The tragic discovery of the body of Simon Isiaho Shange, the principal of Munyuki Secondary School, floating in the Kipkaren River in Lugari, Kakamega County, is not just another headline—it is a chilling reminder of the silent risks that teachers across Kenya face every day. As the country mourns his death and demands answers, this incident should awaken us to the harsh truth that teachers are increasingly operating in environments of fear, stress, and vulnerability, especially during the national examination season.
Teaching has long been seen as a noble profession, a calling to shape lives and build a nation’s future. Yet, behind the chalk and the classroom walls, many teachers carry invisible burdens. They are constantly stretched between professional expectations, administrative pressures, societal demands, and personal safety concerns. The death of a principal under mysterious circumstances during the examination period—when tensions are at their peak—adds to a growing pattern of tragedies that reveal just how exposed teachers are in their line of duty.
Every year, when national examinations begin, the atmosphere in schools across Kenya shifts dramatically. Teachers become centre managers, supervisors, invigilators, security liaisons, and moral guardians—all at once. The pressure to maintain integrity, follow strict Kenya National Examinations Council (KNEC) protocols, and ensure no malpractice occurs is immense. In some schools, especially in remote or volatile regions, the task is not only stressful but life-threatening. Teachers face intimidation from parents, candidates, or even local cartels who view exams as an opportunity for illicit profit. Some have been assaulted, others threatened, and a few have lost their lives in circumstances eerily similar to Principal Shange’s.
The truth is that the teacher’s workplace has evolved into one of the most stressful environments in the public sector. The physical and psychological demands of examination duty—rising before dawn to open papers, being under surveillance from morning to evening, fielding pressure from anxious candidates, and fearing suspicion or blame if anything goes wrong—create a toxic cocktail of anxiety and exhaustion. Teachers, especially centre managers and invigilators, often work long hours without adequate rest, sometimes in unsafe or isolated centres. Add to that the pressure of tight deadlines, unpredictable weather, poor transport, and in some cases, hostile communities, and it becomes clear that being a teacher during the exam season is not for the faint-hearted.
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Principal Shange’s case illustrates the fragility of a teacher’s safety net. The circumstances surrounding his death remain unclear—whether it was an accident, a crime, or something else entirely—but what is clear is that his disappearance and the subsequent unrest among students and locals point to deep systemic cracks. When a teacher goes missing in the course of duty, it should ring alarm bells at every level of the education system. Teachers are not soldiers; they are nation builders. Yet increasingly, their work exposes them to dangers that border on the occupational hazards of high-risk professions.
In recent years, stories have emerged of teachers attacked by students, lynched by communities after examination disputes, or collapsing under the weight of mental stress. Others have perished in road accidents while ferrying examination materials or attending coordination meetings. A disturbing trend has also been the public scapegoating of teachers whenever examination irregularities arise, regardless of whether they are directly involved. This culture of suspicion erodes morale and creates a climate of fear, leaving teachers isolated and unsupported.
What happened in Lugari should therefore be understood not as an isolated tragedy but as part of a larger crisis of teacher welfare and occupational safety. Teachers in Kenya serve at the frontline of national service, much like police officers, doctors, or electoral officials. They operate in unpredictable environments—rural, urban, and sometimes hostile territories—yet are rarely accorded the protection, insurance, or emotional support such responsibilities warrant. It is time the Teachers Service Commission, the Ministry of Education, and county governments recognized examination duty as high-stakes national service requiring enhanced safeguards.
Beyond physical safety, there is also the mental and emotional toll. Teachers face enormous psychological stress during examination periods—anxiety about performance, the weight of community expectations, and the fear of being implicated in malpractice or administrative failure. Many suffer in silence. The recent deaths of teachers and principals during national examinations in various parts of the country—some through suicide, others through accidents or unexplained circumstances—paint a grim picture of a profession in distress.
The protests that erupted in Lumakanda following the recovery of Principal Shange’s body reflect not only grief but also a collective outcry for justice and respect for those who dedicate their lives to education. The community’s anger was fueled by the perception that a life devoted to service had been cut short under suspicious circumstances, and perhaps neglected by those meant to ensure safety and accountability. Teachers must not continue dying in the line of duty without systemic reforms to protect them.
We must reimagine how the nation treats its educators. They deserve more than posthumous tributes and promises of investigations. There should be structured psychosocial support, better security coordination during examinations, comprehensive insurance cover for all teachers on duty, and swift, transparent investigations whenever a teacher dies under unclear circumstances. Their service is a pillar of national stability, and their safety should be treated as a matter of national importance.
The death of Principal Simon Shange should not fade into another forgotten headline. It must spark a conversation about the hidden dangers of the teaching profession in Kenya – the fatigue, the pressure, the exposure, and the neglect. It should challenge the nation to stand with its teachers not only when celebrating top performers but also when tragedy strikes. For if those who educate our children cannot be guaranteed safety and dignity in their work, then what hope does the nation have for a just and humane future?
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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