PS Bitok warns over rising school unrest amid student riots

Basic Education PS Julius Bitok before the National Assembly Committee on Education at Continental House, Parliament, February 24, 2026. [Elvis Ogina, Standard]

Basic Education Principal Secretary Julius Bitok has called for urgent and coordinated action to address the growing wave of unrest in secondary schools across the country, warning that continued disruptions threaten learning and students' welfare.

Speaking during a virtual consultative meeting with principals, regional and county education officials on Thursday, he said the Ministry of Education was deeply concerned by recent incidents that have forced some schools to close temporarily after strikes, protests and cases of arson.

“We are aware of incidents of unrest in some of our schools, which have unfortunately interfered with smooth learning and led to the closure of some institutions. We must be on the lookout for the triggers to effectively pre-empt them,” said Bitok.

The meeting brought together high school principals, regional directors of education, sub-county education officers, and senior ministry officials to assess the situation and develop urgent interventions aimed at restoring calm in schools.

“We discussed the key drivers of unrest and agreed on the need for proactive, student-centred solutions that strengthen communication, guidance and counselling, student welfare, responsible social media use and effective school leadership.”

The latest unrest has affected several schools in different parts of the country, with students protesting over poor living conditions, inadequate food, harsh disciplinary measures, academic pressure and lack of involvement in school decision-making.

Among the schools affected is State House Girls High School, which was closed indefinitely on May 12 following complaints from students over food quality, healthcare services, the school canteen, curriculum concerns and treatment of learners.

At Musingu Boys High School, students reportedly torched one of the dormitories during protests earlier this week, raising fresh concerns about safety and student welfare in boarding institutions.

School unrest has remained a recurring challenge in Kenya’s education sector for decades, particularly during the second term of the school calendar.

Education experts have often linked the trend to academic pressure associated with examinations, tensions between students and administrators, rigid disciplinary systems and inadequate psychosocial support for learners.

In past years, some incidents have escalated into destruction of school property, dormitory fires, injuries, and prolonged closure of learning institutions.

The trend has frequently forced the government to intervene through investigations, counselling programmes and policy reforms targeting student welfare and discipline management.

During Thursday’s meeting, education officers from across the country identified weak communication between students and school management as one of the leading triggers of unrest.

Officials noted that many schools fail to create open channels where learners can freely express grievances before frustrations escalate into demonstrations or violence.

The officers also cited failure by school administrations to involve students in decision-making processes, saying learners increasingly want to be heard on issues affecting their daily lives in school.

Harsh disciplinary practices, including punitive punishments and authoritarian leadership styles, were also blamed for fuelling resentment among students.

At the same time, officials warned that increasing academic pressure, especially in examination classes, has contributed to emotional stress and anxiety among learners, making schools more vulnerable to unrest.

Other factors identified during the discussions included poor learning environments, peer influence, drug and substance abuse, negative social media influence, and weak guidance and counselling departments in schools.

Bitok urged school managers to adopt more student-centred approaches when handling grievances and disciplinary matters.

“Schools must strengthen communication channels between students, teachers, parents and administrators to promote trust, openness and timely resolution of concerns,” he said.

The PS emphasised that involving learners in decisions affecting school life would help build responsibility and foster a sense of belonging among students.

Education experts have in recent years warned that many learners feel excluded from decisions that directly affect them, including school rules, meal programmes, and co-curricular activities. Analysts argue that a lack of engagement often creates frustration and weakens trust between students and school administrations.

Bitok also cautioned schools against relying on punitive disciplinary methods, saying such approaches sometimes worsen tensions instead of resolving underlying problems.

“Discipline should be fair, supportive and corrective. Schools must create environments where learners feel heard, respected and supported,” he said.

His remarks come amid growing national concern over the mental health and emotional well-being of students in schools, particularly as learners face mounting academic expectations and social pressures.

The Ministry of Education has, in recent years, intensified efforts to improve psychosocial support systems in schools following reports of rising stress, anxiety, depression, and behavioural challenges among learners.

During the meeting, Bitok challenged schools to strengthen guidance and counselling departments to provide mentorship and emotional support to students struggling with academic or personal difficulties.

He further urged school administrators to intensify sensitisation campaigns against drug and substance abuse, which education officials said remains a major contributor to indiscipline and violent behaviour in some institutions.

The PS also raised concern over the growing influence of social media on students, warning that online platforms sometimes fuel indiscipline, misinformation, and peer pressure among learners.

Education stakeholders attending the meeting called for stronger collaboration between schools, parents, religious leaders, and communities in addressing student welfare issues before they escalate into crises.

Some officials argued that parents must also take a more active role in monitoring the emotional wellbeing and behaviour of their children, particularly during school holidays and visiting days.

Bitok said restoring calm in schools would require collective responsibility from all education stakeholders.

“Creating peaceful schools is a shared responsibility. Every stakeholder must play their part to safeguard the future of our children,” he said.