School heads have been urged to strengthen their leadership and stress-management skills to prevent anxiety and pressure from trickling down to teachers and learners.
Speaking during the Kitui KESSHA chapter annual conference in Mombasa County, consultant and stress-management expert Patra Mwaki said effective school leadership is anchored on vision, teamwork and emotional stability.
Mwaki noted that principals who bear the entire weight of school operations alone are more prone to burnout, a situation that eventually affects decision-making and learner welfare.
“Strong school principals lead with clarity of purpose, allocate resources responsibly and prioritise the well-being of students,” she said.
She added that school principals should act like consultants, only to monitor progress and provide guidance, and not to carry the whole school on their shoulders.
She urged head teachers to embrace collaborative leadership structures, delegate responsibilities and build supportive teams within their institutions.
According to her, this approach not only reduces stress for administrators but also improves teachers’ morale, creating a healthier learning environment for students.
Mwaki emphasised that unchecked stress among school leaders often cascades into classrooms, influencing teacher performance and, ultimately, learner outcomes.
She called for regular mental-health training and support systems within schools to ensure leaders remain grounded and effective.
Mwaki further noted that teachers must recognise that the current education system has shifted from a traditional instructional approach to a more learner-centred model that values understanding, support, and teamwork.
She said both school heads and teachers should create space for learners to express themselves rather than resorting to authoritative or command-style interactions.
“If students complain about anything, don’t rush to punish them. At least hear them out and try to address the burning issue,” she said.
Mwaki emphasised that a listening culture in schools not only builds trust but also reduces tension and promotes a healthy school climate where learners feel valued and understood.
Mwaki said the long-standing culture of frequently sending students home should come to an end, urging schools instead to make better use of their guidance and counselling departments to address cases of indiscipline.
She stressed that issues such as drug use and behavioural challenges must be handled within school environments because many parents are already overwhelmed and may lack the capacity to intervene effectively.
“There is no need to send learners home simply because they are using drugs. The parents won’t help, but as teachers, you can, because you are educated and empowered,” she said.
Mwaki urged teachers to take a proactive role in identifying the root causes of indiscipline and offering support rather than punishment, saying this approach fosters rehabilitation and keeps learners engaged in their education.
Mwaki also called on school principals to establish strong and consistent student support frameworks within their institutions.
She said that learning institutions should actively promote positive behaviour by recognising and rewarding good conduct, using non-verbal cues to guide learners, and involving students in decision-making.
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Additionally, Mwaki emphasised the importance of providing learners with opportunities to take up leadership roles and responsibilities, noting that this helps build confidence, accountability and a sense of belonging.
She added that schools must intentionally foster a growth mindset and nurture a positive school culture that supports both academic and personal development among learners.
By Shaban Omar
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