The growing concern over boys abandoning education in Kisii County has drawn attention to the challenges affecting school attendance, academic performance and the future of young people. Education remains one of the most important tools for improving living standards, reducing poverty and creating employment opportunities. However, when students leave school before completing their education, they risk missing opportunities that could help them build stable and productive lives.

The issue of boys dropping out of school raises important questions about the factors pushing learners away from classrooms, the responsibilities of parents and teachers, the role of government agencies, and the measures needed to ensure that every child has an opportunity to complete basic education.Historical evidence of school dropout in Kisii County

The challenge of students leaving school before completing their education is not entirely new in Kisii County. Research conducted in the region has previously examined the economic and social factors that contribute to learners dropping out.

A study published in 2007 by Moffat Chweya at the University of Nairobi examined the impact of education cost-sharing policies on dropout rates in public secondary schools in Keumbu Division, Kisii Central District. The research found that difficulties in raising school fees were a major reason some students failed to continue their education. It also identified family economic circumstances, the number of children in a household and differences in students' academic experiences as relevant factors.Poverty and the inability to pay school expenses

One of the major challenges that can push boys out of school is financial hardship within their families. Although Kenya has introduced free primary education and subsidised secondary education, families may still struggle to meet additional schooling expenses.

Parents may be required to provide money for transport, uniforms, personal effects, meals, learning materials and other approved school requirements. When household income is insufficient, some learners may miss classes while their parents attempt to raise the money.The attraction of earning money at a young age

Another issue that deserves attention is the pressure some boys experience to earn money before completing their education.

As young people grow older, they may become interested in earning an income to support themselves or assist their families. Opportunities in motorcycle transport, small businesses, construction, retail shops and casual labour may appear more attractive than remaining in the classroom.

A boy who sees friends earning money might begin questioning the value of continuing with his studies, particularly if his family is experiencing financial difficulties.Peer influence can also affect school attendance and academic commitment. Adolescence is a period when young people often seek acceptance from friends and may become influenced by the behaviour of those around them.

If a student spends time with peers who regularly miss classes, disregard school rules or encourage early employment, he may gradually adopt similar habits.

Some boys may also believe that academic success is less important than having money, fashionable clothes or an expensive mobile phone. Social media can intensify these comparisons by exposing young people to images of people who appear successful without showing the years of learning, training or work behind their achievements.Peer influence can also affect school attendance and academic commitment. Adolescence is a period when young people often seek acceptance from friends and may become influenced by the behaviour of those around them.

If a student spends time with peers who regularly miss classes, disregard school rules or encourage early employment, he may gradually adopt similar habits.

Some boys may also believe that academic success is less important than having money, fashionable clothes or an expensive mobile phone. Social media can intensify these comparisons by exposing young people to images of people who appear successful without showing the years of learning, training or work behind their achievements.Family challenges and limited parental involvement

The home environment can significantly influence whether a boy continues attending school.

Family separation, parental illness, unemployment, bereavement and conflict may affect a learner's emotional well-being and ability to concentrate on education. In some households, older boys may be expected to take on responsibilities that interfere with their studies.

A boy may be required to care for younger siblings, assist with farming or work to supplement household income. Although these responsibilities may arise from genuine family needs, excessive demands can prevent him from attending school regularly.Discipline problems and school-related challenges

Some learners become disconnected from school after experiencing disciplinary problems, bullying, conflict with teachers or difficulties adapting to school rules.

In July 2026, Nyabisase Secondary School in Kisii County was reported to have been closed indefinitely following student unrest linked to opposition to the posting of a new principal. The report described students leaving classrooms during demonstrations and damage to school property. Drug and substance abuse is another potential risk factor for school disengagement among adolescents.

Alcohol and other substances can affect concentration, attendance, decision-making and relationships with family members and teachers. A learner who develops a substance-use problem may begin missing classes, performing poorly or engaging in behaviour that leads to disciplinary action.First, it can limit employment opportunities. Many occupations require a minimum level of education, professional training or technical certification. Leaving school early may therefore narrow the range of jobs available to a young person.

Second, it can increase economic vulnerability. Without recognised qualifications or practical skills, some school leavers may find themselves competing for low-paid and irregular work. This can make it difficult to save money, support a family or establish a sustainable business.Third, it can affect self-confidence. Young people who leave school after struggling academically or financially may feel excluded from opportunities available to their peers. Without appropriate support, this experience can affect their motivation and sense of belonging.

Fourth, dropout can affect families and communities. Education helps develop literacy, numeracy, problem-solving abilities and knowledge needed to participate in economic and civic life. When young people lose access to these opportunities, the entire community may miss out on their future contributions.What the government and education officials should do

The government, county leadership and education stakeholders have important roles to play in preventing school dropout.

The Ministry of Education has previously supported initiatives intended to identify out-of-school children and encourage them to return to learning. It has also published national guidelines on school re-entry to help learners resume education after interruptions. The role of parents, teachers and the community

Parents should encourage their sons to take education seriously while remaining attentive to the difficulties they face. Children are more likely to seek help when they can discuss mistakes and worries without fearing humiliation.

Teachers should identify changes in attendance, performance and behaviour. A learner who suddenly becomes withdrawn or begins missing lessons may need support rather than immediate punishment.Helping boys return to school

Preventing dropout is important, but supporting those who have already left school is equally necessary.

Kenya's National Guidelines for School Re-entry in Learning and Basic Education provide a framework for helping eligible learners return to education after interruptions.

For boys who have left school in Kisii, the first step should be to establish their circumstances and identify an appropriate route back into learning.

Some may be able to return to their former schools, while others may need assistance identifying a suitable institution or alternative training programme.