Why Kenya's teachers bear the blame before facts emerge in school tragedies

In Kenya, teachers often face immediate suspicion when disasters occur in schools, long before investigations are complete. The recent tragedy at Utumishi Academy has reignited debates about accountability and fairness in assigning blame. Sociologist Stanley Cohen’s theory of moral panic helps explain why teachers are frequently targeted during times of public fear. When emotions run high, easily identifiable groups—like educators—often bear the brunt of outrage before facts emerge.

History supports this pattern. Past school tragedies have shown that investigations usually uncover systemic failures rather than individual negligence. The Swiss Cheese Model of accident causation reinforces this, arguing that disasters result from multiple aligned weaknesses in a system, not a single person’s error.

Educational research also highlights that school safety relies on a whole-school approach. This involves collaboration among stakeholders, not just teachers. Schools operate within frameworks shaped by government policies and funding, meaning responsibility for safety cannot rest solely on educators. While accountability remains crucial, it must start with evidence and a focus on systems rather than scapegoats. For Kenya to create safer schools, harder questions must be asked about support structures, resources, and policy execution. This approach ensures responses are grounded in truth, not emotion.