Fire is a common disaster affecting Education
in Secondary Schools in Kenya. This research was
motivated by the frequent reports of occurrence of fire
disasters in secondary schools. The purpose of the study
was to investigate the level of fire disaster preparedness
in Secondary Schools in Uasin Gishu County, Kenya.
The study was done in in Uasin Gishu County, Kenya.
One of the objectives of the study was to investigate the
availability of school-based psychosocial support in
secondary schools as one of the interventions to reduce
fire disasters in secondary schools. Descriptive research
design was employed to collect data on what, when,
where, and how. The research adopted stratified random
sampling to acquire a sample. The target population of
this study included 166 public secondary schools, 1792
teachers, 166 principals, and 2,732 students. The data
was collected from a sample of 117 secondary schools,
117 school principals, 327 teachers and 349 students.
Quantitative and qualitative data was collected through
questionnaires and observation checklist respectively.
The data collected was analysed using descriptive
statistics for quantitative data and thematic analysis for
qualitative data. The study established that schools
lacked proper implementation of both students’ and
teachers’ psychosocial interventions to reduce fire
disasters in secondary schools in Uasin Gishu County.
Therefore, psychosocial fire disaster preparedness had
not been met. It recommended that schools should
incorporate psychosocial interventions, some of which
include: guidance and counselling as a mitigating
strategy for mass indiscipline, strongly discourage
corporal punishment and use of abusive and inhumane
language by teachers to reduce occurrence of fire
disasters in schools.
Keywords : School-based Psychosocial Support, Fire Disaster Preparedness, Arson, Guidance and Counselling