Burning a dormitory will never solve an issue. It only creates new ones. The damage affects innocent students, overburdens parents, and wastes scarce public resources. More importantly, it sends a dangerous message—that destruction is a legitimate form of expression. That is when frustration builds up; the solution is to tear things down. This thinking is not only flawed but deeply harmful to the values schools are meant to instil. Instead of teaching dialogue, it breeds defiance. Instead of cultivating responsibility, it nurtures recklessness. And in the end, the very students who light the match often find themselves standing in the ashes of lost opportunities.
In recent years, incidents of school unrest—particularly through arson—have become distressingly common. And while it is essential to acknowledge that students do sometimes carry genuine grievances, we must equally emphasise that violence and destruction cannot be the solution. When a dormitory is burnt, it is not just walls and beds that are lost. It is safety, order, continuity, and community. Students who were not involved in the protest lose their items, their study materials, and their peace of mind. Parents, already stretched thin by school fees and economic pressure, are called upon once again to dig into their pockets for repairs and replacements. The government spends money meant for development on emergency renovations. The school calendar is disrupted. Investigations begin, suspicion reigns, trust is broken—and nothing is resolved.
What makes the situation more painful is that the real issues students are reacting to remain often unaddressed. The fire becomes the story, not the grievances behind it. Media headlines focus on the damage, on arrests, on the cost of repairs—but rarely on the silent frustrations that led to the crisis. Unfortunately, by choosing destruction, students lose the moral ground they might have stood on. They silence their own message. The nation stops listening to what they were trying to say and begins punishing what they did. In the process, meaningful change is often postponed, sometimes indefinitely.
Students must be taught—and constantly reminded—that their voices matter, but only if they are used constructively. Speaking up is powerful. Engaging in structured dialogue, using proper channels to express dissatisfaction, and proposing solutions are marks of maturity and leadership. When students take ownership of their issues and communicate respectfully with administration, they not only earn respect but also contribute to real, lasting change. They build a culture of engagement, not fear. They strengthen their school communities rather than tear them apart.
It is important that schools create the environment for this kind of expression. It is not enough to tell students not to burn dorms; schools must show them that peaceful expression is heard, taken seriously, and responded to with fairness. This begins with listening. Teachers and administrators must foster open channels of communication where students can speak freely and safely. Suggestion boxes, barazas, student councils, and peer-led forums should not be mere formalities. They must be active platforms for feedback and decision-making. When students see that their opinions matter – that their words lead to action – they will stop looking for more violent alternatives.
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This also means schools must be fair and just. Much of the unrest in schools stems from perceived or real injustices—uneven punishments, favoritism, poor communication, or lack of empathy from staff. If students feel their environment is punitive, oppressive, or indifferent to their needs, the risk of rebellion increases. But when teachers and leaders treat students with consistency, dignity, and care, a bond of trust forms. Students become less likely to resort to destructive behavior because they believe the system is working with them, not against them.
Parents, too, have a role to play. They must teach their children that while frustrations are normal, how we respond to them defines who we are. Home should be the first school of character, the first space where a child learns that shouting is not the only way to be heard, and that breaking things does not fix anything. When parents reinforce the values of respect, responsibility, and dialogue, they prepare their children to become responsible members of their school communities. Support from home strengthens the foundation laid in school.
The Ministry of Education and other stakeholders must also step in to ensure that schools are supported in building safe, inclusive environments. Investing in counseling departments, conflict resolution programs, and student leadership training can make a significant difference. Mental health support in particular should be prioritized. A student who is emotionally supported is less likely to erupt in anger. A student who is heard regularly is less likely to rebel destructively.
We must remember that the goal of education is not just to pass exams, but to raise citizens who can think critically, engage peacefully, and act responsibly. This is not achieved through fear or control, but through understanding and empowerment. We must model the kind of society we want within our schools. A society where disagreement is not feared but welcomed, where solutions are found around tables, not in ashes.
To every student feeling unheard or frustrated, the message is this: speak, do not scream. Build, do not break. Engage, do not destroy. There are better ways to be seen and heard—and those ways do not involve fire. Peace grows where there is dialogue. Progress grows where there is cooperation. Real change comes not through chaos, but through courage—the courage to speak wisely, the courage to seek help, the courage to lead by example.
Burning a dormitory will never solve an issue. It will only create new ones—bigger, more painful, and more costly. Let us choose a better way. Let us raise a generation that can express itself without violence. Let us create schools where students no longer feel the need to light fires to be noticed—because their voices, their concerns, and their dreams are already part of the conversation. That is how peace grows in the heart of a boarding school.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies.*
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