Term Three has been greatly disadvantaged by the lack of a school feeding programme in arid and semi-arid lands in Kenya. Many learners, especially in counties like Turkana, West Pokot, Marsabit, and Samburu, have struggled to remain in school as hunger bites.
Teachers report that attendance has dropped drastically, while concentration among those present remains low. For most children in these regions, the school meal is not just a supplement but their only reliable source of food. Without it, the dream of education risks slipping away.
The school feeding programme in Kenya is guided by several pieces of legislation and policy frameworks that seek to ensure access to quality education and nutrition. The main legal backing comes from the Basic Education Act, 2013, which empowers the Cabinet Secretary for Education to implement programmes promoting learners’ health and nutrition. The Children Act, 2022 reinforces the right of every child to adequate food, education, and healthcare. The Public Finance Management Act, 2012 provides guidelines for funding the programme through government budgets, while the National School Meals and Nutrition Strategy (2022–2032) outlines policy direction for expanding the feeding initiative across all counties. These laws align with Kenya’s international commitments under the UN Sustainable Development Goals (SDGs), particularly Goal 2 on zero hunger and Goal 4 on quality education.
According to the Ministry of Education and the National Council for Nomadic Education in Kenya (NACONEK), about 2.6 to 3 million learners currently benefit from the school feeding programme in 26 to 34 counties. The government aims to expand the reach to 10 million learners by 2030, ensuring that all vulnerable children have access to daily school meals. For the 2025/26 financial year, approximately Ksh 3 billion has been budgeted for the school feeding programme, matching the 2024/25 allocation. In earlier years, the programme received as much as Ksh 4.9 billion, indicating fluctuating commitment depending on fiscal priorities.
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The effects of the school feeding programme have been far-reaching across Kenya’s education landscape. One of the most visible impacts has been the increase in school enrolment and attendance rates. In many ASAL regions, school meals have acted as a powerful incentive for parents to enroll and retain their children in school. The assurance of a daily meal has transformed classrooms into centres of hope, replacing absenteeism with active participation.
The programme has also improved learner retention and completion rates. Before its introduction, many children dropped out due to hunger or family migration in search of food. With consistent meal provision, learners now stay in class throughout the term, reducing dropout rates significantly. For girls, the programme has curtailed early marriages and encouraged continued schooling.
Academic performance has equally benefited. Nutritionally balanced meals have improved concentration, attention, and participation in class. Teachers report that well-fed pupils are more alert, responsive, and capable of retaining information. By combating malnutrition, the programme supports cognitive development and enhances academic outcomes.
Beyond education, the initiative contributes to better child health and nutrition. It addresses deficiencies in vital nutrients such as iron and protein; ensuring learners are healthier and more energetic. Families also experience relief as the programme reduces the burden of providing multiple meals, indirectly improving household food security.
Economically, the “Home-Grown School Meals Programme” supports local agricultural production by sourcing food from smallholder farmers. This strengthens rural economies and empowers women and youth involved in farming, food preparation, and supply. The initiative thus creates a cycle of shared growth between schools and communities.
Socially, the programme enhances community participation and cohesion. Parents’ involvement in meal preparation and school committees has increased their sense of ownership in education. Schools have become centres of unity, fostering cooperation among teachers, parents, and local authorities.
However, challenges persist. Irregular funding, delayed deliveries, and poor infrastructure have disrupted meal provision in some schools, causing inconsistency in attendance. In some cases, learners’ reliance on school meals has led to absenteeism whenever food is unavailable. Concerns over hygiene, food quality, and logistical inefficiencies have also emerged, particularly during drought seasons when local sourcing becomes difficult.
Despite these challenges, the school feeding programme remains one of the most impactful social interventions in Kenya’s education system. It bridges the gap between hunger and learning, providing children with nourishment and hope. Sustaining and expanding this programme is crucial for promoting equality, improving academic outcomes, and securing a brighter future for millions of Kenyan learners.
By Hillary Muhalya
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