School Security and Academic Self-Concept Among Pupils in Primary Schools in Informal Settlements in Kibra Sub-County, Nairobi County, Kenya
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This study purposed to investigate the influence of school security on the academic self-concept of pupils in primary schools in informal settlements in Kibra Sub-County, Nairobi County, Kenya. The social cognitive theory guided this research. The study employed a survey research design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The tests were carried out at a 0.05 level of significance. Test of the null hypothesis indicated that there was a significant statistical relationship between school security and academic self at r=0.668, p=0.001<0.05. The study concluded that levels of pupils’ academic self-concept in primary schools in informal settlements can be enhanced through provision of adequate school security. The study recommended that the Ministry of Education should ensure that primary schools have security guards and fences and should comply with standards for child-friendly school environment. The main beneficiaries of this study will be learners in the primary schools in the informal settlements when the policy makers improve the school environment hence their academic self-concept will be enhanced.
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Majority of schools in informal settlement did not have adequate security guards and fences that would improve child safeguarding practices.
“The findings found that majority of schools in informal settlement did not have adequate security guards and fences that would improve child safeguarding practices.”
From THE RELATIONSHIP BETWEEN CHILD SAFEGUARDING PRACTICES UTILIZED AND CHILD PROTECTION OUTCOMES IN PRIMARY SCHOOLS IN INFORMAL SETTLEMENTS OF EMBAKASI SOUTH SUB-COUNTY, NAIROBI COUNTY, KENYA (2026) · cites this paper as Gatundu (2024)
The Abstract recommends that primary schools in Kibra’s informal settlements have security guards and fences and meet child-friendly school standards. It does not report that a majority of those schools lacked adequate guards or fences, so the claimed prevalence is unsupported. (LLM, conf=0.82)
Experimental — accuracy not yet measuredThe study's findings are consistent with Gatundu (2024), which emphasizes the importance of schools having formal safeguarding policies, building safe learning environments, and implementing practical activities to ensure children are not placed at risk.
“The findings are consistent with Gatundu (2024), which focuses on the importance of schools having formal safeguarding policies, building safe learning environments, and implementing practical activities in schools that ensure children are not placed at risk of harming themselves.”
From THE RELATIONSHIP BETWEEN CHILD SAFEGUARDING PRACTICES UTILIZED AND CHILD PROTECTION OUTCOMES IN PRIMARY SCHOOLS IN INFORMAL SETTLEMENTS OF EMBAKASI SOUTH SUB-COUNTY, NAIROBI COUNTY, KENYA (2026) · cites this paper as Gatundu (2024)
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Experimental — accuracy not yet measuredSchools in Kibra Sub-County included lessons on sexual abuse and its definition into their curricula.
“Gatundu (2024), reported that schools in Kibra Sub-County did a good job of including lessons on sexual abuse and its definition into their curricula.”
From THE RELATIONSHIP BETWEEN CHILD SAFEGUARDING PRACTICES UTILIZED AND CHILD PROTECTION OUTCOMES IN PRIMARY SCHOOLS IN INFORMAL SETTLEMENTS OF EMBAKASI SOUTH SUB-COUNTY, NAIROBI COUNTY, KENYA (2026) · cites this paper as Gatundu (2024)
The Abstract describes a study of school security and pupils’ academic self-concept in Kibra Sub-County, but does not discuss lessons on sexual abuse. Searches for sexual-abuse lessons, definitions, and curriculum content found only unrelated entries in the References; no passage in our copy establishes the claimed teaching practice. (LLM, conf=0.72)
Experimental — accuracy not yet measuredSchools in Kibra Sub-County carried out sensitization campaigns where parents were taught how to identify sexual misbehaviors in their children.
“The schools also carried out sensitization campaigns where parents were taught on how to identify sexual misbehaviors in their children.”
From THE RELATIONSHIP BETWEEN CHILD SAFEGUARDING PRACTICES UTILIZED AND CHILD PROTECTION OUTCOMES IN PRIMARY SCHOOLS IN INFORMAL SETTLEMENTS OF EMBAKASI SOUTH SUB-COUNTY, NAIROBI COUNTY, KENYA (2026) · cites this paper as Gatundu (2024)
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Odhiambo, B. A., Onsarigo, T. G., & Lango, B. (2026) · World Journal of Advanced Research and Reviews · doi:10.30574/wjarr.2026.31.3.2295
- Authors
- Gatundu, G. W.
- Affiliations
- Maasai Mara University (KE)
- Corresponding author
- Gatundu, Grace Wandia
- Venue
- African Quarterly Social Science Review
- Publisher
- AJER Publishing
- Published
- 2024-07-30
- Volume
- 1
- Issue
- 3
- Pages
- 34-41
- ISSN
- 3006-3493 (ISSN-L)
- OpenAlex
- W4401345442
- Cited by
- 0
- References
- 0
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- hybrid
- dx.doi.org
- Licence
- Locations
- African Quarterly Social Science Review (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school security, academic self-concept, elementary school students, informal settlements, social cognitive theory
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