School Accessibility and Child Rights Violations in Public Primary Schools in Nyahururu Sub-County, Kenya

Abstract

This study examined the influence of school accessibility on child rights violations in public primary schools in Nyahururu Sub-County, Kenya. Guided by Social Learning Theory and Social Exclusion Theory, the study employed an ex post facto research design to investigate how school accessibility affects learners’ rights to education, protection, and participation. A sample of 384 respondents comprising Curriculum Support Officers, head teachers, teachers, guidance and counselling teachers, and Grade Seven pupils was selected using stratified, simple random, and purposive sampling techniques. Data were collected using questionnaires and interview schedules. Instrument reliability was established using a Cronbach’s alpha coefficient of .70, and data were analysed using descriptive statistics. Findings revealed that most learners travelled long distances to school, primarily on foot or by bicycle. Long commuting distances were associated with lateness, absenteeism, fatigue, reduced concentration, unsafe travel conditions, and negative attitudes towards school. Conversely, learners residing closer to school reported better punctuality, more study time, and greater participation in learning activities. The findings indicate that poor school accessibility undermines children’s rights to education, protection, and meaningful participation in learning. The study concludes that improving school accessibility is essential for creating child-friendly learning environments and enhancing educational participation. It recommends expanding public primary schools, providing safe transport options, and strengthening child protection interventions. The findings contribute empirical evidence to inform education policy, school planning, and child protection strategies aimed at promoting equitable access to education and safeguarding children’s rights in Kenya.