ASSESSING THE INFLUENCE OF VIOLENCE AGAINST PRE-PRIMARY II SCHOOL CHILDREN ON ATTAINMENT OF LEARNING OUTCOMES IN KITUI COUNTY, KENYA

Abstract

Violence against young children remains a persistent yet insufficiently interrogated barrier to effective early childhood learning, particularly within rural and resource-constrained contexts. This study assessed the influence of violence against pre-primary II school children on attainment of learning outcomes in Kitui County. Anchored in the Culture of Violence Theory and Family Systems Theory, the study employed an analytical cross-sectional design integrating quantitative and qualitative approaches. The study population comprised PP2 learners, teachers, parents or caregivers, and Sub-County Children’s Officers drawn from public pre-primary schools across the county.  The target population comprised 34,526 pre-primary two children, 3,006 teachers, and an equal number of parents or caregivers drawn from 1,874 public pre-primary schools in Kitui County. From this population, 50 schools (10%) were selected using simple random sampling. The total sample size for the study was 658 respondents. Data were collected through questionnaires, observation checklists, a standardized violence exposure screening tool, and focus group discussions. Quantitative data were analyzed using descriptive statistics, chi-square tests, and analysis of variance, while qualitative data were analyzed thematically.  The findings revealed that violence greatly harms children’s academic, social, and emotional well-being. Quantitative results indicated that 90% of teachers saw very low participation in class among affected children. Additionally, 84% noted poor concentration, 80% reported strained peer relationships, 76% observed incomplete assignments, and 70% mentioned frequent absenteeism. The three-way ANOVA results confirmed that child (p = .014), family (p = .001), and school (p = .000) factors significantly affected learning outcomes, with school and family issues having the most impact. Teachers shared that affected children appeared withdrawn, inattentive, and emotionally troubled, showing little energy or enthusiasm in class.  The study concluded that exposure to violence seriously impairs behavioural, socio-emotional, and cognitive learning outcomes. Children who were exposed to violence showed damaged peer relationships, risky behaviour, low task completion, poor concentration, and absenteeism. The study provides strong empirical evidence that links exposure to multidimensional violence to quantifiable deficiencies in early learning outcomes, emphasizing the interconnected influence of child, family, and school factors. The study recommended that the Ministry of Education should ensure the full implementation and monitoring of existing child protection and discipline guidelines that prohibit corporal punishment in schools. The establishment of clear, enforceable codes of conduct and reporting mechanisms will promote accountability among teachers and administrators while fostering safe learning environments consistent with children’s rights frameworks. School administrators and Boards of Management should prioritize physical safety through adequate fencing, teacher recruitment to reduce class sizes, and dedicated supervision during play and transitions. Strengthening the physical and supervisory environment will directly minimize opportunities for peer violence and injury.