Gov’t urges school heads to address triggers leading to schools’ unrest

The government has urged school heads and education officials to proactively address factors contributing to unrest in learning institutions following reported cases that have disrupted learning in some schools across the country.

Basic Education Principal Secretary Julius Bitok on Thursday convened a virtual meeting bringing together high school principals, regional and county education directors, sub-county education officials and senior ministry officers to discuss interventions aimed at preventing further disruptions during the current school term.

Bitok noted that the second term has historically experienced cases of unrest in schools and challenged education officers to identify and address warning signs early enough.

“We are aware of incidents of unrest in some of our schools, which have unfortunately interfered with smooth learning and the closure of some institutions. We must be on the lookout for the triggers to effectively preempt them,” said Bitok.

During the meeting, education officials from different regions cited weak communication between students and school management, failure to involve learners in decision-making, harsh disciplinary measures and pressure related to examinations as some of the leading causes of unrest.

Other factors identified included poor learning environments, peer influence, drug and substance abuse, social media influence and ineffective guidance and counselling systems.

The PS thus urged school managers to adopt student-centred approaches in handling grievances raised by learners.

“Schools must strengthen communication channels between students, teachers, parents, and administrators to promote trust, openness, and timely resolution of concerns,” he said.

Bitok further encouraged schools to involve learners in decision-making processes to help promote responsibility and a sense of belonging among students.

On discipline management, he cautioned against punitive approaches that could escalate tensions within schools.

“Discipline should be fair, supportive, and corrective. Schools must create environments where learners feel heard, respected, and supported,” he added.

The meeting also called for strengthening guidance and counselling departments to provide psychosocial support and mentorship to learners facing academic and emotional pressure.

School administrators were further urged to improve student welfare, intensify campaigns against drug and substance abuse and promote responsible use of social media through digital literacy initiatives.

Bitok appealed to all stakeholders in the education sector to support efforts aimed at creating disciplined, safe and inclusive learning institutions.