Julius Bitok, Kenya’s Basic Education Principal Secretary, has attributed recent secondary school disturbances to mounting academic pressure on students, specifically concerning examinations, and has urged school administrators to implement a more adaptable, student-focused management style.
Bitok indicated that certain tensions observed in schools might be resolved through open dialogue and improved comprehension of student concerns.
Speaking at a prize-giving event at Kenya High School in Nairobi, the Principal Secretary encouraged school heads and educators to pay attention to signs of student anxiety, particularly during examination times.
“We are not suggesting students should avoid exams, particularly county-level mock tests. What we emphasize is that when students voice anxiety or indicate unpreparedness, compelling them serves no purpose,” stated Bitok.
“Postponing assessments would be preferable to facing a burnt-down school.”
His comments arrive as reports of student unrest increase across various regions of the country, with education officials increasingly questioning whether schools adequately address students’ mental health and emotional welfare.
Bitok challenged educational administrators to reconsider conventional disciplinary and management methods.
He contended that contemporary students possess greater knowledge, heightened awareness of their rights, and greater inclination to voice their concerns than preceding generations.
“We must recognize that today’s learners are different. They possess advanced awareness and sensitivity regarding their rights and freedoms. Educational leadership must adapt to address this reality,” he stated.
The Principal Secretary advocated for enhanced student leadership frameworks, indicating that students should receive substantial platforms to voice complaints before tensions develop into destructive behavior.
He additionally implored schools to allocate more resources toward guidance counseling, mentoring initiatives, and psychosocial support services.
According to Bitok, establishing mechanisms for transparent communication between students and school administration constitutes one of the most effective approaches to preventing disturbances.
“Dialogue must consistently supersede destruction. We encourage students to utilize existing engagement channels within their educational institutions and collaborate closely with educators and administration in addressing any issues,” he stated.
The comments indicate a transformation in the ministry’s approach to school unrest, advancing beyond punitive actions toward a comprehensive focus on student welfare, mental health, and conflict resolution.
While acknowledging recent incidents, Bitok rejected calls for an early midterm break, noting that disruptions affected only a limited number of institutions.
Ministry data, he noted, demonstrates that educational activities proceed normally in the majority of schools.
“We have no intentions for unscheduled school closures. Learning continues regularly in 99 percent of our institutions, with only approximately 0.8 percent experiencing problems,” he stated.
“Our priority centers on resolving issues in the limited number of affected institutions while guaranteeing that all students proceed with their education without interruption.”
To bolster safety and enhance supervision, the ministry has initiated a nationwide review of school facilities and safety protocols.
Bitok announced that 400 additional quality assurance officers have been recruited and deployed, increasing the nationwide total to 1,000 officers.
These officers will support continuing audits designed to fortify safety measures, enhance preparedness, and ensure schools deliver secure learning environments.
“We desire every student to study in a secure, protected, and supportive atmosphere. The continuing safety assessment will assist us in reinforcing preparedness, enhancing institutional response frameworks, and improving student welfare throughout all institutions,” he stated.