It is not a crime to score grade E in KCSE. In fact, over 25,000 students scored grade E in the just the last year’s KCSE results. What is startling is the 160 Es from our national schools. While those chief and senior principals from the national schools are busy brandishing mean scores with 95 per cent university transition, they have ignored the fact that a student was admitted in a national school with a high KCPE mark but exited with an E. It is unethical, immoral and a sin to score an E in a national school. Totally unacceptable.
National schools in Kenya have long been regarded as the pinnacle of academic excellence, admitting the top-performing candidates from the KCPE examinations. These institutions are endowed with resources, boast some of the best teaching staff, and provide a conducive environment for academic and extracurricular growth. For many students and their parents, gaining admission to a national school is a dream come true, a validation of years of hard work and a stepping stone to a brighter future.
Best students
However, the recent Kenya KCSE examination results have revealed a startling statistic: 160 students from these elite schools scored grade E, the lowest possible grade. This outcome has sparked debate, raising questions about the factors contributing to such dismal performance in institutions that traditionally admit the best students.
The performance of these 160 students is not just a statistic; it is a reflection of deeper issues within the education system. National schools are designed to nurture top talent, and their students are expected to excel academically. Therefore, such results beg the question: what went wrong? While it is easy to place the blame solely on the students, a closer examination reveals that the problem is multifaceted, involving systemic, institutional, and individual factors.
One of the most significant issues is the pressure that comes with being in a national school. These institutions are high-stakes environments where excellence is the norm and expectations are sky-high. For some students, the transition from being the best in their primary schools to being one among many top performers can be overwhelming.
The pressure to compete and maintain high standards can lead to stress, anxiety, and, in some cases, a lack of motivation. Students who struggle to cope may find themselves falling behind, and without adequate support, their academic performance can deteriorate significantly.
READ ALSO: St Ann Lioki Girls Kiambu perform well national examinations
Another contributing factor is the one-size-fits-all approach often employed in national schools. While these institutions are resource-rich, they tend to focus heavily on academic performance, sometimes at the expense of addressing individual student needs. Not all students learn at the same pace or in the same way, and the rigid academic structures in place may not accommodate those who require alternative teaching methods or additional support. As a result, some students may feel alienated or left behind, leading to poor performance.
The role of teachers cannot be overlooked in this discussion. While national schools generally have highly qualified teaching staff, the methods and attitudes of some educators may not align with the needs of struggling students. Teachers in these institutions often assume that all their students are naturally gifted and may not pay sufficient attention to those who are underperforming. This lack of personalized attention can exacerbate the challenges faced by students who are already struggling to keep up.
Constant pressure
Parental and societal expectations also play a significant role. Many students in national schools are burdened by the weight of their families’ hopes and dreams. The constant pressure to perform can be emotionally draining, leading some students to disengage entirely. Additionally, societal perceptions of national schools as infallible institutions can make it difficult for students to admit they are struggling, further compounding their challenges.
It is also important to consider the impact of external factors such as socioeconomic challenges and personal issues. Despite being in a well-resourced environment, some students may face challenges at home, such as financial difficulties, family conflicts, or mental health issues. These external pressures can affect their focus and overall performance, making it difficult for them to meet the high standards expected of them.
Moreover, the emphasis on academic excellence in national schools often leaves little room for the development of other skills and talents. Students who may excel in areas such as sports, arts, or vocational skills often feel sidelined, as the curriculum prioritises traditional academic subjects. This narrow focus can demotivate students whose strengths lie outside the academic realm, leading to poor performance in exams.
Mental health
To address this issue, a multifaceted approach is needed. Schools must prioritise mental health and provide robust support systems for students, including counseling services and mentorship programmes. Teachers should be trained to identify and support struggling students, adopting more inclusive teaching methods that cater to diverse learning needs. Additionally, there should be a shift in societal attitudes to recognise that success is not solely defined by academic grades. Schools should also embrace holistic education, nurturing students’ talents and preparing them for diverse career paths.
Parents and guardians also have a role to play by providing emotional support and helping their children manage expectations. Open communication between parents, teachers, and students can help identify and address challenges early, preventing them from escalating.
The fact that 160 students scored grade E in national schools is a wake-up call for all stakeholders in the education sector. It is a reminder that even the most resource-rich institutions are not immune to challenges and that systemic issues must be addressed to ensure that every student has an opportunity to succeed. While national schools will continue to be a beacon of academic excellence, it is essential to recognize that true success lies in nurturing well-rounded individuals capable of contributing to society in diverse ways.
By Kamomonti wa Kiambati
Kamomonti teaches English and Literature in Gatundu North Sub-county.
You can also follow our social media pages on Twitter: Education News KE and Facebook: Education News Newspaper for timely updates.
>>> Click here to stay up-to-date with trending regional stories
>>> Click here to read more informed opinions on the country’s education landscape
>>> Click here to stay ahead with the latest national news.
