Parental Involvement in School Counselling Services and Discipline of Learners in Public Day Secondary Schools in Kiambaa Sub-County, Kenya

Peline Oyagi, Obino Mulenga & Ann Mbugua
Department of Psychology and Counselling, Faculty of Arts and Social Sciences
The Catholic University of Eastern Africa, Nairobi, Kenya
Email: oyagi.peline@gmail.com

Abstract: Learner indiscipline remains a persistent challenge in Kenyan public day secondary schools despite the adoption of guidance and counselling as an alternative to corporal punishment. This study examined parental involvement in school counselling services and learner discipline in public day secondary schools in Kiambaa Sub-County, Kenya. It focused on parental participation in counselling programmes, parent–teacher–counsellor communication, support for counselling interventions, and involvement in corrective processes. An embedded mixed methods design was employed. Quantitative data were collected through questionnaires from 361 Form 3 and Form 4 students and 10 teacher-counsellors, while qualitative data were obtained through structured interviews with 8 deputy principals. Quantitative data were analysed using descriptive statistics in SPSS version 29.0.2, while qualitative data were analysed thematically. Findings showed that formal parental participation and communication were inconsistent, with teacher-counsellor ratings generally below 3.00. However, students reported stronger home-based involvement, including discussion of counselling advice and behavioural follow-up. Home reinforcement of counselling recommendations and participation in correction plans were comparatively low. Nevertheless, students reported high levels of rule compliance and respectful behaviour, while teacher-counsellors observed reductions in repeated disciplinary cases. Qualitative findings revealed that parental involvement was largely reactive and constrained by work commitments, economic pressures, family instability, unreliable communication channels, and limited participation opportunities. The study concludes that parental involvement contributes to improved learner discipline, although its effectiveness is limited by irregular engagement and structural barriers. Schools should strengthen communication and establish flexible, regular parental participation frameworks.