Factors influencing integration of Sudanese Urban Refugee pupils in public primary schools in Kikuyu District, Kiambu County, Kenya

Abstract

This study sought to investigate factors influencing integration of Sudanese urban refugee pupils in public primary schools in Kikuyu district, Kiambu County, Kenya. It was conducted in 10 out of 57 public primary schools in Kikuyu District. The research used descriptive research design to conduct investigation. Using a simple random sampling method the researcher sampled 10 school head teachers and 40 teachers to conduct the study. Primary data was mainly collected using head teachers and teachers‟ questionnaires that were pretested to ensure reliability and validity. Data collected was analyzed using a combination of statistical computations. These included frequencies and percentages. The analyzed data interpreted and presented using n table texts for clarity. The study identifies how teachers‟ attitude affects Sudanese urban refugee pupils‟ integration in public primary schools. The economic status of the refugees‟ parents affects the integration of Sudanese urban refugee pupils in addition the study wanted to assess how Sudanese urban refugee pupils‟ social factors affect the integration in public primary schools as well as to determine how government policies affect the integration of Sudanese urban refugee pupils in public primary schools. The main findings of the study were that some teachers in schools with refugees have positive attitudes towards Sudanese urban refugee pupils. Further, head teachers think that teachers in their school can improve their attitude towards urban refugee pupils by being educated. It was also found that refugee parents are able to provide uniforms and textbooks for their children and those who are financially unstable are unable to take their children to school. The study recommended that all school heads should ensure that the refugee pupils in their schools are treated as other pupils and do not face any kind of discrimination. Refugee parents should be educated on the rights of children so as they can send their children to school. Teachers should be trained adequately to enable them to rise up to the challenges of integrating refugee children into their classrooms. The government should make policies to allow urban refugee pupils to attend regular schools without harassment. The research study suggested future areas of study on teacher attitude towards integrations of urban refugees‟ pupils in public schools. The study also recommends further study to be replicated to other regions of the country.