He Rides 40 Minutes Every Morning for His Students: Meet Mohamed Nelly Koroma

For many teachers in Sierra Leone’s last-mile communities, getting to school is itself an act of commitment. 

Every morning, Mohamed Nelly Koroma gets ready for the school day, has breakfast when he can, gets on his motorbike, and begins a 40-minute ride to S.D.A Primary School in Masosingbi, where he serves as head teacher. 

By the time he arrives, the school day is already underway. 

“We have an assembly with the pupils. After the assembly, we go to our respective classrooms, and I prepare for teaching,” Koroma explained. 

In communities like Masosingbi, where schools can be remote and resources limited, teachers often have to do a lot with a little. 

Koroma on his way to school.

Teaching with Little Support

Koroma leads a school that was recently approved by Sierra Leone’s Ministry of Basic and Senior Secondary School Education (MBSSE). However, the school is yet to receive the government support that normally accompanies approval. 

That leaves the school and its teachers in a difficult position.

“We are not paid by the government. We are voluntary teachers. Some of us come to school without food and also return home without food.”

Because of these difficulties, teachers are often absent from school. 

“It is very difficult for us to keep teachers within the school. Sometimes they will just walk out without asking for permission and it will take about one or two weeks until they come back.”

When this happens, Koroma and the remaining staff have to improvise.

“We end up doing rotational classes. That means about two teachers will stay in the school helping teach the children. So, it is very difficult for us to run the school well,” Koroma said. 

Yet despite these challenges, Koroma continues to show up every day.

Koroma with some of his students.

Training that Impacts the Classroom

Koroma has participated in The Learning Foundation’s literacy teacher training programme, which is  supported through the Schools for Salone’s partnership. This training program is for primary school teachers specifically focusing on building literacy skills to help students in primary 1,2, and 3. He also completed a distance-learning program through MBSSE to strengthen his teaching qualifications. 

For him, professional development is not simply about earning a certificate. It is also about learning how to make the most of what he has in front of him. 

The Learning Foundation training has strengthened his skills in classroom management, lesson planning, and the preparation of teaching aids. “Even without complete materials, they also taught us how to improvise,” Koroma said. 

Koroma in the school office.

One of the approaches that has made a particular impression on him is play-based learning. 

“The playway activities that we get from the training, when we apply them, the children feel as if they belong. They feel a sense of belonging in the learning session.”

That sense of belonging really matters, especially to children. 

Improving learning in last-mile communities is not only about making sure that children are in school. It also involves ensuring that once they arrive in school, the teachers are equipped to help them learn. 

That is why Schools for Salone’s partnership with The Learning Foundation focuses on strengthening teachers through practical, ongoing professional development, rather than simply putting resources into classrooms. 

When Great Results Come Back

For all the difficulties Koroma faces, there is one thing that keeps him proud: watching his pupils succeed after they leave his school. 

One of his proudest moments comes when he meets other school leaders and hears recognition for the pupils who passed through S.D.A Primary School.

“After my pupils sat the National Primary School Examinations and proceeded to JSS level, they did extremely well.”

He shared with us the pride he felt when two secondary schools in Mabonto, schools attended by his former pupils, came first in their area.

“I feel so proud when my colleagues admire and applaud me for the good work I have been doing in my school thanks to the great performance of my old pupils.”

The same pride comes when his pupils compete in quizzes and other learning activities.

“When we have quiz competitions, my pupils participate and do very well. Even at the Literary and Debating Society (L&DS) event that we recently hosted, my school took the lead,” Koroma said with pride.

For Koroma, these achievements are proof that the work happening in small, last-mile schools can have a positive impact in the lives of the children. 

“Investing in Teachers is One of the Most Important Investments”

Koroma is quick to acknowledge the teachers who work alongside him. He knows what they give up to keep their classrooms open.

“If I have the opportunity to give thanks to my teachers, words are not enough, especially for the sacrifice they have made, coming to school without food and without salary as well,” Koroma said. 

His message to them is simple: keep going. 

“Let them continue to do the good work that they have done before. Let them not relent in doing the correct thing.”

And when asked about the importance of investing in teachers, Koroma does not hesitate. 

“I believe investing in teachers is one of the most important investments anyone can make to develop a child’s future. It supports learning outcomes, it helps teachers to engage in their daily work, and it helps students to perform well in their exit exams.”

Every morning, Koroma makes his 40-minute journey to Masosingbi. He arrives not because teaching is easy, but because his pupils are worth showing up for. 

Koroma with some of his students.

This October, Schools for Salone will bring supporters together in Seattle for It Takes A Teacher: an evening celebrating teachers like Mohamed Nelly Koroma and others working every day to expand what is possible for children in Sierra Leone. 

Join SfS in Seattle this October to celebrate by securing your early bird tickets.  If you are unable to attend in person, you can still support their mission of expanding teacher training and literacy resources across the country by making a donation to our campaign.

Koroma’s story reminds us that investing in education also means investing in the people who make learning possible. 

Come celebrate teachers like Koroma and help Schools for Salone continue investing in the people who show up for children, even when the road to school is long.