Crawford International School Executive Principal Amanda Birkenstock at her office in the school's Tatu City Campus.
Education stakeholders are calling for sweeping reforms in Kenya's school system, including stronger student communication, following a wave of unrest that has left students dead, dozens injured, and school property worth millions of shillings destroyed.
They also want schools to improve mental health support for students.
The appeal comes after months of student strikes and school fires that have disrupted learning across the country.
More than 200 schools have reportedly suspended learning temporarily or closed following unrest, highlighting growing concerns over student welfare and safety.
In the latest incidents, at least three students died in separate school fire tragedies, while scores of others sustained injuries, some with severe burns, as dormitories and other school facilities went up in flames.
The fires have also destroyed property valued at hundreds of millions of shillings, forcing several schools to suspend operations and disrupting the academic calendar.
Education experts now say the country's long-standing response of punishing students and charging parents for damaged property has failed to address the root causes of the unrest.
Instead, they are urging schools to adopt preventive measures that tackle the social, emotional and economic pressures affecting learners.
In a joint statement, they say that today's students face mounting challenges both at home and in school.
"Rising living costs and demanding work schedules have reduced the amount of time many parents spend with their children, with digital devices increasingly filling the gap left by active parenting," the statement reads.
"Without safe spaces to express their emotions at home, many learners carry anxiety and frustration into the classroom."
Once in school, the group composed of teachers and top administrators said that students encounter additional pressure from demanding academic schedules and changing examination systems.
Stakeholders also fault many schools for maintaining rigid disciplinary systems that leave little room for student participation.
"Many institutions still rely on highly hierarchical disciplinary structures where student feedback mechanisms, including suggestion boxes, are largely ignored."
As a result, frustrated learners often feel they have no legitimate avenue to air their grievances.
Education experts say this sense of exclusion can push some students to resort to vandalism and arson as a way of attracting attention.
They also point to broader societal influences, claiming that many students see university graduates struggling to find employment, weakening their confidence in education as a pathway to success.
At the same time, they have watched violent national protests dominate headlines, with some unconsciously adopting similar methods to express dissatisfaction.
To reverse the trend, stakeholders are proposing comprehensive reforms that focus on prevention rather than punishment.
Among the recommendations are strengthening student councils to give learners a meaningful voice in school governance.
They are also calling for an immediate overhaul of rigid disciplinary approaches with transparent accountability systems and hiring independent mental health professionals instead of relying solely on already overstretched teachers for counselling services.
They are also calling for a national conversation on gradually expanding day-school education to keep teenagers closer to their families during their formative years.
They argue that stronger family support could help address emotional and behavioural challenges before they escalate.
Some schools have already begun implementing such reforms.
For instance, Crawford International School says its education model deliberately promotes dialogue, student wellbeing and accountability instead of fear-based discipline.
"By replacing rigid, punitive disciplinary structures with a proactive, student-centred approach to governance, open communication, and student wellbeing, we can address grievances long before they escalate," said Amanda Birkenstock, Executive Principal at Crawford International School.
Birkenstock said the school's philosophy centres on creating an environment where students feel safe to express themselves.
"Operating under a core philosophy of 'Education without fear' ensures that the learning environment is nurturing rather than authoritative," she said.
Education stakeholders warn that unless schools establish genuine dialogue with learners and strengthen mental health support systems, student unrest is likely to persist.
