It is true that there are issues in our boarding schools. There are frustrations, misunderstandings, and unresolved tensions that students face daily. There are grievances that are real and painful. But it is also true that burning dormitories and destroying school property is not the way to go. Violence, as history constantly reminds us, begets more violence. It deepens divisions, hardens hearts, and closes the very doors that should be opened for dialogue. In an educational environment, every conflict must be an opportunity for understanding and resolution, not destruction.
Schools are institutions of learning, not just in academics but in life. They are spaces where values should be taught, where emotions should be understood, and where conflicts should be managed constructively. When students feel the need to resort to violence or arson to express themselves, it is a sign that the school has not given them healthy channels to voice their frustrations. It is a loud cry for help. But while we acknowledge the legitimacy of the cry, we must also be firm in condemning the method. Destroying what belongs to the community does not build solutions. It only delays progress.
So how can schools resolve student issues amicably? It starts with listening. Many students go through an entire term without ever having a meaningful conversation with any adult in school. They are spoken to, instructed, warned, punished—but not listened to. Listening is more than hearing words; it is about empathy, attention, and validation. When students are given the opportunity to express themselves without fear of punishment or ridicule, they begin to feel that they matter. Their dignity is affirmed, and that alone can neutralize a great deal of resentment.
In addition to listening, schools must create formal platforms for dialogue. Student councils and suggestion boxes are not enough if they are treated as decorative. There must be regular, structured forums where students can meet with administrators and teachers to air concerns and propose solutions. These conversations should be moderated fairly, documented properly, and followed up with tangible action. A student body that sees its views translated into real change develops ownership and pride in the institution. They are less likely to rebel because they feel included.
Another important aspect is building trust between students and teachers. In many schools, this relationship is purely transactional: teachers teach, students obey. That is not enough. Teachers must also be mentors, role models, and confidants. They must be approachable. A school where students fear teachers is a school that cannot solve conflict. Trust must be earned by consistency, fairness, and openness. When students know that they will not be judged harshly for being honest, they are more likely to raise issues before they explode.
Furthermore, the role of guidance and counseling cannot be overstated. Every boarding school must invest in a professional, well-equipped counseling department. Emotional struggles are real. Teenagers are at a delicate phase of life—full of pressure, change, and confusion. If they are not helped to process what they are going through, they will turn to destructive behavior. Counseling should be destigmatized. It should be seen as a natural part of student support, just like academics or sports. A school that values mental wellness reduces conflict before it arises.
It is also important to promote a culture of fairness. One of the greatest sources of student unrest is the perception of injustice. Whether it is in punishment, rewards, prefect appointments, or exam grading, students must feel that the system is just. Favoritism, inconsistency, and unclear rules breed bitterness. Leaders in schools—from principals to class teachers—must walk the talk. They must model the values they preach. Discipline must not be about power, but about correction. Punishment must not be about humiliation, but about learning.
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Parents and guardians also have a crucial role to play. They should not only appear when called for emergencies. They should be part of the school’s moral community, actively involved in the emotional and academic growth of their children. When students know that the school and home are speaking the same language, they are less likely to feel isolated. Unity between parents and teachers builds a protective circle around the learner.
Lastly, schools must teach students that while conflict is inevitable, it can be managed peacefully. Conflict resolution skills should be part of the curriculum. Students should be taught how to negotiate, how to listen to opposing views, how to express disagreement respectfully, and how to walk away from confrontation. These are life skills, not just school skills. If a student leaves school knowing how to resolve issues peacefully, the school has done its work.
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 message that destruction is a legitimate form of expression. That is dangerous. We must teach our students that their voices matter—but only if used constructively. They must be encouraged to speak, not scream. To build, not break. To engage, not destroy. That is how real change happens. That is how issues are resolved amicably. That is how peace grows in the heart of a boarding school.
The burden of responsibility rests not just on the students, but on all the stakeholders. School administrators must rise above reactionary leadership and adopt proactive, empathetic governance. Teachers must go beyond delivering content and become guides in character formation. Parents must remain involved, not just at admission and during crises, but consistently, offering emotional and moral support to their children and trusting the school process. The Ministry of Education must support schools with clear policy direction, adequate funding for psychosocial support, and timely intervention when conflicts arise.
Students too, must be reminded – patiently and repeatedly – that they are not powerless. That their concerns, however heavy, can be voiced without fire and fury. They must be empowered to believe in dialogue, in patience, and in reason. Burning down a building does not prove strength—it often reveals brokenness. Real strength lies in using words instead of matches, logic instead of rage, and truth instead of destruction.
We must create school cultures where respect is mutual, where discipline is humane, where rules are explained, and where leadership is exercised with compassion. Only then will our boarding schools stop being pressure cookers and become what they were meant to be—safe, vibrant homes for growth, discovery, and excellence.
If we do this with consistency and sincerity, school fires will become a thing of the past – not because students have grown fearful of punishment, but because they will have no reason left to burn what they now call home.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies.
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