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Astonishing and as unbelievable as it sounds, little girls are being predated on by the very teachers who are supposed to protect and educate them.
Some instances do get reported, but many go unreported, known only within the teaching fraternity. The stories below were provided by a member of the teaching fraternity who wishes to remain anonymous.
In a school in Nyanza, a deputy head teacher defiled a 12 year old girl. When the girl reported it to the mother, she initially took the legal route and went to the police. However, the deputy head teacher got wind of this, and offered the mother hush money on the condition that the case be withdrawn. On receiving the first installment, the mother told her daughter to lie to the police and the case was withdrawn. Afterwards, this teacher began his transfer process to a school in a different county. He then stopped picking the calls and the second installment was not sent. When she tried to re-report the incident, it was too late; without physical evidence, it became her daughter's word against the teacher's, making it difficult to prove the crime.
The Late Mwai Kibaki, the third president of Kenya, introduced free public primary education to ensure every child had the opportunity to get an education. Due to this, a significant percentage of students who attend public primary schools come from economically challenged backgrounds. Teachers have then used this to their advantage. Somehow, it also begs the question if these parents love and adore money more than the wellbeing of their daughters. It is understandable that they are economically challenged however it doesn’t justify the predation of minors and these perpetrators getting away with it.
When a head teacher, who is at the top of the school's hierarchy, decides to misbehave, it sets a troubling and hideous example. Other teachers may follow their lead, creating a culture where misconduct becomes normalized. A head teacher, in Nyanza region, has been incessantly defiling students of 12 to 14 years. This has been going on for around 10 years and reflects on how many students have been defiled. One student decided to report the issue to their parents, but the head teacher swiftly arranged for his transfer to another school. He allegedly paid off officials at the sub-county and county offices of the Teachers Service Commission (TSC) to facilitate the transfer. The TSC, which is responsible for employing, deploying, transferring, and disciplining teachers, took no action against him. As a result, wherever he was transferred, the students aged 12 to 14 continue to face the same defilement.
A significant power dynamic exists between students and teachers, rooted in societal expectations and is severely exploited. From childhood, children are taught to respect their elders, not talk back at them and follow what they’re told. Basically, the words of elders are the truth and the law and should be followed conventionally. In primary schools, teachers wield considerable authority over their students. This authority stems not only from their role as educators but also from the societal respect and influence they command. They are seen as figures of authority, knowledge and being known as ‘mwalimu’, which translates to ‘teacher’ demands respect.
Culturally, talking of and about sex is considered a taboo. African culture is still conservative in nature in some aspects; sex talk is one of it. It is considered a private matter that only husband and wife should do and not even talk about it.
The lack of open conversations about sex and blindly following teachers are the societal teachings and expectations that fuel the power dynamic. By discouraging questioning authority figures, students are left feeling powerless to resist or report inappropriate behavior. Teachers therefore exploit their positions of power to prey on vulnerable female students. This issue is particularly concerning in public primary schools, where the power dynamics between teachers and students are stark, and the potential for abuse is high. It creates an environment where young girls are particularly susceptible to exploitation.
Teachers who prey on female students often use their authority to groom their victims. They may initially offer special attention, gifts, or privileges to build trust and create a sense of dependency. This grooming process can make students feel complicit in the abuse, adding layers of guilt and confusion. In private tuition sessions, often held in secluded spaces, inappropriate touching can escalate to rape. During events like music festivals and sports, teachers exploit the opportunity to prey on young girls outside the confines of the school premises. These settings provide more freedom for teachers to act inappropriately. The students are also threatened with disciplinary action if they refuse to comply or disclose the abuse.
Teaching is a noble profession and these teachers are ruining the sanctity of the nobility of the profession and the education system by extension. The tradition of rape and defilement in public primary schools erodes trust in educational institutions meant to be safe havens for learning and growth. In the 21 st century, a time of feminism and women empowerment, it is bewildering that a trusted guardian would exploit their position.

Early marriages remain a significant social problem in Kenya, affecting the lives of thousands of young girls each year. Despite legislative efforts and advocacy against this practice, cultural, economic and social factors continue to perpetuate it. According to the Kenya Demographic and Health survey (KDHS) 23% of Kenyan girls are married before their 18 th birthday and 4% are married before the age of 15. Child marriage rates in Kenya vary across regions and among ethnic groups. It’s alarming that girls as young as 15 are being married, while in European countries, the average marriage age is around 30 years. Under the Marriage Act 2014 the minimum legal age of marriage is 18 years with no exceptions. A 2022 report by the Kenya National Bureau of Statistics (KNBS) shows that the average age of marriage for men rose from 25 in the 1980s to 29 years. For women, the average age of marriage rose from 21 years to 25 years. In many communities in Kenya, early marriages are deeply rooted in tradition. Some cultures view marriage as a rite of passage into adulthood, where a girl's value is often tied to her marital status and ability to bear children. This cultural mindset is particularly prevalent in rural areas where education for girls is not prioritized, and marriage is seen as a means of securing their future. Poverty, being a significant driver of early marriages in Kenya, forces families of these young girls often to choose financial gain over their daughter's wellbeing. In certain communities, arranged marriages are seen as a means to secure economic stability and strengthen family alliances. Other than that, marriage is also viewed as a way to alleviate economic burdens. Marrying off a daughter may reduce the number of mouths to feed or bring in resources (through the bride price) which can support the rest of the family. Bride price or dowry in early marriages is influenced by several factors:

1. Cultural and social norms - Different cultures have varying traditions and expectations around bride price. In some societies, the amount is symbolic, while in others it may represent the family's status or the value of the bride.

2. Family status and wealth - The social and economic status of both the bride and groom's families can significantly impact the bride price.

3. Education and skills of the bride - In some cultures, a bride's level of education, skills or other attributes, like beauty, can increase the bride price.

4. Age - Younger brides, especially in the context of early marriages, may sometimes command a higher bride price, as they are often seen as more desirable due to their perceived potential for child bearing.

Once all of these have been taken into consideration, the two families then negotiate and come to an agreement how the dowry will be paid. In impoverished regions where opportunities for education and economic advancement are limited, young girls are often forced into marriages with older men who can provide financial stability but at the cost of their freedom and future. When married off, her education comes to an abrupt end. Once married, many girls are forced to drop out of school to take on household responsibilities or because they become pregnant. They remain trapped in a cycle of poverty, lacking the skills and knowledge needed to improve their status.
Health implications of early marriages are severe. Complications such as obstetric fistula (this is a hole in the birth canal that develops as a result of prolonged and obstructed labor) high infant mortality rates and maternal deaths are common. Young brides are often subject to early pregnancies, which pose significant health risks to both the mother and child, as their bodies are not fully developed. Furthermore, early marriages increase the risk of gender- based violence, including sexual abuse and domestic violence, which further worsen the physical and mental health challenges these young girls face.

Recently, Kenya has been the epicenter of femicide incidents. Cases of women being killed have escalated so much over the past eight years and the culture of not reporting the incidences just hurts them more. It is sad and unfortunate that most of the femicide crimes are perpetrated by people known or related to the victims, such as their spouses, extended family or close friends. Aside from the normal reasons for dating, women are always in it for the security. It has therefore sadly become the sole responsibility of the woman to ensure her own safety, should she commit herself in a relationship. The hopes and dreams of pursuing higher education in Kenya are increasingly haunted by this chilling reality. This brutal form of gender-based violence, the killing of women because of their gender, is casting a long shadow over the lives of female university students across the country. Female university students in Kenya are particularly vulnerable to this due to a variety of factors. The dreaded transition to university life often involves moving away from home and living in unfamiliar and unkind environments, which can increase the risk of violence. Additionally, young women in university may face pressure to conform to societal expectations, leading to increased vulnerability to violence and abuse. The statistics paint a gruesome picture, with reports suggesting that over 500 women have been victims of femicide in Kenya between 2016 and 2024, and university campuses haven't been spared. The recent murder of Rita Waeni, a 20-year-old student at Mount Kenya University, and the brutal attacks on others, serve as stark reminders of the dangers that young women face. Femicide not only has a devastating impact on the victims themselves but also on the broader university community. Female students who witness femicide may struggle academically and emotionally, leading to a decline in their overall well-being and educational outcomes. Fear of femicide can discourage girls from pursuing higher education, especially in areas with higher rates of gender-based violence. This restricts their access to opportunities and undermines their importance in the society. It also limits students’ access to social activities outside campus which would lead to self-censorship. The most devastating effect is loss of life. This epidemic robs young woman of their lives and leaves the society shattered. The various institutions in Kenya are also failing the young women. Universities often lack resources and protocols to effectively address femicide and its aftermath, leaving students feeling unsupported and vulnerable. The justice system is equally inefficient. Weak law enforcement and lack of accountability for perpetrators can further erode trust in the system and discourage reporting of cases. It takes quite some time to bring these perpetrators to justice. In the case of Milimani HCCR No. 51 of 2018 R. v Joseph Kuria Irungu alias Jowie for the murder of Monica Kimani, would be a perfect example. This femicide case took the justice system 6 years to bring him to justice. Delay in such cases encourages perpetrators to keep committing crimes and discourages women from reporting cases of gender- based violence that always lead to femicide. Addressing Femicide in Kenya and its impact on female university students in Kenya, concerted efforts are needed at multiple levels. This includes:  i. Raising awareness - Educating the public about the prevalence and impact of femicide, as well as challenging harmful gender norms and stereotypes. The total shout down Kenya march on the 27 th January 2024 was a stepping stone to raise awareness on femicide.  ii. Strengthening legal protection - Enforcing existing laws that protect women from violence and advocating for stronger legal frameworks to address femicide.  iii. Providing support services - Ensuring that victims of femicide have access to comprehensive support services, including counseling, legal aid, and safe housing.  iv. Empowering and uplifting women - Providing women with the knowledge, skills, and resources to protect themselves from violence and seeking help when needed.

As climate change exacerbates the frequency and intensity of flooding, these resilient individuals have developed a variety of coping mechanisms to navigate the challenges they face. Women and girls all around the country share the same heartfelt yet heartbreaking tale. The Kenya Meteorological Department predicted that the long rains of March- May 2024 would be heavy. However, it was not anticipated that the rains would be torrential. The rains which were aggravated by the El Nino weather patterns caused flooding in most parts of the country. Climate change is a major contributing factor, and together with poor planning and last minute communications, costed the country over 300 lives, displaced over 200,000 people, destroyed property and infrastructure and exacerbated socio-economic status of the Kenyan people. In whatever circumstances, women bear the burden of societal and communal responsibilities, increasing existing gender inequalities. It creates new challenges that further entrench their vulnerable status deepening gender disparities. After such crises, men go out to find money while women stay to guard what is left. In the rare cases the man is around and lives up to his culturally assigned role of responsibility, the woman would be left behind to do her culturally assigned roles; which is cooking and caregiving for the sick. While they are left behind, their security is not guaranteed. They live in constant fear of assault, be it sexual or any other form of gender-based violence (GBV). Being in such situations forces women to sleep with one eye open uncertain of what might happen next. They often have to share rooms and the fear of being attacked is ever present. Cases that also get reported are close zero due to fear of stigma and gender discrimination. GBV majorly affects children's education, by harming their self- esteem, well-being and ability to learn, further exacerbating the cycle of vulnerability and inequality. Another perspective is that of a single mother trying to provide for and protect her children. In this vulnerable state, they are at risk of being exploited. They are often asked for sexual favors in exchange for food or accommodation. The economic strain has indeed led them to take desperate measures and also accept the mistreatment from the men. A perfect example would be ‘sex for fish’. This practice started due a shortage of fish in Lake Victoria. The fishermen took advantage of this situation to satisfy their sexual desires forcing female fish mongers to acquire fish in exchange for sexual favors. Young school going girls have also not been spared as there have been reports of ‘sex for sanitary towels’, money, food, in order to help their mothers with supplement income. Another coping strategy for these women and young girls is brewing illicit beer to make ends meet which is then sold to fellow villagers. This leaves them open to assault from the gullibility that arises from drinking alcohol. Consumption of alcohol from such a young age is highly likely due to the unfavorable environment. Implications of such include early and unwanted pregnancies among school going girls, exposure to sexually transmitted diseases and the risk of discontinuation of education, hence raising the levels of illiteracy. Health is the cornerstone of the society, yet the recent floods have wreaked havoc and have been unforgiving on the healthcare system. Contaminated water sources have made obtaining clean drinking water a daunting task, leading to a myriad of issues such as water borne diseases. Moreover, accessing medical care becomes a Herculean feat for the sick. Many must traverse long distances on foot due to a lack of funds for transportation, only to return empty-handed from hospitals as they cannot afford medical care. Consequently, those unable to make the arduous journey miss out on essentials like mosquito nets, which are given freely in government hospitals. Additionally, women have faced challenges with menstrual hygiene, as they often left their homes without sanitary pads. They are forced to borrow them from friends and neighbors, and when these are not available, they resort to using pieces of clothing and washing them after use, or using reusable shopping bags. Education is undeniably vital, yet its absence is glaringly apparent in many areas, heightened by factors such as low enrollment rates, with floods worsening this issue further. Economic pressures often force girls out of school and into early marriages, with the dowry serving as a means of supporting remaining family members. The consequences of floods are manifold: school closures and infrastructure damage render buildings unsafe and inaccessible, disrupting learning for extended periods. While temporary educational solutions may be implemented, the quality of instruction often falls short. Relocating to new areas adds to the burden for girls, who must shoulder increased domestic responsibilities such as caring for younger siblings and the sick, fetching water, cooking, and cleaning. Under such circumstances, pursuing education becomes an insurmountable challenge. Already existing educational gaps and interruptions are compounded by these challenges, inevitably leading to increased dropout rates. The complexity of climate crisis is only going to increase with time. This in turn means that the devastation of women and girls will only increase if nothing is done to curb whatever happens after the thrash of Mother Nature. It’s high time the rest of the public gets sensitized on what happens on the other side of the curtain.

However, something that cuts across all is the role of women and girls. Culturally, women and girls play the vital role of running and maintaining the household. They are often the primary caretakers of families, responsible for fetching water, collecting firewood, and tending to agricultural activities. These roles, deeply rooted in cultural norms, make women and girls integral to the sustenance and well- being of their communities. Climate change influences agricultural practices, decreased crop yields, increased food security problems, frequent droughts, lack of pasture and endangerment of wildlife, among others. By extension, climate change significantly impacts gender norms. The effects of climate change are continuously intertwined with cultural practices, particularly the role of women and girls at household level. Climate change exacerbates these roles, reinforcing and sometimes intensifying existing gender norms. To start with, prolonged droughts and erratic rainfall patterns, common effects of climate change, lead to severe water shortages. Women and girls, who are primarily responsible for fetching water, must travel greater distances to find it. This increased burden leaves them with less time for education, income- generating activities, or rest, reinforcing their traditional roles as caregivers and resource gatherers. Traveling long distances for water or firewood exposes women and girls to safety risks, including the threat of violence or harassment. This perpetuates a cycle of vulnerability and reinforces the perception that their primary role is to manage household needs, regardless of the risks involved. As climate change disrupts agricultural productivity, women, who often manage small-scale farming, face greater challenges in securing food for their families. This not only intensifies their labor but also limits their opportunities to engage in other activities outside the home. This economic marginalization reinforces traditional gender roles, as women remain dependent on their families and communities for support Girls are more likely to miss school to fulfill household responsibilities, especially during periods of extreme weather conditions when water and food resources are scarce. This interruption in education not only hinders their academic progress but also limits their future opportunities, reinforcing traditional practices that prioritize domestic roles over education. As resources become scarcer, families may prioritize boys' education over girls', believing that boys have a better chance of securing employment and supporting the family financially. On the flip side, women can play a crucial role in climate adaptation strategies. Their traditional knowledge of local ecosystems and resource management can be invaluable in developing sustainable practices. Empowering women through education and resources can help shift gender norms, enabling them to take on leadership roles in their communities. Community-based initiatives that include women in decision-making processes and climate action can challenge and change traditional gender norms. When women are recognized as vital contributors to climate resilience, it can shift societal perceptions and promote gender equality. Climate change intensifies existing gender norms by increasing the burdens on women and girls in Kenya. However, it also presents an opportunity to challenge and transform these norms by empowering women through education, economic opportunities, and involvement in climate adaptation strategies. By addressing the unique challenges women face due to climate change, communities can promote gender equality and enhance resilience to environmental changes.