Dormitories in Distress: Rethinking Discipline, Safety, and Class in East Africa’s Boarding Schools

In February 2025, Kenya’s Ministry of Education ordered the indefinite closure of the boarding sections of 348 primary schools following a string of violent incidents, including a fire allegedly started by students protesting against poor living conditions. The story made national headlines, but for many parents, teachers, and students, it wasn’t surprising. Rather, it was the latest in a long line of incidents that have brought into sharp relief the evolving crisis of boarding schools in East Africa. 

Once a prestigious symbol of academic excellence and discipline, boarding schools are now at the centre of growing scrutiny. Concerns around safety, affordability, mental health, and the relevance of rigid disciplinary models in a rapidly changing world are becoming harder to ignore. What was once viewed as the golden ticket to upward mobility is now being questioned for its social and psychological costs. So, what exactly is causing the fall of one of the most appraised aspects of education in East Africa? 

A Legacy Under Strain 

Boarding schools in East Africa have deep colonial roots. Modelled after British public schools, they were designed to groom a class of elites, disciplined, academically rigorous, and loyal to state ideals. Post-independence, this model was rapidly adopted and expanded, especially in countries like Kenya, Uganda, and Tanzania, where boarding schools were considered a gateway to academic excellence and leadership. 

These schools were particularly attractive to rural families seeking better education for their children and urban families aiming for prestige. In many East African countries, boarding schools were historically associated with academic excellence, discipline, and access to elite social networks. For rural families, sending a child to a boarding school (often located in urban centers0 meant access to better facilities, qualified teachers, and a structured learning environment, all of which were seen as key to breaking the cycle of poverty and achieving upward mobility. Urban middle- and upper-class families, on the other hand, viewed enrollment in prestigious boarding schools as a symbol of status and a pathway to securing future opportunities in global universities or high-paying professions. Over time, the perception of boarding schools shifted from being merely educational institutions to being gatekeepers of social capital and influence. Over time, however, the system grew bloated and uneven, with quality varying drastically across schools and safety becoming an increasingly contentious issue. In recent years, violent student unrest, sexual abuse allegations, fire outbreaks, corporal punishment, and cases of mental health crises have all contributed to a growing sentiment: something has gone terribly wrong. 

Safety and Mental Health in the Crosshairs 

The core of the crisis is safety. In 2023 alone, Kenya recorded over 60 fire incidents in boarding schools, many believed to be student-led acts of protest. Uganda and Tanzania report similar cases of unrest and violence, often linked to oppressive discipline regimes or inadequate infrastructure. While some blame indiscipline or poor parenting, many education experts point to the intense pressure and isolation students face. In some schools, students are subjected to military-like routines, restricted communication with family, overcrowded dormitories, and insufficient psychosocial support. The growing awareness of adolescent mental health has only highlighted the mismatch between students’ needs and the system’s ability to respond.  

A 2022 study by Uganda’s Ministry of Education found that 38% of students in boarding schools experienced symptoms of depression or anxiety, with many reporting a lack of trusted adults to talk to. Similarly, Kenyan data from the Teachers Service Commission revealed a worrying rise in reported cases of emotional distress among boarders, especially in lower secondary grades. In this light, the discipline-first approach that once defined boarding education seems increasingly out of touch with modern psychological insights and potentially harmful. 

The Socioeconomic Divide 

Boarding schools are also a mirror to East Africa’s widening economic inequality. Elite private boarding schools, many charging  upwards of $2,000 per term, offer lavish amenities, international curricula, and strong university placement records, catering to the region’s growing middle and upper classes. Meanwhile, public boarding schools, often underfunded, overcrowded, and struggling with infrastructure, remain the only viable option for many rural or lower-income families. This divide has led to a form of educational stratification. Access to quality education is now increasingly determined by the size of one’s wallet rather than academic merit.  

For public institutions, inconsistent government funding has led to reliance on ‘development fees’ and parental contributions, making even these schools financially burdensome for the average household. A 2024 report by the Tanzania Education Network revealed that families in lower-income brackets spend up to 40% of their annual income on boarding-related expenses — including fees, transport, and personal items — placing immense strain on household budgets. This financial pressure often goes hand-in-hand with unfulfilled expectations. Many parents, having sacrificed everything to place their children in boarding institutions, are met with poor academic outcomes, strained teacher-student relations, or in extreme cases, unsafe environments. This disconnect between financial sacrifice and actual school experience highlights the growing concern that boarding schools, once seen as stepping stones to success, are increasingly falling short of their promise and instead reflecting deeper systemic issues in East Africa’s education system. 

Reimagining the Model 

To address the boarding school crisis, East African governments and education stakeholders must rethink the entire model, from its philosophical foundation to its day-to-day operations. 

First, mental health must be prioritised. Trained counsellors should be integrated into school staff, peer-support systems formalised, and punitive discipline mechanisms restructured. However, such reforms must also acknowledge the financial realities facing many families and institutions. With households already stretching their budgets to afford boarding school costs, and schools relying heavily on parental contributions due to inconsistent government funding, mental health services often remain under-resourced or entirely absent. This lack of support exacerbates the emotional strain students face, reinforcing the argument that boarding schools are not only financially demanding but also ill-equipped to meet the psychological needs of their students. Some pilot programmes in Uganda have already replaced corporal punishment with restorative justice practices – leading to measurable reductions in repeat infractions – as students are now given opportunities to reflect on their actions, engage in dialogue with peers and educators, and take responsibility for their behaviour, rather than facing physical punishment. Second, governments must adopt a tiered funding strategy that supports infrastructure upgrades, particularly in rural or underserved boarding schools. This includes fire safety equipment, better sanitation facilities, and investments in teacher housing and training. A tiered funding strategy would ensure that schools in rural and underserved areas receive proportionally more support, helping to reduce the urban-rural education gap. By addressing systemic underfunding, this approach promotes fairer access to quality education regardless of geography. 

Kenya’s Competency-Based Curriculum (CBC) rollout offers an opportunity to rethink boarding school environments with holistic child development at their core. Unlike traditional models that prioritize academic achievement at the expense of emotional, social, and creative growth, the CBC emphasises practical skills, values-based learning, and learner well-being. This shift opens the door for boarding schools to evolve from rigid, exam-focused institutions into nurturing environments that support the full spectrum of a child’s development. With the CBC encouraging teamwork, communication, and self-awareness, boarding schools can be reimagined as spaces that prioritize mental health, co-curricular engagement, and student voice, ensuring learners are not just academically prepared, but emotionally resilient and socially responsible. Seizing this moment of curricular transition is essential to address the historical shortcomings of boarding schools and realign them with the educational needs of today’s youth. Third, hybrid models should be explored. Rather than a binary of boarding or day schooling, options such as weekly boarding or localised day schools with high-quality infrastructure could better serve students’ academic and emotional needs, while lowering costs.  

Lastly, stakeholder engagement is crucial. Reimagining boarding schools requires input from parents, teachers, and students, those who experience the system firsthand. Their insights ensure reforms are grounded, not imposed from above. Parents can highlight financial pressures, teachers can speak to daily challenges, and students can share what truly affects their well-being. Involving these voices through forums, feedback sessions, and advisory boards helps create school models that reflect current social, economic, and psychological realities. Only through inclusive dialogue can boarding schools become more supportive, equitable, and relevant to today’s youth. 

Conclusion 

The boarding school crisis in East Africa is not just about discipline or cost. It is a reflection of a system stuck between legacy and modernity, burdened by outdated norms in a world that demands adaptability and empathy. As student needs evolve, so too must the systems designed to serve them. The question is not whether boarding schools should exist, but how they should. With smart policy, empathetic leadership, and inclusive design, East Africa can transform its boarding schools from relics of the past into beacons of safe, inclusive, and high-quality education. But doing so will require a bold reimagining, one that centres students not as passive recipients of discipline, but as young people deserving of care, opportunity, and dignity.