Causes of Violence in Public Secondary Schools in Kisumu-West Sub- County, Kenya

Abstract

While global peace is very important for human coexistence, violence at school signifies risks to students’ safety, social well-being, and academic achievement. This often results in long-term consequences. Guided by Social Learning Theory, this study employed the Descriptive Phenomenology design and one of the objectives was to establish the causes of violence in public secondary schools. Using Focus Group Discussions the study captured the lived experiences of learners on violence while oral interviews were used with School Principals, Head Prefects, and Guidance and Counselling teachers. Raw data collected were recorded, transcribed, coded, and analysed and presented thematically with occasional verbatim quotes. The findings revealed that violence manifests in multiple forms, including physical, psychological, sexual, and gender-based violence, with physical violence being the most prevalent. Major contributing factors included the impact of peer pressure, rogue teachers who administered corporal punishment in learner correction practices, impact of family on socialization, violence and economic gap, alcoholism, drug and substance abuse, and the challenges of technological impact. Gender disparities were also evident, influencing how learners experienced violence. The study further established that school violence undermines healthy learner socialization by fostering low self-esteem, strained peer relationships, absenteeism, school dropouts, and mental health issues, all of which negatively affect academic performance. The study concludes that addressing violence in schools requires a multifaceted approach, including creating inclusive safe and confidential solutions, mechanisms, strengthening guidance and counselling departments and supporting appropriate and adequate integration of new student into school environment to mitigate violence and support broader societal objectives of peace, cohesion, and security.