Rampant strikes and destruction of property in high schools

By Teacher Alice Likimani

Introduction
In recent years, there has been an alarming increase in student strikes, unrest, and the destruction of school property in many high schools across the country. These incidents have negatively affected learning, led to loss of lives and property, and disrupted the smooth running of educational institutions. As a teacher, I have observed several factors that contribute to this unfortunate trend.

Causes of student strikes and school arson
Absent parenthood
Many parents have delegated their parental responsibilities to teachers, domestic workers and other caregivers. As a result, some children grow up without proper guidance, discipline, and moral values. Lack of parental involvement makes it difficult for students to develop respect for authority and responsibility.

Irresponsible behaviour among learners
Some students are unwilling to take responsibility for their actions. They often blame teachers, school administration, or the system for challenges that could be solved through dialogue and personal accountability.

Non-correctable children
There is an increasing number of learners who are unwilling to accept correction. Any attempt to guide or discipline them is viewed as harassment or victimization, leading to hostility towards teachers and school rules.

Parents who do not want their children to work
Some children grow up in homes where domestic workers perform all domestic duties. Consequently, these learners are not accustomed to responsibility, hard work, or following instructions. They may perceive school routines and duties as punishment rather than character-building exercises.

Entitlement mentality
Some learners have been raised believing that they must always get what they want. When their demands are not met immediately, they resort to protests, violence, or destruction of property to force school administrations to comply.

Undermining teachers’ authority
In some cases, learners from affluent backgrounds feel superior to their teachers due to their family’s financial status. Such students may openly challenge authority and refuse to respect school regulations, making discipline difficult to enforce.

National culture of demonstrations and destruction
Students often imitate what they observe in society. When national grievances are frequently expressed through demonstrations, strikes, and destruction of property, young people may perceive such actions as acceptable methods of resolving conflicts.

Drug and substance abuse
The use of drugs and other substances among students contributes significantly to indiscipline. Drug abuse impairs judgment, promotes aggression, and increases the likelihood of violent behaviour, including participation in strikes and arson.

Mitigation measures

1. Strengthen parental involvement through regular meetings, counselling sessions, and parenting programs.
2. Promote character education, moral instruction, and values-based learning in schools.
3. Enhance guidance and counselling departments to help students manage emotions and resolve conflicts peacefully.
4. Strengthen collaboration between parents, teachers, religious leaders, and community members in mentoring young people.
5. Enforce school rules consistently while safeguarding students’ rights and dignity.
6. Conduct regular anti-drug awareness campaigns and strengthen measures against drug trafficking and abuse within and around schools.
7. Encourage open communication between students and school administration to address grievances before they escalate.
8. Introduce leadership and conflict-resolution training for student leaders.
9. Promote positive role models who demonstrate peaceful methods of resolving disagreements.
10. Government agencies, schools, parents, and communities should work together to cultivate a culture of responsibility, respect, and accountability among learners.
11. The increasing cases of strikes and destruction of property in schools are a matter of great concern. While students must be held accountable for their actions, parents, teachers, communities, and government institutions all have a role to play in addressing the root causes. Through collective effort, proper guidance, and effective discipline, schools can once again become safe environments that promote learning, character development, and responsible citizenship.

Conclusion

The increasing cases of strikes and destruction of property in schools are a matter of great concern. While students must be held accountable for their actions, parents, teachers, communities, and government institutions all have a role to play in addressing the root causes. Through collective effort, proper guidance, and effective discipline, schools can once again become safe environments that promote learning, character development, and responsible citizenship.

Disclaimer: The views and opinions expressed in this editorial are those of the author and do not reflect the views, editorial position or policies of Elveza Media.