Utility of Peer Mentorship Programmes in Addressing Disruptive Behaviours Among Secondary Schools Students in Informal Settlements in Nairobi County, Kenya

Data shows that there are increased cases of students’ misbehaviours in Kenya’s secondary schools. Notably, education in schools in informal setups in Nairobi County, Kenya, is faced with unique challenges when compared to those in formal setups, which may affect students’ learning and behaviours. The purpose of this study was to examine the utility of peer mentorship programmes to address disruptive behaviours among secondary school students in informal settlements in Nairobi County. Based on a review of literature on practices in Nairobi’s slums and Brazil’s favelas, the study conceived that the informal setups predisposed learners to risky behaviours, which are easily imported into schools. The study sought to establish the influence of peer mentorship on addressing disruptive behaviours among secondary school students in schools located in Nairobi’s Informal Settlements. Guided by the Self-Determination theory, the study adopted a pragmatic paradigm and mixed method research approach. It generated and data analysed qualitatively and quantitatively data on 9 selected schools from primary and secondary sources to generate its findings. The study established that peer mentorship accounted for a 59.2% variation in disruptive behaviours among learners and significantly influenced student behaviours. From the findings, peer mentorship programmes (β=0.598, p=0.000) had a significant influence on disruptive behaviours with a p value