Serah Yusuf, who was recently crowned winner of the Maltina Teacher of the Year 2025, is a force in the sector. As a passionate English Language educator, she has dedicated her life to empowering children in underserved communities. In this interview with IYABO LAWAL, Yusuf shares her inspiring journey, her vision for the future, and the driving force behind her remarkable achievements.

Congratulations on winning the 2025 Maltina Teacher of the Year. What was going through your mind when you heard the news?
HEARING my name, Serah Yusuf, announced as the Maltina Teacher of the Year 2025, was a moment that took my breath away. I felt an overwhelming sense of humility, gratitude, and affirmation. It was as though every early morning, every late night of preparation, every act of intentional teaching, and every effort to empower children in underserved communities had converged to speak for me.

This recognition reminds me that even from modest beginnings, teaching in slums and low-income schools, greatness can emerge. It affirms that passion, purpose, and relentless dedication can transform lives, one student at a time.

How do you plan to use this award to further your teaching career and impact your community?
This award is not just a personal honour; it is a platform for amplifying the voices of children in underserved communities. I plan to expand Voice from the Slum Initiative (VOISIN) and Confident Girls Healthy Choices, my two pet projects, to more schools and settlements across the Federal Capital Territory (FCT) and Kogi State, ensuring that learning extends beyond the classroom and becomes a tool of liberation.

Through these initiatives, I aim to empower children, especially girls, to overcome fear, trauma, and marginalisation, helping them to build confidence, resilience, and a vision for their future.

I also intend to strengthen teacher training programmes, advocate for better learning environments, and create sustainable interventions that transform education into a journey of empowerment and hope.

As an English Language educator, what inspired you to become a teacher, and what motivates you to continue in this profession?
Growing up in the slum, I struggled to find a voice in a world that often overlooks children like me. It was a teacher, Grace Alih, a passionate English educator, who saw potential where others saw limitations. She encouraged me to read, express myself, and dream beyond my circumstances.

Today, I strive to replicate her example, shaping young minds, nurturing confidence, and mentoring students to become articulate communicators. My motivation comes from seeing these children transform: from timid learners to public speakers, writers, and global change-makers.

VOISIN embodies this vision, showing that even the seemingly “lame” can walk and shine when given the proper guidance and opportunity.

What do you believe are the essential qualities of a good teacher, and how do you embody those qualities?
A good teacher must be intentional, empathetic, creative, adaptable, and committed. I embody these qualities by teaching with purpose, designing lessons that inspire and challenge, and prioritising the holistic growth of each child. Beyond academics, I focus on building character, confidence, and courage, ensuring every child from underserved communities knows that their story can become a global success.

How do you stay updated with the latest teaching methods and technologies to enhance your teaching?
I stay informed through workshops, online courses, conferences, and collaborations with fellow educators worldwide. I blend global best practices with innovative, low-cost strategies that work in slum and low-income contexts. By integrating technology, storytelling, and interactive methods, I ensure my students not only learn, but also thrive as confident communicators and future leaders.

You’ve implemented innovative student-development initiatives like VOISIN and Confident Girls Healthy Choices. Can you tell us more about these projects and their impact on your students?
Through VOISIN, I take teaching beyond the classroom into streets, slums, and settlements, turning learning into liberation and empowerment. I organise reading circles, public speaking sessions, storytelling, mentorship, and confidence-building activities to help children overcome fear, trauma, and low self-esteem.

To date, I have registered over 1,000 children, both within the school and outside, providing them with a platform to learn, express themselves, and realise their full potential.

I also personally support some indigent students, especially those with very pathetic life stories, by providing textbooks, school uniforms, and even paying school fees, ensuring they remain in school and continue their education without interruption.

Additionally, I conduct free, practical literacy training sessions every Saturday for all children enrolled in VOISIN, helping them improve their reading, writing, and comprehension skills in an engaging, hands-on manner.

Furthermore, I lead clean community campaigns, where my students and I contribute to the development and beautification of our neighbourhoods, instilling civic responsibility and pride in the community.

Through Confident Girls Healthy Choices, I equip girls with self-esteem, menstrual hygiene knowledge, etiquette, moral intelligence, and decision-making skills.

I guide them to remain confident, emotionally balanced, and academically focused, helping them grow into future leaders in their communities.

How do you approach teaching and learning in your classroom, and what strategies have you found most effective?
I employ project-based and learner-centred approaches to engage students as active participants in their own learning. In English classes, I integrate storytelling projects, public speaking workshops, and debates.

Notably, my students’ success in the Girls in Information and Telecommunication Technology (ICT) Debate and Quiz competition not only built their confidence and critical thinking, but also contributed to Sustainable Development Goal 5, which centres on gender equality.

I also employ practical initiatives, such as teaching vocabulary development through fish farming in our school ponds, which promotes hands-on learning, while addressing Sustainable Development Goal 2.

Zero Hunger, combined with mentorship and financial literacy training, enables students to apply their knowledge practically, develop essential life skills, and emerge as confident communicators and future leaders of global change.

As a teacher, what are some of the challenges you faced, and how were you able to overcome them?
The key challenges include limited resources and addressing the emotional needs of students. However, I have been able to overcome them by being creative, seeking community support, designing low-cost yet impactful strategies, and maintaining an unwavering personal commitment to every child’s development.

What does this award mean to you, and how do you think it will impact your teaching?
Teacher of the Year Competition is a validation of purpose and a reminder that the work I do matters. It strengthens my resolve to serve children in underserved communities, amplifies my voice as an advocate for quality education, and motivates me to dream bigger and implement programmes that transform lives.

What message would you like to convey to your students, colleagues, and the broader education community through this award?
One important message I would like to convey to my students is that they should not allow their background to limit their dreams. In the case of my colleagues, we are nation builders; let us continue with passion and integrity. For the education community, investing in teachers is investing in national transformation.iy