriculum. YesWeAre provides ready-made lessons that help learners understand and internalise these values through practical situations and problem-solving.

YesWeAre does not provide financial aid or handle money. Our support consists of training, teaching materials, follow-up, and coaching. It is important that both partners have clear and realistic expectations of what YesWeAre can offer.

Learners as Positive Change-Makers
YesWeAre teaches children and young people to advocate for what is right in positive, respectful, and non-violent ways.

As learners develop their understanding of good and bad behaviour and character, they may begin to speak up when they see behaviour that goes against integrity. This may involve other learners, teachers, school leaders, staff, or parents. Schools and organisations should therefore be prepared for learners to raise issues that need to be addressed, for example, unfair treatment, bribery, or unsafe behaviour.

Leadership and Community
For YesWeAre to succeed, the leadership must understand and embrace the work as part of the school’s or organisation’s DNA.

The Director and YesWeAre Ambassador introduce YesWeAre to community leaders and explain the positive impact we aim to make in the community.

Practical Requirements
Each class or group takes part in one 30-minute YesWeAre lesson per week. The Director is responsible for ensuring that time is allocated for the lessons, and the Head Teacher prepares the timetable and shares it with the Director and YesWeAre Ambassador.

If YesWeAre is delivered through clubs, at least 30 minutes per week should still be allocated to YesWeAre activities.

Lessons may be conducted with more than one class or group in a workshop, but groups should not be too large.

Training
All staff members and the leadership are expected to participate in the first YesWeAre workshop. For a school or organisation to develop a strong Character of Integrity, everyone needs to be part of the transformation process.

In subsequent training sessions, teachers and facilitators learn how to conduct YesWeAre lessons.

YesWeAre is not a syllabus to be completed; it is an ongoing movement towards change, where everyone always has more to learn.

The Director and YesWeAre Ambassador agree on the training format. Examples include:

• Two Saturdays (or a holiday), 9:00 a.m.–2:00 p.m.
• Five afternoon sessions of two hours each, preferably on Fridays
• Two half-days or five two-hour workshops during a school holiday

Other arrangements may also be agreed upon.

Contact Person
Each school or organisation appoints a YesWeAre Contact Person who serves as the main contact for the YesWeAre Ambassador.

The Contact Person should:

1. Be committed to the YesWeAre work.
2. Understand and be passionate about the YWA concept and materials.
3. Be a strong team player.
4. Be accepted and respected by others.
5. Demonstrate integrity.
6. Have a good reputation.
7. Have strong and effective communication skills.

If possible, a Deputy Contact Person should also be appointed according to the same criteria.

Agreement and Starting the Work
The leadership decides whether the school or organisation wants to partner with YesWeAre. Once the decision has been made, the school or organisation signs a Memorandum of Understanding (MoU) with YesWeAre.

The Director then informs the staff about the partnership and agrees with the YesWeAre Ambassador on how the teacher training will be conducted. The training sessions are then planned and conducted.

Before the final training session, the timetable for the YesWeAre lessons is shared with the Ambassador.

If several groups use the same Teacher’s Guide, their lessons must be scheduled at different times or on different days. If the school wants several groups to conduct the lessons at the same time, it must purchase one Teacher’s Guide for each group.

Once the materials have been distributed, the YesWeAre work can begin.

Costs
When an MoU has been signed between YesWeAre and a partner organisation, the training of the organisation’s teachers and leaders is provided free of charge. The costs related to YesWeAre staff, such as travel expenses and allowances, are covered by YesWeAre.

An MoU is signed to ensure that the partner organisation is committed to achieving strong results through its work with YesWeAre. Our experience shows that schools and organisations that are committed to implementing YesWeAre can achieve significant results and bring about very positive changes in their school or organisation.YesWeAre is committed to training you, coaching you, and walking alongside you throughout the process, supporting you in achieving these results.

The costs associated with training sessions, such as venue hire, tea, lunch, and transport costs for employees, are covered by the partner organisation. These costs are not covered by YesWeAre.

Each partner organisation receives a discounted price for YesWeAre materials. Please see the price list for partnerorganisations below.

Follow-Up and Coaching
The appointed Contact Person leads the YesWeAre work within the school or organisation and remains the main contact for the Ambassador.

The weekly lessons are conducted according to the agreed schedule.

The YesWeAre Ambassador acts as coach and follows up several times each term and at the end of the school year. Follow-up includes visits to YesWeAre lessons and anonymous surveys among learners, young people, and staff.

New teachers are trained by the Contact Person or the Ambassador, and additional training is provided when needed.

Surveys and certificates
A survey is conducted when a school or organisation begins working with YesWeAre. Follow-up surveys are then conducted at the end of each school year. This enables us to measure progress within each school or organisation implementing YesWeAre, as well as track overall development across all participating schools and organisations.

YesWeAre awards certificates to schools and teachers who have made significant progress in their work with the YesWeAre programme.

Becoming a YesWeAre School or Organisation
After being actively and seriously involved in YesWeAre for at least two years, a school or organisation may apply to become a YesWeAre School or YesWeAre Organisation.

To qualify, the school or organisation must have relevant policies in place, actively follow them, demonstrate genuine transformation, and show a commitment to continuing this work with new members of the school or organisation.

A YesWeAre School or Organisation never stops working to build a Character of Integrity. This is ongoing, long-term work.

As a sign of recognition, a YesWeAre School or Organisation receives a flag and diploma, which may be used in its marketing and communication.

Chapter 6 Statements – YesWeAre Introduction Course

Statement 11

Statement 13

Elphas, Allan, Kevin, George, Maria, Terry and Asante.

Welcome to contact us!