Child Protection and Safeguarding Policy Implementation in High Schools in Kakamega County, Kenya

Abstract

Child protection and safeguarding are critical components of education, yet persistent cases of abuse, neglect, and violence in Kenyan schools highlight a major gap between policy formulation and implementation. Despite comprehensive frameworks such as the Children Act (2022), the Sexual Offenses Act (2006), and international conventions like the UNCRC (1989), evidence indicates that learners continue to face sexual harassment, corporal punishment, and bullying. Kakamega County, which accounted for 17.6% of reported child abuse cases nationally in 2018, presents a particularly concerning case. This study therefore examined the implementation of child protection and safeguarding policies in secondary schools, focusing on three dimensions: institutional capacity, government involvement, and stakeholder participation. The study was guided by Stakeholder Theory (Freeman, 1984), which emphasizes collaboration among institutions, government, and communities to achieve organizational goals. Using a descriptive research design, the study targeted 384 respondents drawn from high schools across Kakamega County, including teachers, administrators, and support staff. Stratified random sampling was employed to ensure representativeness across school categories. Data were collected using structured questionnaires, complemented by document reviews to capture institutional practices and policy alignment. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, and means, while inferential analysis, including regression and correlation, tested the influence of the independent variables on policy implementation. The findings revealed that institutional capacity moderately influenced safeguarding practices. While roles and responsibilities were well defined and leadership commitment was evident, significant gaps persisted in teacher training and resource allocation, limiting effective implementation. Government involvement emerged as critical yet inconsistent. Although policies were disseminated and some training provided, many schools lacked clear reporting frameworks and regular support from government agencies, reflecting fragmented oversight. Stakeholder participation showed a positive but underutilized role. Parents actively engaged in safeguarding activities, but collaboration with NGOs, community leaders, and sponsors was weak, and resource mobilization remained inconsistent. Overall, the study concluded that safeguarding policies in Kakamega County were moderately effective but fragmented, with variations depending on institutional strength, government support, and stakeholder collaboration. The study recommended: (i) continuous professional development for teachers on safeguarding principles and child rights, (ii) dedicated institutional systems with budgets for safeguarding activities, (iii) improved government policy dissemination, standardized reporting frameworks, and stronger collaboration with enforcement agencies, and (iv) structured partnerships with parents, NGOs, and community groups to enhance awareness, resource mobilization, and accountability. A holistic, multi-sectoral approach integrating institutional strengthening, government oversight, and stakeholder collaboration was emphasized as essential for sustainable safeguarding outcomes. This research contributes to the growing body of literature on child protection in Kenya by highlighting contextual challenges and offering evidence-based recommendations to ensure that schools serve as safe, supportive environments where learners’ rights are upheld.