A new report on gender equality in education reveals that a teenage girl not attending school in Kenya is 12 times more likely to experience early pregnancy compared to her enrolled peers.
The findings are part of the “State of Gender Equality in Our Basic Education” report published by Usawa Agenda, a Kenyan-based, African-led civil society organization advocating for educational equity and equality.
“No child is more disadvantaged than a girl out of school,” the report emphasizes.
“An out-of-school teenage girl faces 12 times the risk of early pregnancy as her in-school counterpart,” the report states.
The report presents a concerning landscape of educational inequalities in Kenya, particularly affecting girls, children with disabilities, refugees, and those from disadvantaged backgrounds.
Conducted during June and July 2025, the study encompassed all 47 counties through extensive household and school visits evaluating educational status and gender equality nationwide.
Researchers visited 2,056 enumeration areas and surveyed 41,156 households, reaching 81,074 children and assessing 49,835 eligible learners.
The assessment targeted children aged 10 to 15 years both in and out of school, as well as learners in Grades 3 to 9 up to 17 years old.
Additionally, researchers examined 1,527 public and private primary and comprehensive schools and 1,194 senior schools. School administrators were interviewed, while KCSE examination results and entry marks for over 137,000 candidates from selected schools were gathered and analyzed.
Nationally, more boys than girls are out of school. However, within refugee communities, girls are more likely to miss educational opportunities.
According to the findings, the most vulnerable age groups among Kenyan children are those aged four to five years and 13 to 17 years.
Among refugee children, those aged four to five years and six to 12 years face the highest risk of being excluded from school.
Researchers also identified a strong correlation between household characteristics and school attendance.
Children in female-headed households were found more likely to be out of school nationally.
However, in refugee communities, children from male-headed households faced a higher likelihood of educational exclusion.
The study further revealed that parental education levels significantly influence school attendance.
“A child in a household headed by an adult without formal education is nearly 10 times more likely to be out of school than his or her counterpart in a household led by at least a degree holder,” the report states.
The findings also highlighted the impact of disability on school attendance.
The report indicates that boys with disabilities are marginally more likely to be out of school than girls with disabilities. Children with mental disabilities were identified as the group most likely to be completely excluded from learning.
The report called for enhanced interventions targeting vulnerable groups, particularly girls, children with disabilities, and refugee communities, to ensure equal access to quality education.
Researchers also noted the continuing critical role of religious institutions in supporting education in Kenya.
“Religious institutions are key actors in development and support of the education sector,” the report states.
Interestingly, the findings showed that girls’ senior schools are more likely to receive sponsorship from religious organizations compared to boys’ schools.
Usawa Agenda stated that the findings should guide policymakers, education stakeholders, and development partners in designing targeted interventions to reduce inequalities and ensure all children have access to education regardless of gender, disability, or social background.