Voices from the students: Dissatisfaction and violence in secondary schools in Kenya

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Published Apr 6, 2022
https://doi.org/10.47434/JEREDA.3.1.2022.73
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Vol. 3 No. 1 (2022)

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Lewis Muli Ngesu
Department of Educational Foundations. University of Nairobi. Kenya.

Abstract

Introduction: Specifically, the paper sought to establish how aspects such as parenting, school management and administration, students’ behavior and peer pressure influence arson attacks in secondary schools in Kenya.


Purpose: The paper was to establish factors influencing dissatisfaction and violence caused by students’ voices in Kenyan secondary schools.


Methodology: Documentary analysis was done on scholarly studies done during a similar scenario in their schools.


Results: The parenting style adopted by the parents also play an important part in how the child adapts to the school environment. Students serve as important sources of information that otherwise are not available regarding implementation and experiences of educational change.


Conclusion: It is important to allow the students to contribute to educational issues.


Suggestions: Often student input can lead to an increased focus on improving school climate, such as improvements in advisory period structures and life skill curricula (Fielding, 2001). Students’ voice can also influence teacher training, and ongoing staff development. When teachers and teachers-to-be learn how to listen to their students, teachers begin to remove the stereotypes and labels that can be so easily attached to students.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Ngesu, L. M. (2022). Voices from the students: Dissatisfaction and violence in secondary schools in Kenya. Journal of Educational Research in Developing Areas, 3(1), 73-79. https://doi.org/10.47434/JEREDA.3.1.2022.73
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