Students’ Perception on the Effect of Disciplinary Suspension on their Psychological Well-being in Public Secondary Schools in Lang’ata Sub-County, Nairobi, Kenya.

Abstract

The purpose of this study was to examine students’ perception of disciplinary suspension on their Psychological Well-being in public secondary schools in Lang’ata Sub-county Nairobi, Kenya. The study was guided by two theories – deterrent and reformative theories of punishment, and sought to address the following research objectives: to determine students’ perception of disciplinary suspension in public secondary schools, to find out how students perceive the effects of disciplinary suspension on their psychological well-being. The study employed a mixed method research design specifically phenomenological and
descriptive research designs. Target population consisted of forms two and three students, discipline masters and counsellors in the Sub-county public secondary schools. Findings established that there were varied perceptions of disciplinary suspension among the study participants such as: helping students to be reformed and deterring students from future offenses among others. The study also revealed that students perceived disciplinary suspension as a practice that had both positive and negative effects in their lives. The study recommended setting up ‘in-school’ suspension units in each public secondary school in the Sub-county. This is to ensure that every student with disciplinary suspension is remanded and given the necessary attention and follow up on what his or her indiscipline behaviour deserves.