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Cheboingong Comprehensive School head Rodrick Chepkwony has urged parents to take an active role in guiding learners during the half-term break to help curb indiscipline, drug abuse, and student unrest.
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He emphasized the importance of parental mentorship, structured activities, sports, and open dialogue in promoting discipline and positive behavior among students.
The Head of Institution at Cheboingong Comprehensive School in Bomet County, Rodrick Chepkwony, has called on parents to play a more active role in guiding and mentoring their children during the ongoing half-term break amid growing concerns over student unrest in some parts of the country.
Speaking during the Bomet Central Sub-county Primary and Junior Secondary School (JSS) Games at Chepngaina Grounds, Chepkwony urged parents to engage learners in meaningful conversations about discipline, moral values, and life skills.
He warned that inadequate parental guidance could expose learners to drug and substance abuse, as well as other forms of indiscipline.
“Students should be disciplined, work hard, and respect both teachers and parents. Any concerns should be addressed through the appropriate channels rather than through destructive actions,” he said.
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Chepkwony emphasized the importance of keeping learners constructively engaged during the school break by providing structured activities and programmes that help them remain focused and avoid negative influences.
His remarks come at a time when several schools across the region have reported isolated cases of student unrest, prompting education stakeholders to call for stronger collaboration among schools, parents, and learners to promote discipline and stability in learning institutions.
The school head also highlighted the role of sports and co-curricular activities in nurturing discipline, teamwork, and talent among learners while providing positive avenues for personal development.
He reiterated that dialogue remains the most effective way of resolving grievances within schools and encouraged students to communicate their concerns through established school structures rather than resorting to disruptive behaviour.
By Philip Koech
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