Learning paralyzed in Nairobi as Saba Saba protests disrupt school operations

A tense and chilly morning set the tone for a city on edge. Parents, unsure of their children’s safety, kept them home. In cases where learners braved the cold and uncertainty, many were promptly sent back due to low turnout, staff shortages, and security concerns stemming from road barricades and unrest in several neighborhoods.

At Brainstorm Children Centre in Kibera, only 70 of the 206 enrolled pupils—from kindergarten to Grade 6—reported to school. The institution's founder, George Arona, said early reassurance to parents quickly gave way to a reconsideration of safety.

“On arrival, many parents were calling to confirm if it was safe. We initially assured them, but as the situation escalated, it became clear that we had to release the children,” Arona explained.

A similar scenario played out at Raila Educational Centre, where both primary and secondary learners who had managed to arrive were dismissed after it became apparent that the majority of teachers were unable to report due to heavy security blockades in and around the city.

At Happyland School in Buruburu, only boarding students remained on campus after the administration instructed day scholars and staff residing far from the school to stay away.

“We considered the safety of our day scholars and the logistical challenges of transporting them through volatile areas. We asked parents not to bring them in,” said David Maina, the school’s headteacher.

The widespread disruption has reignited calls for more effective planning and communication between education stakeholders and government authorities during periods of civil unrest.

“We are appealing to leaders to find peaceful solutions. This unrest is affecting our economy and the education of our children. Our teachers are idle, and learners are missing out,” Arona added.

Maina echoed the concerns, warning that continued disruptions could undermine preparation for national examinations.

“Whenever these protests occur, learning stops. It interferes with curriculum delivery, especially for candidates in Grade 6, Grade 9, and Form 4 preparing for national assessments. The impact is severe.”