By Everlyne Wanjala

Students from Chesito Secondary School have protested the appointment of a new principal, marching to the offices of the Deputy County Commissioner in Kapsokwony and local education officials. Concerns have been voiced about the abrupt leadership change, which has been believed to threaten their educational environment. Meanwhile, community members have refuted claims that they incited the students to lead the protests, insisting that the students acted independently in expressing their dissatisfaction.

Local residents, led by community elder Arap Masai, have openly rejected allegations circulating on social media that they played a role in provoking the students’ actions. Masai has criticized education officials, particularly Director of Education Donald Eytang, for having overlooked the rising tensions within the school. He has called for accountability from educational authorities, emphasizing that the welfare of students should remain a priority.

Andrew Kimtai, speaking on behalf of the Chesito community, has highlighted the specific demands raised by students during the protest. He has pointed out that, despite assurances from authorities about the relocation of the new principal, ongoing skepticism has surrounded the fulfillment of these pledges. Kimtai has affirmed that the community does not harbor negative feelings toward the school, but serious concerns have been expressed over the lack of communication surrounding the leadership transition.

Political activist Erick Chepkorom has urged the local Member of Parliament, Fred Kapondi, to intervene and help resolve the mounting issues facing the school. Chepkorom has stressed the need for open dialogue among school officials, parents, and local government to ensure a conducive educational environment for students. He has advocated for a complete overhaul of the school board, citing their failures in fulfilling their responsibilities.

The ongoing protests have unveiled a broader conversation about governance in educational institutions and the critical need for stakeholder inclusion in decision-making processes. A growing number of community members have rallied in support of the students, underlining the necessity for a stable learning environment. This situation has prompted calls for a more participatory approach to school management, allowing parents and local leaders to have a meaningful voice.

As parents have expressed their commitment to protecting their children’s educational interests, they have argued that schools should not undergo sudden leadership changes without adequate community consultation. The conflict between school administration actions and community expectations has highlighted the challenges faced in managing educational institutions in Kenya.

The past few weeks have proven crucial for determining the future of Chesito Secondary School as the situation evolved. Local leaders and educational authorities have engaged in proactive discussions to rebuild trust among all stakeholders involved. If timely action has not been taken, there’s a distinct risk of further unrest, which could negatively affect both student performance and community unity.

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