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Assessing the Effectiveness of Policies that Support Early Childhood Development during Emergencies in Kenya

Maringo T, Francisco-Nelson K, Kipchirchir KB · 14 Aug 2026

Abstract

Abstract Kenya experiences frequent climate emergencies such as floods, drought, disease outbreaks, conflict, and displacement. Early Childhood Development (ECD) is a crucial period in a child's life, and climate emergencies significantly affect a child’s social, physical, and emotional development. This study employed a mixed-methods approach, combining qualitative and quantitative research techniques, to examine the extent to which climate-related policies support early childhood development during emergencies in Kenya. In particular, this research highlights policy application gaps, best practices, community actions, stakeholder coordination, and resource allocation that affect the continuity of child education during emergencies. Empirical Analysis : The major impact of the 2024 El Niño floods was the flooding of houses (24%) as the primary impact, followed closely by loss of property at 21.6% and the closure of schools (20.3%). 53.8% of children had anxiety about future floods, and 37.9% of survey respondents missed up to four weeks of school during the flooding emergency. The most significant gap, cited by respondents that hampers effective emergency response efforts, is the lack of funding (24.7%), followed by the lack of adequate training 20.5%, and weak coordination, cited by 17.8%. Theoretical Analysis : Bronfenbrenner’s Ecological Systems Theory was used to demonstrate how disruptions across multiple systems affect child wellbeing. The study also aligns with Toxic Stress Theory, which suggests that prolonged exposure to adversity without adequate protective support can negatively affect children's cognitive and behavioural development. Results : This study provides actionable recommendations for integrating child-sensitive approaches into disaster risk reduction and climate resilience planning. It has documented successes and lessons learned on inclusive ECDE to inform evidence and action plans. It provides recommendations on how to integrate climate considerations into emergency ECD programs and child-specific considerations into climate-action plans that ensure learning continuity, protection, and healthy development.