Some private schools promise heaven but deliver a pro max of hell

• Ashford Kimani, who writes on education and social affairs, examines the gap between the Christian values many private schools profess and the realities some learners, teachers and parents experience.
• He argues that schools proclaiming God’s presence must demonstrate integrity, justice, compassion and accountability in every aspect of their operations.

A school that boldly declares, “The presence of God is in this school,” makes a profound moral proclamation. The words are not simply a religious decoration on a wall.

They announce that the school recognises a higher authority and seeks to operate under principles of truth, justice, compassion, integrity and responsibility. They suggest that every person who enters the school—learner, teacher, parent, administrator, support staff or visitor—should encounter an environment shaped by values that honour God and uphold human dignity. They show people how the school wants to be viewed. They set the standard.

Such a declaration should therefore be more than a statement. It should be a standard against which the school examines its leadership, relationships, discipline, academic practices and treatment of people. If God is present in the school, His presence should not be confined to morning prayers, chapel services, religious education lessons or ceremonial occasions. It should be reflected in how decisions are made, how authority is exercised and how the weakest members of the community are treated.

One should not expect corruption or dishonesty in a school that proclaims the presence of God. School funds should be handled transparently and responsibly. Parents should not be subjected to unexplained or unlawful charges. Resources intended for learners should not disappear through mismanagement or personal enrichment. Procurement processes should be fair, and school records should be accurate. A school cannot preach honesty to learners while tolerating financial irregularities among those entrusted with leadership.

Neither should one expect academic dishonesty. Examination leakage, cheating, manipulation of marks and falsification of academic records contradict the moral values that a godly school claims to uphold. Academic excellence achieved through deception is not excellence. It is fraud disguised as success. Learners should be taught that genuine achievement comes through discipline, effort, perseverance and integrity. A school that invokes God’s presence should not sacrifice truth merely to improve its mean score, protect its reputation or compete with neighbouring institutions.

Integrity must define school leadership

A godly school environment should also not accommodate cruelty, humiliation or degrading treatment. Discipline is necessary, but discipline without dignity becomes oppression. Learners should not be insulted, ridiculed, publicly shamed or subjected to punishment intended to break their spirit. Teachers and administrators have authority, but authority is a responsibility rather than a licence to intimidate. Correction should guide learners towards better choices, not destroy their confidence or make them fear those entrusted with their education.

One should not expect bullying, violence or intimidation to flourish where God’s presence is genuinely acknowledged. Learners should feel safe in classrooms, dormitories, playgrounds and school corridors. Bullying should not be dismissed as ordinary youthful behaviour or a harmless rite of passage. A school has a duty to protect learners from physical, verbal, emotional and online abuse. Equally, teachers and other staff should not use threats or fear to maintain order. Respect that is produced by intimidation is fragile; respect earned through fairness and consistency is enduring.

The declaration should also rule out discrimination and favouritism. Learners should not receive different treatment because of their family background, social status, ethnicity, religion, academic ability or personal connection to school leaders. Opportunities should be distributed fairly. Leadership positions should not be reserved for favourites, and discipline should not be applied selectively. A school cannot teach equality before God while creating a culture in which some people are protected while others are routinely ignored.

Protecting learners and respecting teachers

There should be no room for sexual harassment, exploitation or abuse. Schools hold a sacred responsibility because parents entrust them with children and young people. Every adult in the institution must maintain professional and ethical boundaries. Any allegation of abuse should be treated seriously, investigated fairly and addressed through lawful procedures. Religious language must never be used to silence victims, protect offenders or discourage people from reporting wrongdoing. Genuine faith demands protection of the vulnerable, not concealment of misconduct.

A school that proclaims God’s presence should not practise teacher exploitation. Teachers cannot be expected to teach values of dignity while experiencing unfair treatment themselves. Delayed salaries, unreasonable workloads, intimidation, arbitrary dismissal and denial of professional respect undermine the moral credibility of an institution. Service to God should never become an excuse for exploiting employees. A school that values learners must also value the professionals who educate and guide them.

Neither should one expect leadership by fear. School leaders are expected to provide direction, maintain standards and make difficult decisions. However, leadership should not be characterised by threats, revenge, victimisation or the silencing of criticism. A godly institution should welcome accountability. Teachers, learners and parents should be able to raise legitimate concerns without being treated as enemies. Honest feedback is not rebellion; it is often an opportunity for improvement.

Faith must be reflected in everyday conduct

Perhaps the greatest contradiction would be religious performance without moral substance. A school may hold frequent prayers, organise powerful sermons and display many Bible verses, yet still tolerate dishonesty, injustice and mistreatment. Prayer is important, but prayer must influence conduct. Worship should lead to humility. Scripture should inspire justice. Religious education should produce responsible character. When spiritual language is separated from ethical behaviour, faith becomes a performance rather than a transforming force.

The true test of a godly school is not the size of its chapel, the number of prayers on its timetable or the number of religious posters on its walls. The test is found in everyday life: how a struggling learner is treated, how a teacher is spoken to, how money is managed, how discipline is administered, how conflicts are resolved and whether leaders accept accountability.

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If God is present in a school, then one should expect truth instead of deception, justice instead of favouritism, compassion instead of cruelty, accountability instead of impunity and service instead of exploitation. The poster should therefore be more than a declaration. It should be a covenant—a daily reminder that everyone in the school community is called to live in a manner worthy of the God whose presence they proclaim.

By Ashford Kimani

Ashford Kimani is a teacher of English and Literature who writes on education and social affairs.

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