The boarding school question Kenyans can no longer ignore

For generations of Kenyans, boarding school has been viewed not merely as an educational option but as a rite of passage. Parents proudly celebrate when their children secure places in prestigious boarding institutions. Communities often associate boarding schools with discipline, academic excellence and future success. In many parts of the country, the assumption that a “good school” must be a boarding school has become so deeply rooted that few people stop to question it.

Yet recent events have forced the country to confront an uncomfortable question: why have we normalised boarding schools to such an extent that we rarely examine their costs, risks, and long-term effects on children and families?

The debate has gained urgency following a series of school tragedies, including fires, accidents, and cases of student unrest. Every time disaster strikes, Kenyans mourn, demand investigations, and call for reforms. However, the discussion often focuses on immediate causes while avoiding a broader examination of the boarding school culture itself.

One reason boarding schools became popular was necessity. In the years following independence, quality secondary schools were few and far apart. Learners from remote regions needed accommodation near schools because daily travel was impossible. Boarding schools offered access to education for thousands of children who would otherwise have been excluded. They also provided structured environments where students could focus on academics without distractions.

Over time, however, boarding ceased to be merely a practical solution and evolved into a status symbol. Parents increasingly came to believe that boarding schools were superior to day schools. A child admitted to a renowned boarding institution was often considered more likely to excel academically and secure a brighter future. This perception strengthened demand and helped create a culture in which sending children away from home became normal.

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But normal does not necessarily mean ideal.

One of the most significant concerns is the growing distance between children and their families. Parents are a child’s first teachers, mentors, and role models. They shape values, character, emotional intelligence and social behaviour. When children spend most of the year away from home, many of these responsibilities shift to teachers and school administrators.

While schools play an important role in nurturing young people, they cannot fully replace the family. Adolescents face emotional, psychological, and moral challenges that often require close parental guidance. Regular interaction with parents helps children develop confidence, identity and a sense of belonging. When that connection is weakened, some learners may struggle with emotional issues that remain unnoticed until they become serious.

Mental health is another area that deserves attention. The pressure of academic competition, crowded dormitories, strict routines and prolonged separation from family can create stress for many learners. While some students adapt successfully, others experience loneliness, anxiety or emotional exhaustion. Unfortunately, conversations about mental health in schools are often overshadowed by the relentless pursuit of examination results.

Safety concerns have also become impossible to ignore. Numerous inspections have revealed overcrowded dormitories, inadequate emergency exits, poor sanitation and non-compliance with safety regulations in some institutions.

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The recurring reports of fires and other emergencies raise important questions about whether the rapid expansion of boarding facilities has always been matched by proper investment in infrastructure and learner welfare.

The financial burden on parents is equally significant. Boarding schools require expenditure on accommodation, meals, uniforms, transport and numerous other charges. For many families, these costs stretch already limited household budgets. Yet because boarding is viewed as the preferred option, parents often feel compelled to make sacrifices they can scarcely afford.

This is not to suggest that boarding schools should be abolished. Many have produced outstanding leaders, professionals and innovators. For learners in remote areas, boarding remains an essential service. Boarding schools can foster independence, resilience, teamwork, and exposure to diverse cultures and perspectives. Countless former students cherish the friendships and life lessons they gained while living away from home.

The real issue is whether boarding should continue to be treated as the default educational pathway for large numbers of children.

Perhaps the time has come for Kenya to invest more aggressively in quality day schools. Strong neighbourhood schools would allow learners to receive excellent education while maintaining close family ties. Parents would remain actively involved in their children’s daily lives, and students would benefit from both academic support and consistent emotional guidance at home.

Such a shift would also help reduce pressure on overcrowded boarding institutions. Resources currently concentrated in a few elite schools could be distributed more equitably across the country, improving access to quality education for all learners regardless of location.

The conversation about boarding schools should not be driven by nostalgia, tradition, or prestige. It should be guided by one fundamental question: what arrangement best serves the interests of children?

As Kenya continues to reform its education system, the country must be willing to challenge assumptions that have gone unquestioned for decades. Boarding schools undoubtedly have a place in the education landscape. However, they should be one option among many, not an unquestioned norm.

The future of education depends not only on what children learn in classrooms but also on the relationships, values, and support systems that shape them beyond school gates. In rethinking our attachment to boarding schools, we may discover that the strongest foundation for learning begins much closer to home.

By Ashford Kimani

Ashford teaches English and Literature in Gatundu North Sub-county and writes on education, literacy and youth development.