Children of a lesser God? Offering a pit latrine digging job to school going children is the cruelest act

• The writer condemns the exploitation of school-going children who are forced to dig pit latrines for small payments, describing it as a harsh form of child labour rooted in deep poverty and inequality.

• He contrasts this with cases of student unrest in some schools over relatively minor demands, arguing that such differences reveal how privilege shapes perceptions of hardship among children in Kenya.

• Ultimately, the piece calls for collective responsibility to address inequality so that every child can access education, basic needs, and dignity without being pushed into survival labour.

A photograph recently circulated on social media showing a group of children excavating a pit latrine. Their reward for the backbreaking work was a mere Ksh 800, money they desperately needed to buy food or pay school fees. The image sparked a wave of emotions, especially when contrasted with another recurring reality in Kenya: students in some schools protesting and even burning dormitories over demands for better meals, such as more bread, eggs or other comforts.

Children of a lesser God…that is the most painful face of inequality. Asking a school going child to dig a pit latrine for an adult is the cruelest act of child labour. It doesn’t matter the amount of money you pay.

The contrast is both striking and disturbing. It exposes the vast inequalities that exist among children living in the same country. While one group is fighting for improved living conditions, another is struggling for the basic necessities of life. It raises a fundamental question: Are some children condemned to be “children of a lesser god”?

The phrase “children of a lesser god” does not imply that some children are less valuable than others. Rather, it reflects the unfortunate reality that circumstances of birth often determine the opportunities available to a child. Some are born into homes where education is guaranteed, meals are plentiful and dreams are nurtured. Others enter a world where survival itself is a daily struggle.

Across Kenya, thousands of children wake up every morning unsure of where their next meal will come from. Many walk long distances to school without breakfast. Some miss classes because they lack school fees, uniforms or sanitary products. Others engage in casual labour during weekends and holidays to supplement their families’ meagre incomes. For these children, education is not merely a right; it is a privilege earned through sacrifice and resilience.

The children digging a pit latrine for Ksh 800 symbolize this struggle. Instead of spending their time studying, playing or pursuing their talents, they are forced to undertake physically demanding work to meet basic needs. Their childhood is interrupted by poverty. Their dreams are delayed by circumstances beyond their control.

On the other hand, cases of student unrest in some schools often reveal a different reality. While grievances regarding school conditions may sometimes be legitimate, the destruction of property over issues such as meals highlights a worrying disconnect from the hardships faced by many of their peers.

This is not to dismiss their concerns, but rather to place them within a broader context. A student complaining about a lack of bread may have never experienced the agony of going to bed hungry. A learner demanding eggs every morning may not understand what it means to survive on a single meal a day.

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The disparity illustrates how privilege can shape perceptions. People tend to evaluate their circumstances relative to what they are accustomed to. Consequently, a child raised in relative comfort may view the absence of certain amenities as unbearable, while another raised in poverty may consider school itself a blessing.

Yet the responsibility for addressing this inequality does not lie with children. Society bears that burden. Governments, communities, schools, religious institutions and families all have a role to play in ensuring that every child has access to quality education and basic necessities.

No child should be forced to choose between attending school and helping their family survive. No learner should have to dig toilets, break stones or sell goods on the roadside simply to remain in class.

Education remains one of the most powerful tools for breaking the cycle of poverty. However, educational opportunities must be accompanied by meaningful support systems. Bursaries, school feeding programmes, scholarships, mentorship initiatives and community welfare projects can make a significant difference in the lives of vulnerable learners. When properly implemented, such interventions can transform a child’s future.

The story of disadvantaged children should also inspire gratitude among those who enjoy better circumstances. Privilege should not breed arrogance but empathy. Students fortunate enough to have food, shelter and educational resources should recognize these blessings and use them responsibly. Instead of taking opportunities for granted, they should strive to excel and contribute positively to society.

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Furthermore, the resilience demonstrated by children from impoverished backgrounds deserves recognition. Despite overwhelming obstacles, many continue to excel academically and pursue their ambitions. Their determination serves as a reminder that human potential is not defined by economic status. Given equal opportunities, these children can become doctors, teachers, engineers, entrepreneurs and leaders.

Ultimately, the image of children digging a toilet for Ksh 800 challenges us to confront uncomfortable truths about our society. It forces us to acknowledge that while some children debate the quality of their meals, others are fighting for the chance to have a meal at all. It reminds us that inequality is not an abstract concept but a lived experience affecting millions of young people.

A nation is judged not by how well it serves its most privileged citizens but by how it treats its most vulnerable. Until every child can access education, food, healthcare, and opportunities without extraordinary sacrifice, the phrase “children of a lesser god” will continue to resonate painfully.

The challenge before us is to build a society where no child feels forgotten, overlooked or condemned by poverty—a society where every child is valued equally and given a fair chance to succeed.

By Ashford Kimani

Ashford, a teacher of English and Literature, comments on education and youth affairs.