Peer-reviewed article
ASSESSING THE INFLUENCE OF VIOLENCE AGAINST PRE-PRIMARY II SCHOOL CHILDREN ON ATTAINMENT OF LEARNING OUTCOMES IN KITUI COUNTY, KENYA
Damaris K. Wambua, Catherine Murungi, Mary Ndani ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study looked at how violence against pre-primary II children affects their learning in Kitui County, Kenya. It used a cross-sectional design with questionnaires, observation checklists, a violence exposure screening tool and focus group discussions, covering 658 respondents from 50 public schools. Teachers reported that affected children participated little, concentrated poorly, had strained peer relationships, left assignments incomplete and were often absent. Child, family and school factors were all linked to learning outcomes, with school and family factors having the largest effect. The authors recommend stronger enforcement of rules against corporal punishment and safer school environments.
Key points
- 90% of teachers saw very low class participation among affected children.
- 84% of teachers noted poor concentration, 80% strained peer relationships, 76% incomplete assignments and 70% frequent absenteeism.
- Three-way ANOVA found child (p = .014), family (p = .001) and school (p = .000) factors significantly affected learning outcomes.
- Teachers described affected children as withdrawn, inattentive and emotionally troubled.
- The study recommends full implementation of existing guidelines prohibiting corporal punishment, and better fencing, smaller classes and supervision during play.
Limitations
The cross-sectional design shows associations at one point in time and cannot prove that violence causes poorer learning. Much of the data comes from teacher reports, and the abstract does not give details on how learning outcomes were measured or on findings from children directly.
Abstract
Violence against young children remains a persistent yet insufficiently interrogated barrier to effective early childhood learning, particularly within rural and resource-constrained contexts. This study assessed the influence of violence against pre-primary II school children on attainment of learning outcomes in Kitui County. Anchored in the Culture of Violence Theory and Family Systems Theory, the study employed an analytical cross-sectional design integrating quantitative and qualitative approaches. The study population comprised PP2 learners, teachers, parents or caregivers, and Sub-County Children’s Officers drawn from public pre-primary schools across the county. The target population comprised 34,526 pre-primary two children, 3,006 teachers, and an equal number of parents or caregivers drawn from 1,874 public pre-primary schools in Kitui County. From this population, 50 schools (10%) were selected using simple random sampling. The total sample size for the study was 658 respondents. Data were collected through questionnaires, observation checklists, a standardized violence exposure screening tool, and focus group discussions. Quantitative data were analyzed using descriptive statistics, chi-square tests, and analysis of variance, while qualitative data were analyzed thematically. The findings revealed that violence greatly harms children’s academic, social, and emotional well-being. Quantitative results indicated that 90% of teachers saw very low participation in class among affected children. Additionally, 84% noted poor concentration, 80% reported strained peer relationships, 76% observed incomplete assignments, and 70% mentioned frequent absenteeism. The three-way ANOVA results confirmed that child (p = .014), family (p = .001), and school (p = .000) factors significantly affected learning outcomes, with school and family issues having the most impact. Teachers shared that affected children appeared withdrawn, inattentive, and emotionally troubled, showing little energy or enthusiasm in class. The study concluded that exposure to violence seriously impairs behavioural, socio-emotional, and cognitive learning outcomes. Children who were exposed to violence showed damaged peer relationships, risky behaviour, low task completion, poor concentration, and absenteeism. The study provides strong empirical evidence that links exposure to multidimensional violence to quantifiable deficiencies in early learning outcomes, emphasizing the interconnected influence of child, family, and school factors. The study recommended that the Ministry of Education should ensure the full implementation and monitoring of existing child protection and discipline guidelines that prohibit corporal punishment in schools. The establishment of clear, enforceable codes of conduct and reporting mechanisms will promote accountability among teachers and administrators while fostering safe learning environments consistent with children’s rights frameworks. School administrators and Boards of Management should prioritize physical safety through adequate fencing, teacher recruitment to reduce class sizes, and dedicated supervision during play and transitions. Strengthening the physical and supervisory environment will directly minimize opportunities for peer violence and injury.