Factors Influencing Integration of Internally Displaced Learners’ in Primary School Education in Ravenda Resettlement Scheme, Nyeri County, Kenya

Abstract

Internally displaced persons are often neglected from the legal and humanitarian development. Insufficient attention given to internally displaced persons as opposed to those of refugees are often the cause of their persisting problems and lack of integration in the society. In this regard, there is convincing evidence that conflict increases the disadvantages associated with smooth integration of internally displaced learners in primary education. Provision of adequate psychosocial support to deal with individual learners is among the first mechanism to help them cope with the new environment. The purpose of this study was to investigate factors influencing integration of internally displaced learners in primary education in Ravenda resettlement scheme Nyeri County. The main objectives were to determine psychosocial support by teachers, internally displaced learners’ attitude and host pupils’ attitude on integration of internally displaced learners in primary education. Literature was reviewed as per the objectives of the study. A conceptual framework showing the relationship between the variables was drawn. The study adopted descriptive survey research design with the target population as internally displaced learners in class seven and eight, head teachers, teachers and community leaders from four primary schools in Ravenda resettlement scheme. The target population was 6 head teachers, 72 teachers and 1024 pupils. Census sampling was done for head teachers while purposive sampling was employed for teachers and pupils. Questionnaires and interview guide were used to collect data. Data analysis was done using descriptive statistics and tables. Ethical issues were considered and adhered to before commencement of the study. Psychosocial support by teachers was very crucial in enhancing internally displaced learners integration in primary schools. Presence of active guidance and counselling services assisted internally displaced learners in overcoming integration issues. Host pupils’ attitude had a direct impact on how internally displaced learners integrated in their new schools. Most internally displaced learners had positive attitude towards their new schools from their responses which helped them to actively participate in education. The study concluded that guidance and counselling services should be structured to benefit unique needs of different internally displaced learners. The study also concluded that since some of the host pupils bullied the internally displaced learners, structured activities in and outside the classroom should be adopted so that there would be peaceful and meaningful interaction between the pupils. This study recommended special guidance and counselling for teachers to equip them with skills to cater for diverse needs of internally displaced learners. The study also recommended promotion of informal interaction between teachers and pupils outside the classroom. Finally, the study recommended inclusion of internally displaced learners in structured normalising activities crafted for host pupils as much as possible. Areas for further studies were proposed as carrying out the same studies in other resettlement schemes to enable for generalisation and investigation of other factors besides school based which would influence integration of internally displaced learners in Ravenda settlement scheme.