Special Needs Teachers in Nairobi Appeal for More Support Staff

In February 2025, teachers in Nairobi’s special needs units raised concerns over the acute shortage of trained support staff, including classroom aides, therapists, and mobility assistants. The appeal came amid a surge in learner enrollment following the expansion of inclusive education under the Competency-Based Curriculum (CBC). Teachers reported being overwhelmed by the demands of individualized instruction, behavior management, and caregiving responsibilities, especially in schools with learners who have complex needs. The Kenya Union of Special Needs Education Teachers (KUSNET) called on the Teachers Service Commission (TSC) to prioritize staffing in special schools and provide adequate resources for learner support.
The issue gained national attention again on July 2, 2025, when TSC convened consultative talks with teacher unions—including KUSNET, KNUT, and KUPPET—at the Kenya Institute of Special Education (KISE) in Nairobi. During the meeting, union officials emphasized the urgent need for more support staff and better deployment of trained special needs educators. The talks were part of the final negotiations for the 2025–2029 Collective Bargaining Agreement (CBA), which included provisions for allowances, staffing, and professional development. TSC acknowledged the staffing gaps and committed to phased recruitment and redeployment of teachers with Special Needs Education (SNE) qualifications.
To address the shortage, TSC began recruiting 3,600 SNE teachers in three phases between September 2024 and June 2025, with 1,763 teachers already posted to special schools nationwide. However, many Nairobi schools still face challenges due to budget constraints and the migration of trained SNE teachers to regular schools where career progression is perceived to be faster. In response, primary school teachers have increasingly enrolled in SNE diploma courses to qualify for redeployment and promotion, further highlighting the demand for specialized training and support.
Education stakeholders have urged the Ministry of Education and county governments to invest in inclusive infrastructure, hire multidisciplinary teams, and ensure equitable distribution of SNE resources. With Nairobi serving as a hub for inclusive education, the appeals from special needs teachers underscore the need for systemic reforms to support learners with disabilities and uphold the principles of equity and access in Kenya’s education system.