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The writer argues that the government should consider changing the name of Utumishi Girls Academy to enable student survivors and parents heal, and also to keep the school away from future ridicule.
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He contends that mentioning the school immediately reminds many Kenyans of the horrifying images of a burnt dormitory, grieving parents, mass funerals and young lives cut short.
The decision to reopen Utumishi Girls Academy one month after the devastating dormitory fire that claimed the lives of 16 students marks an important step towards restoring learning and normalcy.
The reopening, to be conducted in phases, demonstrates the government’s determination to ensure that education continues even as investigations and reconstruction efforts proceed.
However, reopening the school should not be the only conversation. Kenya should also seriously consider changing the institution’s name.
A school’s name is more than an administrative identity. It represents history, values, achievements and collective memories. Unfortunately, the name “Utumishi Girls Academy” has now become synonymous with one of the darkest chapters in Kenya’s educational history.
Mentioning the school immediately reminds many Kenyans of the horrifying images of a burnt dormitory, grieving parents, mass funerals and young lives cut short.
This association will remain for decades.
Every new student admitted to the school will inevitably be reminded of the tragedy. Parents considering enrolling their daughters may hesitate because the name evokes fear rather than confidence. Teachers posted to the institution will equally carry the emotional burden attached to the school’s identity.
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Changing the school’s name would not erase history. The tragedy will always remain part of Kenya’s educational record. Instead, a new name would symbolize a fresh beginning; a declaration that the institution is committed to healing, rebuilding and becoming a safer place for learners.
Around the world, institutions associated with catastrophic events have often undergone rebranding or renaming. The objective is not to conceal the past but to help survivors and future generations move forward without being permanently trapped by painful memories.
The girls returning to school are themselves survivors. Many lost close friends, classmates and roommates. Some witnessed horrifying scenes that will stay with them throughout their lives.
Expecting them to resume learning under exactly the same identity associated with those traumatic experiences may make emotional recovery more difficult.
Psychologists acknowledge that trauma can be triggered by familiar names, places and environments. While counselling, family support and school-based mental health programmes remain the most important interventions, symbolic changes can also contribute significantly to healing.
A new school name could become a powerful statement of resilience.
It could honour hope instead of tragedy. It could inspire future learners rather than remind them of loss. Such a decision should involve students, parents, alumni, teachers, education experts and the National Police Service, which sponsors the institution.
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An inclusive process would ensure that the new identity reflects shared aspirations while respecting the memory of those who lost their lives.
Renaming the school must, however, be accompanied by substantive reforms. A new signboard alone will not restore public confidence. The government must ensure modern dormitories, reliable fire detection systems, adequate emergency exits, frequent safety drills, sufficient matrons and continuous safety inspections.
The tragedy exposed broader concerns regarding safety standards in Kenyan boarding schools. Authorities have acknowledged the need to strengthen compliance as investigations into the Utumishi fire continue, even as several students face criminal proceedings over the incident.
Parents must also regain confidence that schools are places where children are protected. Safety should never be treated as an afterthought or merely a requirement for inspection reports. It should become part of the culture of every learning institution.
The reopening of Utumishi Girls Academy therefore presents Kenya with an opportunity that goes beyond resuming classes. It is a chance to redefine how the country responds to educational disasters. Rather than simply rebuilding walls, Kenya should rebuild trust.
A new name, carefully chosen through public participation, could become the first chapter of that new story.
Most importantly, renaming the school would not dishonour the memory of the 16 girls who perished. On the contrary, it would acknowledge that their deaths transformed the institution forever.
Their memory should be preserved through a permanent memorial, annual remembrance activities and unwavering commitment to ensuring that no Kenyan child ever loses their life in similar circumstances again.
History cannot be rewritten, but the future can be reshaped. As Utumishi Girls Academy prepares to welcome back learners, Kenya should embrace both physical reconstruction and emotional renewal. Sometimes, a new beginning starts with a new name.
By Ashford Kimani
Ashford is a teacher of English and Literature who writes about education and social affairs.
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