Kenyan schools reopened on 13th May 2024 following a two-week postponement due to devastating floods that rocked the country. As flood waters recede and children report back to school, we must not only focus on reconstructing physical facilities but also rebuild the shattered lives of the children affected.
Multiple counties were affected by the March-April-May rains. The adverse effects of the resultant flooding include loss of lives, displacement, disruption of business activities and loss of property. Currently, the death toll from the floods stands at over 270 people, and over 50 are missing, with thousands displaced.
It is concerning that there has been no focus on the toll on children. The reality is that some minors were first-hand witnesses to the heartbreaking experience of their homes being washed away and the loss of belongings and their loved ones. The cumulative damage runs deeper than the crumbled walls of their homes and classrooms. These children require physical and financial support and emotional and psychosocial support.
Let’s begin with infrastructure, which relates to the learners’ physical access to schools. In addition to institutions grappling with damaged classrooms and wrecked restrooms, some displaced families sought refuge in school compounds. On 29th April 2024, as the Ministry of Education postponed school reopening, the ministry’s Cabinet Secretary indicated that the displaced families would be relocated to alternative grounds. Sadly, that is yet to happen. What, then, happens to the learners in those schools? Further, some roads remain impassable, with broken bridges that expose children to the dangers of being swept away as they return to school. The risks are especially true for day-schooling children.
For children in informal settlements, the impact of floods is particularly devastating. The fragility of their shelters offered little to no protection against the fury of nature. Consequently, they were left exposed to unparalleled dangers and displacement. Relatedly, residents in informal settlements have decried the government’s directives to vacate riparian land without an alternative relocation plan, which has led to forced evictions and demolitions. Human rights groups have indicated that the government has unfairly targeted the impoverished and proceeded to demolish houses before the lapse of the government’s eviction notices. Children are left not only with material losses but also with the grief of losing family members, the trauma of displacement and uncertainty about the future.
Moreover, children with disabilities face compounded challenges in the aftermath of floods. In addition to being marginalised by societal barriers, they are affected further by the loss of assistive devices, broken support systems, disruptions to routine and an increased difficulty in accessing essential services. For children with disabilities, it is more about the erosion of their sense of security and independence.
Schools are not just places of learning for children but also sanctuaries of safety and stability. Returning to school signifies a return to normalcy and an opportunity to regain a sense of routine and purpose after a disaster and loss. To actualise the return to normalcy, we must consider the journey back to school after floods, fraught with challenges beyond the physical realm. Interventions in place need to address the emotional scars left by loss and displacement by providing psychosocial support and creating inclusive learning environments that accommodate the diverse needs of every child.
The Ministry of Education must now more than ever engage with the State Department of Gender and Affirmative Action and development partners to address the psychosocial and educational needs of children affected by the floods. The integrated support services should include deploying counselling teams to schools and providing food, clothing, and educational materials. For children with disabilities, services would also include ensuring the availability of inclusive educational materials and assistive devices.
More importantly, the Ministry of Education must use data-driven insights in its decision-making processes. Let it be on record the number of schools that have reopened and those that remain closed. The ministry should be able to account for the number of children who have gone back to school and those who stay at home while detailing those who face displacement.
‘Further, the Ministry of Health must take note of the current susceptibility of children in line with the commitment plan aimed at eradicating the triple Threat’ of new HIV infections, gender-based violence (GBV), and teenage pregnancy by the year 2027. Children represent some of the most vulnerable populations when floods occur. Therefore, the Ministry of Health must take note of the heightened vulnerability and take action to safeguard children from inequalities and health risks.’Further, the Ministry of Health must take note of the current susceptibility of children in line with the commitment plan aimed at eradicating the ‘Triple Threat’ of new HIV infections, gender-based violence (GBV), and teenage pregnancy by the year 2027. Children represent some of the most vulnerable populations when floods occur. Therefore, the Ministry of Health must take note of the heightened vulnerability and take action to safeguard children from inequalities and health risks.
In conclusion, as communities endeavour to recover from the devastation wrought by floods, let us not forget that the accurate measure of reconstruction lies not in the bricks and mortar of buildings but in the resilience and well-being of our children.
By Gaudence Were – Campaign Officer, Amnesty International Kenya