Causes of Vulnerability to Disasters in Public Secondary Schools in Nairobi County, Kenya

Abstract

In recent years, there has been a noticeable increase in disaster incidents within secondary schools, which significantly disrupts the educational process. These disasters not only result in loss of life and injuries but also lead to damage to school property and extended closures, forcing students to stay away from school for extended recovery periods. Despite the efforts of the Kenyan government and various stakeholders to promote disaster preparedness, schools in Kenya continue to face numerous disasters. Many secondary school students’ encounter daily risks, and often, school authorities, parents and students only take action after a tragedy occurs. This reactive approach hinders effective disaster response and mitigation, highlighting the need for this study. The main objective of this research was to investigate the factors contributing to vulnerability in public secondary schools in Nairobi County, Kenya. The study aimed to assess the level of disaster preparedness in these schools, employing a descriptive research design.  The study was based on Modern Disaster Theory and System Theory. The target population consisted of 73 secondary schools, from which 13 schools were randomly selected for the study. A total of 458 respondents participated in the study, which included 6 quality assurance and standards officers from sub-counties, 3 officials from the Kenya Red Cross, 3 from St. John's Ambulance, 3 fire department officials, 1 representative from the department of disaster management, 13 teachers responsible for quality assurance and standards from selected schools, 13 head teachers, 13 members of the board of management, 13 parent association members, 6 station commanding officers, and 384 students. Key informants were selected using purposive sampling, while students were chosen through stratified random sampling. Data were gathered through questionnaires, interviews, focus group discussions, and observation checklists. The data was analyzed using descriptive statistics such as frequency distributions and percentages and presented in figures and tables. Findings indicated a lack of training and inadequate community awareness regarding disaster preparedness and safety standards. The study concluded that schools were generally unprepared for disasters, and many physical infrastructures were deemed unsafe. Recommendations included regular inspections of school facilities, safety training conducted by qualified personnel, and consideration of each school's capacity when establishing disaster preparedness and safety standards.