The Impact of Mediation on Dispute Resolution in Select High Schools in Meru County, North Imenti Sub-County, Kenya

Abstract

This study investigates the impact of mediation on dispute resolution in select high schools in Meru County North-Imenti Sub-County, Kenya, where student misconduct, such as arson, strikes, and bullying, has disrupted learning and damaged school infrastructure. Despite existing disciplinary measures like suspensions and expulsions, summoning parents for student disciplinary hearing, soft punishments and court cases in the case of arson conflicts persist, highlighting the need for effective interventions. It is in this context that mediation is introduced to assess its impact in enhancing dispute resolution in high schools, The study gives students an alternative mechanism of resolving disputes that allows expression of interests and concerns as opposed to starting school fires, strikes and school dropout. This will be made possible by the introduction of mediation as a means of conflict intervention in high schools. This research aimed to assess the nature of disputes, evaluate the impact of current dispute resolution procedures, and determine the efficacy of mediation in fostering sustainable conflict resolution. Grounded in the Conflict Resolution Theory (Thomas-Kilmann, 1974) and Transformative Mediation Theory (Bush & Folger, 2002), the study employed a quantitative research design, collecting data through surveys administered to 286 students and key informant interviews with principals, counselors, board members, area chiefs, and the County Education Director in four high schools in North Imenti sub-county. The research also sought to establish the gender of the respondents. 55% (n = 157) of the respondents were male while 45% (n = 129) were female analysis indicated that 36% (n =104) of the respondents were in form 2 while 39% (n = 112) were in form 3 and 24% (n = 70) were in form 4. Also, analysis indicated that 10% aged 15 years (28 students), 33% aged 16 years (95 students), 53% aged 17-18 years (153 students), 3% above 18 years (10 students). On school category, analysis indicated that 29% were from mixed schools (82 students), 43% were from boys’ boarding schools (123 students), and 28% were from girls’ boarding schools (81 students). In addition, analysis indicated that 59% were from Meru County (169 students), with smaller percentages from other counties such as Nairobi (8%), Kiambu (4%), and others. Findings reveal that disputes are driven by peer pressure (55% agreement), repetitive conflicts (58% agreement), and feelings of isolation (51% agreement), with current procedures like suspensions deemed ineffective by 54% of respondents and with students feeling unheard (51% felt misunderstood) Further a notable 57% of respondents view student involvement in decision-making processes positively, with 36% expressing strong agreement Mediation was perceived as effective, with 67% of students agreeing it ensures fair treatment during conflict resolution and 70% preferring private discussions. These results align with prior studies (e.g., Githinji, 2022) and suggest mediation’s potential to empower students and foster constructive dialogue. The findings indicate that a significant portion of respondents, totaling 48%, perceive mediation as a valuable tool in mitigating the adverse effects of disputes. Recommendations include integrating mediation training into teacher education, integration into school curriculum, revising disciplinary policies, and establishing peer mediation programs. The findings contribute to the limited research on educator-led mediation in Kenyan schools and inform policy reforms to enhance school discipline and reduce misconduct. This study advocates for mediation as a sustainable ADR mechanism, with implications for students, educators, parents, and the broader community.