A Proposed Model for Reducing Academic Stressors in Secondary Schools in Uasin Gishu County, Kenya
Main Article Content
Keywords
Academic stress, school-based interventions, UGAWM (Uasin Gishu Academic Wellness Model), peer-integrated mental health networks, stress literacy
Abstract
Academic stressors have emerged as a significant yet underacknowledged mental health crisis within Kenya’s secondary school system, significantly contributing to rising levels of suicidal ideation, emotional exhaustion and maladaptive behaviours among adolescents. Despite the urgency of the issue, the structural and psychosocial role of the academic environment in exacerbating student distress remains insufficiently addressed. This study sought to design a transformative, contextually grounded model for reducing academic stressors among secondary school students in Uasin Gishu County, Kenya. Framed by Joiner’s Interpersonal Theory of Suicide and grounded in a pragmatic paradigm, the research adopted a concurrent mixed methods design. The study targeted 165 public secondary schools in the county, selecting a representative sample of 18 schools based on Gay, Mills, and Airasian (2012) guidelines. From these, 144 students were systematically sampled, and 54 key stakeholders (18 teachers, 18 deputy principals, 18 counsellors) were purposively selected. Data were collected via structured questionnaires, in-depth interviews, and focus group discussions. Quantitative findings revealed compelling support for the six pillars of the proposed Uasin Gishu Academic Wellness Model (UGAWM): Peer-Integrated Mental Health Networks (90% approval, M=4.5), Institutional Counselling and Psychosocial Support (85%, M=4.2), Stress Literacy and Management Education (88%, M=4.3), Multilevel Awareness and Communication Strategies (87%, M=4.4), Parental and Community Engagement Platforms (84%, M=4.2), and Policy-Oriented Academic Workload Rationalization (75%, M=3.8). Qualitative data enriched these findings, revealing a profound sense of student isolation that underscores the need for peer and community networks. Furthermore, teachers advocated for structural changes like mental health days and enhanced training, aligning with the model's policy and institutional support pillars. The research concludes that systemic education reform coupled with targeted psychosocial interventions is paramount for enhancing adolescent well-being. The study recommends the adoption and policy-level integration of the UGAWM to create socially supported, resilient, and mentally healthy learners, rendering education a context for both success and psychological wellness.
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Francesca Chebet Kilel , Department of Educational Psychology, School of Education, Moi University, P. O. Box 3900-30100, Eldoret, Kenya
Kilel Francesca. Chebet is a seasoned educationist and the Chief Principal of St. Joseph Chepterit Girls High School. She is an ardent champion of inclusive education and equitable learning opportunities for all learners, including those with special needs. With over two decades of experience in secondary school leadership, Francesca has steered the school toward academic excellence, mentorship, and values-driven discipline. Under her leadership, the school has consistently posted impressive results in national examinations, with a record of students attaining A plains and numerous others scoring A– grades. Francesca is passionate about empowering the girl child through quality education and has played a key role in admitting and supporting marginalized students, including learners with disabilities. She promotes a school culture that fosters compassion, integrity, and community service. Francesca is a strong believer in servant leadership and inclusive growth. She finds fulfillment in mentoring both students and staff and in creating a safe, nurturing, and high-performing learning environment. A devout Christian, she upholds humility, diligence, and faith in her professional journey.
Bernard Misigo , Department of Educational Psychology, School of Education, Moi University, P. O. Box 3900-30100, Eldoret, Kenya
Prof. Bernard is the Acting Dean of the School of Postgraduate Studies, Research and Innovation and an Associate Professor of Educational Psychology at Moi University. He holds a Ph.D. in Educational Psychology from Moi University and is actively involved in academic leadership, research, and quality assurance. He serves as a peer reviewer for the Commission for University Education (CUE), a reviewer for the International Journal of Behavioral Development, and an external examiner at the University of KwaZulu-Natal, South Africa.Shadrack Ogoma , Department of Educational Psychology, School of Education, Moi University, P. O. Box 3900-30100, Eldoret, Kenya
Dr. Ogoma is currently a senior lecturer in the Department of Educational Psychology, School of Education at Moi University. Dr. Ogoma has taught certificate, diploma, undergraduate and postgraduate courses at the University level. He has more than 31 years of teaching experience at the university level. He has written and published several refereed academic papers on various aspects of education. He has supervised and examined several Master’s and Ph.D. theses in a wide range of fields but especially in education. He has held various positions of leadership in the School and Department. The positions include: Head of Educational Psychology Department, Acting Dean of School of Education on several occasions, Departmental Seminar and Conferences Coordinator Chair of the Educational Journal of Behavioral Sciences (A refereed journal that publishes articles in Educational Psychology, Special Needs Education, And Educational Guidance and Counseling), Member of the Editorial Board of the Educational Journal of Behavioral Sciences.
Catherine Simiyu , Department of Educational Psychology, School of Education, Moi University, P. O. Box 3900-30100, Eldoret, Kenya
Dr. Catherine is a career teacher and senior lecturer in Educational Psychology. She is an advocate of gender fairness and appropriate instructor-learner interactions. With seventeen years of successful teaching, supervising, examination and mentoring students, Catherine has graduated several Masters and PhD holders. She chairs the Educational Psychology Department and draws pleasure from completing challenging tasks. She is a researcher in the areas of sex-roles, quality education and developmental life transitions, and subscribes to ISSBD, KGCPA, and KAEM professional bodies. Catherine is a reflective listener and Christian counselor.