- Ashford Kimani argues that transferring indisciplined learners from boarding schools to day schools is not a sustainable solution to student unrest and may create new challenges
- Proposals to transfer indisciplined learners from boarding schools to day schools have sparked debate among education stakeholders.
- Critics argue that relocation does not address the root causes of indiscipline and may unfairly stigmatize day schools.
- Experts are calling for restorative discipline, counselling and behavioural support instead of simply moving learners.
The proposal by KESSHA Chairperson Willie Kuria that learners involved in violent unrest, arson and destruction of school property be transferred from boarding schools to day schools deserves careful consideration.
At first glance, the suggestion appears practical. Mr Kuria is right to express concern over the increasing cases of school unrest, destruction of property and threats to the safety of learners and teachers.
He is also correct in emphasizing the need for accountability and parental involvement in addressing indiscipline. Schools cannot continue suffering massive losses while a few learners disrupt learning and endanger lives.
However, while the concerns raised are valid, the proposed solution of moving indisciplined learners from boarding schools to day schools is deeply problematic and risks creating new challenges rather than solving existing ones.
First, the proposal unfairly portrays day schools as institutions meant to absorb learners who have failed to conform elsewhere.
This perception is both inaccurate and unfair to the thousands of day schools across Kenya that consistently produce outstanding academic results, nurture responsible citizens and maintain high standards of discipline.
Day schools are not rehabilitation centres for learners transferred from boarding institutions. They are legitimate learning environments that deserve the same respect accorded to boarding schools.
For decades, there has been an unfortunate tendency among some education stakeholders to regard boarding schools as superior and day schools as second-choice institutions.
Such attitudes undermine the tremendous efforts made by teachers, principals, parents and learners in day schools.
Many day schools today outperform prestigious boarding schools in national examinations and co-curricular activities.
To suggest that learners who engage in serious misconduct should simply be transferred there risks reinforcing harmful stereotypes and diminishing the value of day school education.
Relocation is not a solution
Secondly, transferring troublesome learners does not necessarily address the root causes of indiscipline.
A learner who has participated in arson, violent demonstrations or destruction of property does not automatically become disciplined simply because they change schools.
In many cases, the underlying issues remain unresolved.
These may include poor emotional regulation, peer influence, substance abuse, family challenges, mental health concerns, frustration with school systems or broader societal pressures.
Without proper intervention, counselling, mentorship and behavioural support, the same learner may carry the same disruptive tendencies into a new school environment.
In effect, the problem is merely relocated rather than solved.
The receiving school then becomes responsible for managing challenges it did not create.
Impact on receiving schools
Thirdly, the proposal risks punishing innocent learners in day schools.
When a learner with a history of serious misconduct joins a new institution, there is a possibility that they may negatively influence others.
School culture is delicate and often built over many years through the collective efforts of teachers, learners and parents.
Introducing learners with unresolved disciplinary issues may undermine that culture and create additional management burdens for already stretched school administrations.
It is therefore unfair to expect day schools to absorb learners whose actions have resulted in significant destruction elsewhere without adequate support mechanisms.
Such an approach effectively transfers risk from one institution to another.
Questions of fairness and equity
The proposal also raises important questions about equity and fairness.
If boarding school education is considered a privilege that can be withdrawn, what message does that send about the quality and status of day schools?
The implication appears to be that moving to a day school is itself a punishment.
This is troubling because it inadvertently demeans the millions of Kenyan learners who attend day schools through no fault of their own.
No learner should feel that their school is viewed as a disciplinary destination for those rejected elsewhere.
Day schools should be valued for their educational contribution, not positioned as the final stop for problematic learners.
A restorative approach
A more effective approach would focus on restorative discipline rather than simple relocation.
Learners who engage in serious misconduct should certainly face consequences. However, those consequences should be accompanied by structured interventions designed to change behaviour.
Professional counselling, parental accountability programmes, behavioural contracts, community service, mentorship initiatives and rehabilitation programmes may yield better long-term outcomes than transferring learners from one school to another.
Schools must also confront the deeper factors contributing to unrest.
Increasingly, education experts have pointed to issues such as examination pressure, student-teacher relationships, inadequate guidance and counselling services, social media influence, substance abuse and changing family dynamics.
Addressing these factors requires a coordinated effort involving schools, parents, government agencies, religious organizations and communities.
There should also be differentiated responses depending on the severity of the offence.
Not every disciplinary case warrants the same intervention.
Minor infractions, repeated misconduct, organized unrest and criminal acts require different approaches.
A blanket policy of transferring learners to day schools may overlook important distinctions and lead to unintended consequences.
The conversation should also include adequate support for school leaders who often find themselves managing increasingly complex disciplinary issues.
Principals need resources, trained counsellors and clear policy guidance.
Teachers require support in identifying early warning signs and implementing preventive measures before situations escalate into violence or destruction.
The way forward
Ultimately, Mr Kuria deserves credit for drawing national attention to a serious problem.
His concern for the safety of learners, protection of school property and preservation of a conducive learning environment is shared by many educators across the country.
However, the proposed remedy of transferring indisciplined learners from boarding schools to day schools is not the answer.
Kenya must resist solutions that simply shift problems from one institution to another.
Day schools are not dumping sites.
They are centres of learning, character formation and academic excellence.
Any strategy aimed at addressing learner indiscipline must uphold the dignity of all schools while focusing on meaningful behavioural change rather than mere relocation.
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The goal should not be to find somewhere else to place difficult learners.
The goal should be to transform them into responsible citizens wherever they learn.
By Ashford Kimani
Ashford is a teacher of English and Literature who writes on education and social affairs.
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