Effects of 2024 Floods on Academic Performance of Learners in Public Primary Schools in Mathare Sub-County, Nairobi, Kenya.

Abstract

This study investigated the effects of floods on the academic performance of Grade 7 learners in public primary schools in the Mathare sub-county, Nairobi, Kenya. Guided by disaster management theory, ecological systems theory, and environmental stress theory, the study employed a descriptive design that integrated both qualitative and quantitative data. Data was collected from 75 learners and 11 key informants using questionnaires and interviews, respectively. The quantitative data were analyzed using SPSS version 27, while the qualitative data were presented in verbatim form. The findings revealed extensive education disruptions. Nearly 80% of students reported irregular attendance, frequently missing up to half of the classes due to blocked roads, damaged infrastructure, and additional home duties. risk-informed urban planning for resilient infrastructure. Statistical analysis revealed a significant positive relationship between key domains of learner development &welfare, and academic performance (ρ = .71, p < .01), underscoring a strong link. Learners also faced food insecurity, unsafe housing, psychosocial distress, poor sanitation, and increased exposure to protection risks such as abuse, neglect, and child labor. Psychosocial effects were significant, with 64% reporting difficulty concentrating, 54% struggling with motivation, and 62% exhibiting behavioral issues, all of which negatively affected academic performance. This led to difficulties in catching up with lessons, declining grades, struggles in core subjects, and anxiety about repeating classes. Consequently, performance in the Kenya Primary School Education Assessment (KPSEA) fell below expectations. Despite these challenges, 88.6% of students reported being optimistic about the future, which was supported by interventions such as counseling, food programs, catch-up coursework, as well as family and community support. The study recommends investment in education technology for learning continuity, integration of child protection and mental health into education in emergencies, adoption of AI for humanitarian response, risk-informed urban planning for resilient infrastructure, and advanced policies that utilize community-based adaptations for resilience and sustainability. Future studies should explore urban and peri-urban contexts, the long-term academic & psychosocial outcomes of these learners affected by floods, and an in-depth understanding of the vulnerabilities of marginalized populations, such as girls and children with disabilities. The findings emphasize the need for comprehensive, equity-focused approaches to enhance education resilience and safeguard child welfare in emergencies.