Raising Children to be Purposeful Individuals NOW!

Around February 2025, my friend Linda, the founder of LinHeart Foundation, reached out to me with a special request. She had been away from the country for some time, and during her absence, an organization called 3D Circle, a Girls in Tech training program focused on robotics and STEM for young girls, approached her for a collaboration. They were planning a program for basic school girls that combined skills training, empowerment talks, and a sanitary pad distribution initiative led by LinHeart Foundation.

Linda, feeling strongly that this was something I could contribute to, personally asked me to step in as the keynote speaker on her behalf. At that time, I was not in Accra; I was in the Eastern Region on a month-long field assignment. Accepting meant pausing my work, travelling back to Accra, and then returning to the field. It was inconvenient, to say the least, but something in me said this was necessary. So, I said yes. The program itself was free and targeted at young girls, and distributing sanitary pads was the easiest part. The real challenge was choosing what to say.

Growing up, many of us can relate to the conversations the grown-ups always had with us as children. Beyond household chores, much of our time was spent studying. Our parents worked hard, and we were often told that how well we studied would determine who we became. “Study hard so you can become a lawyer, a doctor, an engineer” were messages we heard everywhere. There is nothing wrong with encouraging hard work, but there is a side effect. When children do not become exactly what they were told to be, it can make them feel less capable or as if they have settled for spaces they did not choose.

The bigger point I want to highlight is that children are often robbed of the understanding that who they are right now matters. Their present selves already have a purpose, and they can contribute meaningfully today. Developmental psychology shows that early childhood is not just preparation for the future. According to Erik Erikson, each stage of development presents key challenges, such as learning initiative rather than guilt, industry rather than inferiority, and identity rather than confusion. When children are constantly told to wait until adulthood to matter, they risk developing passivity, fear of failure, and dependence on external validation. Similarly, Jean Piaget reminds us that children actively construct knowledge from their experiences, making early engagement and meaningful contribution vital to cognitive and emotional growth.

I have always been inspired by Marsai Martin, a young actress and producer whose life shows how a child can have a significant impact and be deeply in tune with their purpose. Her story inspired me to talk with young girls about the power they hold now, rather than waiting until they grow up to become something. Whatever opportunities, skills, or education they have today can be used to serve society and influence the world. The central message I shared with these children is this: who you are is not just about the future. It is who you are now. Education is meant to refine you, not define you. Every child has something valuable to contribute in the present, and harnessing that is how they can create real influence in their lives and communities.

Across continents, some young people discovered purpose long before profession. Marsai Martin was raised in a working-class family in the United States, and as a child, she noticed something missing from the stories told in Hollywood. At just 14, she pitched the idea for a film centred on young Black identity and became one of the youngest executive producers in history. Her achievement was not just cinematic. It was symbolic. She showed that young people can shape narratives, not only consume them. Malala Yousafzai grew up in Pakistan under restrictions on girls’ education, yet she spoke publicly about her right to learn while still a child. Her humble beginnings became a global platform, influencing international policy on education. Greta Thunberg, a quiet teenager from Sweden, began by protesting alone outside her parliament because she noticed adults ignoring environmental damage. Her single-child protest turned into a worldwide movement, demonstrating moral courage and the power of youth voice. Kelvin Doe, growing up in poverty in Sierra Leone, taught himself electronics by collecting scrap materials and building radios and small generators. His early curiosity turned scarcity into innovation. Gitanjali Rao noticed problems affecting children, from water contamination to cyberbullying, and used science to design solutions. Zuriel Oduwole, with an early interest in storytelling and current affairs, became a child journalist and later spoke to global leaders about girls’ education. What unites these young people is not fame or recognition. It is early self-awareness and a sense of service to others.

In Ghana, we often celebrate children through talent shows, singing competitions, or acting platforms. These are valuable, but they are not enough. I remember when I was in junior high during Ghana at 50. Our school organized a visit to a nearby community called Nkontrodo. We went not to perform but to serve. We cleaned the community and later created presentations on national identity. My father even drew a portrait of Dr Kwame Nkrumah for me to use. That experience taught me something lasting. Who I was at that age could already be useful to society. Schools and communities can intentionally identify real problems, engage children in solving them, teach teamwork through service, connect learning to lived reality, and build values through action. These are not extracurricular activities. They are identity-forming experiences.

The goal is not early specialization. It is about raising confident children who understand that their presence matters, that their abilities have meaning, and that their lives can serve others. When this foundation is laid early, adulthood becomes expression, not confusion. Career becomes a tool, service becomes the purpose, and identity becomes the anchor. A child who grows up knowing “I am useful now” will not enter adulthood desperately searching for worth.

We should not raise children only to become something. We should raise children to be someone. Career is a channel. Identity is the foundation. Values are the compass. Service is the goal. When children are nurtured in self-knowledge, responsibility, and love for others, whatever profession they later choose simply becomes the language through which they give themselves to the world.

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Final Thoughts

This conversation is just the beginning. I would love to hear from you. How are you helping the young people in your life discover their identity and purpose now rather than waiting for adulthood? What experiences, lessons, or encouragement have helped children you know contribute meaningfully today? Please share your stories, reflections, or suggestions in the comments below so we can continue this discussion and learn from each other. Your insight could make a real difference in shaping how we raise children to be purposeful individuals from now.