In the wake of recurring school fires and student unrest, teacher and education stakeholder James Bwayo has written an open letter to the Ministry of Education calling for a national conversation on learner mental health, school safety, boarding school conditions, and a review of the academic calendar.
Dear Sir/Madam,
I write this letter as a concerned Kenyan, education stakeholder, teacher, and parent advocate following the alarming rise in cases of school fires, student unrest, destruction of property, and the loss of young lives in our learning institutions across the country.
The recent tragic fire at Utumishi Girls Academy in Gilgil, Nakuru County, which claimed the lives of at least sixteen students and left dozens injured, has once again shaken the nation. Beyond the immediate questions of school safety, the tragedy compels us to reflect on broader issues affecting learner wellbeing, including the structure of our academic calendar.
As Kenyans mourn these innocent learners, we must honestly ask ourselves some difficult questions:
- Are our learners emotionally overwhelmed?
- Has the school calendar become too congested and exhausting?
- Are students receiving adequate parental guidance, mentorship, and emotional support?
- Have schools become too academically pressured at the expense of mental wellness?
These concerns arise against the backdrop of recurring incidents of student unrest and school fires in Kenya, including:
- Utumishi Girls Academy, Gilgil (2026) – 16 students dead.
- Hillside Endarasha Academy, Nyeri (2024) – 21 learners lost their lives.
- Moi Girls School, Nairobi (2017) – 10 students died in an arson attack.
- Kyanguli Boys High School, Machakos (2001) – 67 students died in one of Kenya’s worst school fire tragedies.
Recent unrest and dormitory fires have also been reported in Cheptenye Boys, Tengecha Boys, and several schools in Kilifi, Taita Taveta, Machakos, Makueni, and Gatundu, among others.
These recurring incidents are not isolated accidents. They point to deeper emotional, social, psychological, and systemic challenges affecting our learners.
It is therefore my humble recommendation that the Ministry of Education urgently reviews the current school calendar and considers aspects of the previous structure, where:
- First Term lasted 12 weeks.
- Second Term lasted 12 weeks.
- Learners enjoyed a full one-month April holiday.
- Learners enjoyed a full one-month August holiday.
- A one-week half-term break was retained in both First and Second Terms.
The retention of meaningful half-term breaks is particularly important because they:
- Help learners refresh mentally and emotionally.
- Reduce burnout caused by prolonged academic pressure.
- Allow parents to monitor the wellbeing and discipline of their children.
- Provide opportunities for counselling, mentorship, and family bonding.
- Help schools identify and address emerging behavioural concerns before they escalate into unrest.
The current compressed and highly demanding calendar appears to place enormous pressure not only on learners but also on teachers and parents. Students spend extended periods in school with limited opportunities for meaningful family interaction and emotional support.
Longer holidays and structured breaks would:
- Strengthen parental guidance and mentorship.
- Reduce emotional fatigue and psychological stress among learners.
- Promote discipline through stronger family involvement.
- Give learners time for rest, counselling, and spiritual nourishment.
- Reduce tensions associated with prolonged confinement in boarding schools.
Education is not only about syllabus coverage and examinations. It is also about nurturing emotionally stable, morally upright, and socially responsible citizens.
As a nation, we must prioritize the safety, mental wellness, and holistic development of our children. No academic calendar is worth the loss of innocent lives.
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I therefore respectfully urge the Ministry of Education, the State Department for Basic Education, school boards, parents’ associations, and all stakeholders to convene a national conversation on:
- Learner mental health.
- Boarding school conditions.
- Fire safety compliance.
- Student counselling structures.
- Retention of meaningful school breaks.
- Review of the school calendar.
May the memories of the learners we have lost compel us to take bold, preventive, and lasting action.
Yours faithfully,
James Bwayo (Sir.)
Teacher and Concerned Education Stakeholder
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