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The writer argues that girls’ schools have frequently emerge among the biggest winners. in the yearly school music competitions in Kenya, an issue he says raise concerns.
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He says that the pattern has sparked discussion among educators, parents and students alike. Are girls naturally better at music than boys? The evidence suggests otherwise.
Every year, school music festivals across Kenya produce breathtaking performances that celebrate creativity, culture, language and talent. From moving choral verses and captivating folk songs to polished solo performances and instrumental masterpieces, the competitions showcase some of the country’s brightest young artists. Yet one trend has remained remarkably consistent over the years: girls’ schools frequently emerge among the biggest winners.
This pattern has sparked discussion among educators, parents and students alike. Are girls naturally better at music than boys? The evidence suggests otherwise. The success of girls’ schools is less about innate talent and more about participation, preparation, institutional support and sustained investment in music education.
The trend was once again evident during the 2026 Nairobi Regional Kenya Music Festival, where several girls’ schools featured prominently among the outstanding performers that qualified for the national festival.
Among ten of the most notable schools highlighted for exceptional performances, five were girls’ schools (50 per cent), two were boys’ schools (20 per cent), while three were mixed schools (30 per cent). When only the seven single-sex schools in that group are considered, girls’ schools accounted for 71.4 per cent, compared to 28.6 per cent for boys’ schools.
Schools such as Kariobangi North Girls, Karen C Girls, Apostolic Carmel Girls, Kianda School and State House Girls once again demonstrated why girls’ institutions continue to dominate many vocal and choral categories. They were joined by other impressive performers including Moi Education Centre, Lenana School, Jamhuri High School, Ofafa Jericho High School and St. Claire Nembu Comprehensive School, all of which produced performances of exceptional quality.
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One of the biggest reasons behind the success of girls’ schools is participation. In many learning institutions, girls willingly join choirs, music clubs and performing arts groups from an early age. This allows them to develop vocal techniques, stage confidence and teamwork long before major competitions begin. The more students participate consistently, the more experienced and polished they become.
Commitment is another defining factor. Music teachers across the country frequently observe that girls tend to attend rehearsals more consistently, follow instructions carefully and dedicate extra hours to perfecting their performances. Winning a music competition requires far more than possessing a good voice. It demands discipline, concentration, patience and countless hours of practice.
Teamwork also plays a critical role. Most winning entries in school music festivals involve groups rather than individuals. Choral verse, set pieces, African folk songs and cultural performances require singers to blend voices, maintain rhythm and execute choreography with remarkable precision. Girls’ schools often excel because they cultivate a strong culture of cooperation, allowing every member of the choir to contribute to a unified performance.
Biology can also influence vocal competitions during adolescence. As boys go through puberty, their voices undergo significant changes that temporarily affect pitch, range and vocal control. This transition can make singing challenging for some boys during certain school years.
Girls generally experience more stable vocal development, allowing them to maintain consistency in competitive singing. However, this is only a temporary developmental stage and should never be interpreted as a permanent advantage.
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School culture further shapes these outcomes. In many boys’ schools, sporting activities such as football, rugby, athletics and basketball receive greater attention and resources. Music may receive less emphasis, leading to fewer students participating actively in choirs and performing arts. In contrast, many girls’ schools have established strong musical traditions that attract enthusiastic participation and sustained institutional support.
The quality of leadership also matters immensely. Successful music programmes depend on committed teachers who identify talent early, organise regular rehearsals and motivate learners to strive for excellence. Schools that invest in experienced music trainers, proper rehearsal schedules and adequate musical resources often produce consistently outstanding results regardless of whether they are boys’, girls’ or mixed institutions.
It is important to emphasise that boys are equally capable of achieving musical excellence. Kenya has produced outstanding male singers, composers, conductors, instrumentalists and performers who have excelled nationally and internationally. Likewise, several boys’ schools continue to shine in instrumental music, brass bands, indigenous dances, solo performances and creative compositions. Their achievements demonstrate that success depends on preparation rather than gender.
Mixed schools also continue to challenge traditional perceptions. Institutions such as Moi Education Centre and St. Claire Nembu Comprehensive School have demonstrated that when boys and girls learn, rehearse and perform together under effective leadership, they can compete successfully against long-established music powerhouses.
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The continued success of girls’ schools should therefore be viewed as an opportunity for learning rather than comparison. Boys’ schools can strengthen their music programmes by encouraging greater participation, allocating more time for rehearsals, investing in qualified music teachers and recognising performing arts with the same enthusiasm accorded to sports.
Parents and school administrators also have a responsibility to encourage boys to embrace music as a valuable avenue for developing creativity, confidence, communication skills and cultural appreciation.
Music education extends far beyond winning trophies. It nurtures discipline, teamwork, emotional intelligence, leadership, creativity and self-expression. These are lifelong skills that prepare learners for success in many professional fields, including education, media, diplomacy, law, business, technology and the creative economy.
Ultimately, music competitions reward dedication, preparation, teamwork, creativity and resilience—not gender. The dominance of many girls’ schools reflects years of consistent investment, strong institutional cultures and unwavering commitment to excellence. With equal opportunities, quality coaching and sustained support, boys, girls and mixed schools can all reach the highest levels of musical achievement.
The future of Kenya’s school music festivals will be even brighter when every learner, regardless of gender, is encouraged to discover, develop and showcase their musical talent.
By Hillary Muhalya
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