Introduction: There is an assumption that domestic violence only affected women. However, studies have shown that domestic violence has repercussions equally for children who witness it.
Purpose: The study was set up to investigate the prevalence of domestic violence in Bungoma County, Kenya, and the influence on classroom behaviour of students in secondary schools.
Methodology: Descriptive survey design was used on a target population of 576 students, 36 principles, and 36 guiding and counseling teachers, including 18 parents. The instruments used for data collection were open and closed-ended structured questionnaires for the students, an interview schedule for the principals and guiding and counseling teachers, and a focus group discussion guide for the parents.
Results: The study established that domestic violence prevailed in society, and some students were victims while others were witnesses. Secondly, domestic violence manifested in the students’ classroom behaviours.
Recommendations: The study recommended more sensitization of the public, creation of a workable hotline number to enable easier reporting and schools’ personnel to try and identify symptoms in the students who are victims for early rehabilitation.
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Beeks, K. (2018). The lifelong consequences of childhood trauma. https://www.hcn.org/articles/the-montana-gap-the-lifelong-mental-health-consequences-of-childhood-trauma
- Cinquegrana, V., Baldry, A., & Pagliaro, S. (2018). Intimate partner violence and bystanders’ helping behaviour: An experimental study. Journal of Aggression, Conflict And Peace Research, 10(1), 24-35. https://doi.org/10.1108/jacpr-08-2016-0243.
- Domestic Violence in Modern Russia: General Characteristics. (2018). https://doi.org/10.17803/1729-5920.2018.142.9.129-13.
- Ibrahim, M. (2019). Impact of domestic violence on student academic achievement.https://www.amazon.com/Domestic-Violence-Student-Academic-Achievement/dp/366897540X.
- Johnsona, R., Kotch, J., Catellier, D., Winsor, J., Dufort, V., Hunter, W., & Amaya-Jackson, L. (2002). Adverse behavioural and emotional outcomes from child abuse and witnessed violence. Child Maltreatment, 7(3), 179-186. https://doi.org/10.1177/1077559502007003001
- Katz, E. (2015). Beyond the physical incident model: How children living with domestic violence are harmed by and resist regimes of coercive control. Child Abuse Review, 25(1), 46-59.https://doi.org/10.1002/car.2422
- Kigotho, W. (2017). We are breeding a generation of bullies at home and school. Standard. https://www.standardmedia.co.ke/article/2001233105/we-are-breeding-a-generation-of-bullies-at-home-and-school.
- Kithonga, F., &Mbogo, R.W. (2018). The impact of domestic violence on the learning process of high school students. Advances in Social Sciences Research Journal, 5(8) 544-554.
- Meier, W., & Ross, I. (2014). Editors’ Introduction: Irish Crime since 1921. Éire-Ireland, 49(1-2), 7-21. https://doi.org/10.1353/eir.2014.0010.
- Ngesu, L.M., Gunga, S.O., Wachira, L., Kahigi, C., &Mutilu, B.M. (2013). Youth violence in secondary schools in Kenya: Prevalence, manifestations and prevention. (2021).
- Pingley, T. (2017). The Impact of witnessing domestic violence on children: A systematic review. St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/776.
- United Nations, (2016). Gender equality and women’s empowerment: Post 2015 development Agenda and SDGs. Annual reports. UN Women Headquarters
- UNICEF, (2016). Global databases based on demographic and health surveys (DHS), multiple indicator cluster surveys (MICS) and other nationally representative surveys, 2005-2015.
- Wellbell .C.J. (2011) Principles of learning: 7 principles to guide personalized, student-centreed learning in the technology-enhanced, blended learning environment. (https:// principles of learning.wordpress.com.