Application of School Rules and Regulations and Students’ Involvement in Arson in Public Boarding Secondary Schools in Migori County, Kenya
Keywords:
arson, school discipline, rules and regulations, student participation, secondary schoolsAbstract
School unrest characterized by arson remains one of the most persistent disciplinary challenges facing secondary schools in Kenya despite numerous policy interventions aimed at promoting learner discipline. The recurrence of school fires has resulted in the destruction of educational infrastructure, disruption of learning, psychological trauma, and significant financial losses. This study examined the influence of the application of school rules and regulations on students’ involvement in arson in public boarding secondary schools in Migori County, Kenya. Specifically, the study assessed the effects of the enforcement of school rules, application of examination regulations, and students’ participation in the formulation of school rules on involvement in arson. The study adopted a descriptive cross-sectional survey design involving 380 Form Three and Form Four students drawn from 28 public boarding secondary schools that had experienced arson incidents between 2017 and 2020. Twenty-eight principals participated as key informants, while focus group discussions were conducted with selected students. Quantitative data were analyzed using descriptive statistics and Pearson Product Moment Correlation, whereas qualitative data were analyzed thematically. The findings revealed that a majority of respondents perceived unfair enforcement of school rules, rigid examination regulations, and limited student participation in rule formulation as major contributors to school unrest. Correlation analysis established a statistically significant positive relationship between the application of school rules and regulations and students’ involvement in arson (r = .447, p < .05). Qualitative findings further indicated that students perceived disciplinary procedures as inconsistent, punitive, and inadequately communicated, thereby increasing resentment toward school administration. The study concludes that fair, transparent, and participatory implementation of school rules is essential in reducing student unrest and arson. It recommends that the Ministry of Education develop standardized guidelines for formulating and implementing school rules while promoting meaningful student participation in school governance to enhance ownership of disciplinary policies.
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