By Dr. James Muthusi, Ph.D.
The recent wave of unrest, destruction of school property, and student indiscipline witnessed in Kenyan schools should concern every parent, teacher, policymaker, and citizen. These cases have exposed a hard truth: teachers are increasingly being expected to carry a responsibility that belongs first and foremost to parents. Schools play a critical role in shaping young people, but they cannot replace the home as the primary source of discipline, values, and character formation.
While schools often find themselves at the center of public scrutiny whenever such incidents occur, emerging evidence points to a reality that many have been reluctant to confront: the roots of most discipline challenges begin long before a child enters the school gate.
A study conducted in Makueni County on the influence of home-based factors on student discipline found that parenting styles, family environment, parental involvement and economic circumstances significantly influence students’ behavior in school. The findings suggest that many discipline problems seen in schools are rooted in experiences and values acquired at home long before students enter the classroom.
Discipline begins at home. Teachers can reinforce it, but they cannot create it from nothing. Students learn respect, responsibility, honesty, self-control, and accountability through daily interactions with parents and guardians. Social learning theory teaches that young people imitate the behavior they observe from significant adults in their lives. When parents model integrity, respect for authority, and responsible conduct, students are more likely to demonstrate the same virtues. Conversely, when children grow up in environments characterized by neglect, conflict, inconsistent discipline, disrespect for authority, or lack of supervision, those patterns often manifest themselves in school
Unfortunately, many parents have gradually delegated parenting responsibilities to schools. Some only appear when examination results are released but remain absent during the character-building process. Some parents know little about their children’s friends, online activities, emotional struggles, or daily experiences.
Such absence creates a vacuum that is often filled by negative peer influence, social media pressures, and risky behaviors. The consequences are evident in rising cases of drug abuse, truancy, bullying, violence, and organized school unrest.
Parenting cannot be delegated. It is a responsibility that cannot be outsourced.
The Makueni study revealed that parental involvement has a direct impact on discipline and academic performance. Students whose parents take an active interest in their education, monitor their behavior, and maintain communication with teachers are generally more disciplined than those who lack such support.
The research also challenges the belief that providing money alone is enough. Many parents work tirelessly to provide school fees, pocket money, smartphones, fashionable clothing, and comfortable living conditions. These efforts are commendable. However, children need more than financial support. They need presence, guidance, conversations, boundaries, and emotional connection.
While paying school fees and meeting material needs is important, students require more than financial support. Economic status by itself does not guarantee discipline, students excel because of strong parental involvement and moral guidance.
Equally important is the partnership between parents and teachers. Schools and families must work together. Unfortunately, many schools report growing resistance from some parents whenever disciplinary action is taken against their children. Instead of seeking facts, some immediately blame teachers. Others undermine school authority by excusing or justifying unacceptable behavior. Such actions send a dangerous message to children: that authority can be challenged without consequence.Effective parenting requires collaboration, not confrontation.
Likewise, teachers should engage parents regularly on student progress and behavior. Consistency between home and school sends a powerful message about accountability and responsibility.
The recent trend of students torching school facilities deserves particular concern. Arson is not a form of protest; it is a criminal offence. Burning dormitories, classrooms, and school property destroys investments made through the sacrifices of parents, taxpayers, and communities. It disrupts learning, forces families to bear reconstruction costs, and places additional pressure on already strained education resources.
Students must understand that criminal actions carry long-term consequences. Participation in arson and other criminal activities can affect their future opportunities. Certificates of good conduct are often required for employment, professional careers, business opportunities, and public service. A criminal record may limit access to these opportunities and negatively affect future prospects.
Parents must therefore reclaim their central role in raising children. They must become actively involved in their children’s education, friendships, behavior, online activities, emotional wellbeing, and character formation. They must model the virtues they wish to see. They must establish boundaries while maintaining loving relationships. They must support teachers rather than abandon them to an impossible task.
The solution to school unrest does not lie solely in stricter rules or harsher punishments. It lies in stronger parenting, active parental involvement, effective communication between homes and schools, and the deliberate nurturing of values from an early age which begins at home.
Teachers can teach subjects, provide guidance, and reinforce discipline, but they cannot replace parents. The classroom can only build upon the foundation that parents lay.
If we desire disciplined schools, responsible citizens, and a prosperous nation, parenting must once again become everyone’s priority.
Dr. James Muthusi, Ph.D.
Educational Consultant and Lecturer.
