While human rights are inherent in all individuals, such rights remain inaccessible for many because of structural, legal, and socio-economic barriers. Globally, over 1.5 billion people are unable to resolve their legal problems, and in Sierra Leone, as in many other African countries, nearly 85% of citizens rely on the customary justice system because of the country’s bifurcated legal order, leaving the poor and marginalized especially vulnerable. This article employs a doctrinal methodology to examine how legal aid services can bridge the justice gap and fulfill the promise of law in Sierra Leone, particularly for vulnerable populations. The article understands the promise of law as the assurance of equal justice, the safeguarding of human dignity, and the principle that no one is above or beneath the protection of the law. Despite the enactment of the Legal Aid Act 2012, the article argues that implementation of the legal aid scheme remains weak because of limited funding, insufficient state accountability, and inadequate integration of paralegals and community-based justice services. The study concludes that, when effectively implemented, legal aid must extend beyond mere courtroom representation to include legal literacy, alternative dispute resolution mechanisms, and grassroots justice delivery systems, and accordingly recommends the adoption of targeted and coordinated reforms involving key stakeholders, including the government, the legal profession, Civil Society Organisations, universities, and Sierra Leone’s General Legal Council, in order to ensure that legal aid evolves from a purely constitutional guarantee into a practical and accessible reality for all.

Young Adolescent students in Grades 7 and 8 require Relatedness, Competency and Autonomy to thrive. This study explored two Grade 7 and 8 schools for one year, collecting student voice to determine what makes a difference for connectedness, skill development and autonomy. In a time where social media creates an increasing pandemic of loneliness amongst our teens, small micro-interactions allow students to feel connected to their schools. Low-stakes opportunities to fail or succeed increases their competency and small opportunities for agency within the classroom builds trust and engagement. In this small study (n=524) students were asked “what was the best part of their week” and clear patterns emerged. The importance of non-evaluative adults, low-stakes environment and allowing students to have agency increased connectedness and wellbeing. This article uncovers the low-cost interventions that will strengthen trust and connection. Although social media is here to stay, through thoughtful steps, schools can build strong connections that will lead to strong students in our Middle School environments.