Assessing the Implementation of School Re-Entry Policy in Primary Schools: Stakeholder Awareness and Barriers in Kuria East Sub-County, Kenya

Abstract

This study examined the implementation of the school re-entry policy in public primary schools in Kuria East Sub-County, Kenya, with a focus on stakeholder awareness and the barriers that hinder effective reintegration of learners, particularly girls, after school dropouts. Using a mixed-methods approach, the research gathered data from learners, teachers, and community stakeholders through questionnaires and interviews. Findings revealed that while most learners felt welcomed by teachers and supported in classrooms, significant challenges persist. These include limited awareness of the policy among stakeholders, entrenched socio-cultural norms that stigmatise re-entry, especially for young mothers, insufficient teacher training on the policy, and weak community support structures. Additionally, economic hardships and the passive role of local authorities further hinder implementation. The study concludes that successful policy execution demands multi-stakeholder engagement, targeted sensitisation, and institutional strengthening to dismantle the systemic barriers facing re-entry learners