This paper describes the use of narrative practices in work with young people in an after-school academic support program in Tanzania. Through games, outsider witnessing, re-authoring conversations and the Tree of Life process, we brought to light skills and experiences that had previously been left unrecognised by the evaluation tools we had been using to track students’ progress. The Tree of Life in particular created space for our students to rediscover unique abilities and areas in which they shine. These had previously been hidden behind dominant stories about living in an orphanage or not meeting expectations at school. The use of narrative practices supported growth, development and healing for our students.

Key words: Tree of Life; school; truancy; youth; children; Tanzania; Africa; narrative practice.

Mrema, D. (2022). Using narrative practices to support academic development in an after-school program. International Journal of Narrative Therapy and Community Work, (4), 0–0. https://doi.org/10.4320/RQJF8949