REPUBLIC OF KENYA

MINISTRY OF EDUCATION
&
MINISTRY OF HEALTH

KENYA SCHOOL
HEALTH POLICY

SECOND EDITION, 2018

 KENYA SCHOOL HEALTH POLICY

TABLE OF CONTENTS
Foreword 6
Acknowledgements 7
List of Acronyms and Abbreviations 8
Glossary 10
CHAPTER 1: INTRODUCTION 14
Background 14
Rationale of the School Health Policy 15
Guiding Principles 16
Policy Review process 17
CHAPTER 2: SITUATION ANALYSIS 19
CHAPTER 3: VISION, MISSION, GOAL, OBJECTIVES AND STRATEGIES
OF THE POLICY 21
Vision 21
Mission 21
Goal 21
Objectives and strategies 21
THEMATIC AREAS 21
VALUES AND LIFE SKILLS 21
Introduction 21
Issues and constraints 22
Objective 22
Policy Statement 22
Strategies: 22
GENDER, GROWTH AND DEVELOPMENT 22
Introduction 22
Issues and constraints 23
Objectives 24
Policy Statement: 24
Strategies 25
CHILD RIGHTS AND RESPONSIBILITIES 25

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Introduction 25
Issues and constraints 26
Objective 26
Policy Statement 26
Strategies 26
WATER, SANITATION AND HYGIENE 27
Introduction 27
Issues and constraints 27
Objective 29
Policy statement: 29
Strategies 29
NUTRITION 30
Introduction 30
Issues and constraints 30
Objective 32
Policy Statement 32
Strategies 32
DISEASE PREVENTION AND CONTROL 32
Introduction 32
Objective 32
Policy statements 32
Strategies 33
SPECIAL NEEDS, DISABILITY AND REHABILITATION 42
Introduction 42
Issues and constraints 43
Objective 43
Policy Statement 43
Strategies 43
SCHOOL INFRASTRUCTURE AND ENVIRONMENTAL
HEALTH SAFEGUARDS 45
Introduction 45
Objectives 45
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Policy Statement 45
Strategies 46
CHAPTER 4: POLICY IMPLEMENTATION ARRANGEMENTS 47
Legal Frameworks 47
Institutional Framework and Coordination 47
Joint Responsibilities 47
Responsibilities of the Ministry of Health 48
Responsibilities of the Ministry of Education 48
The County Department of health 49
Responsibilities of the Community 49
Memorandum of Understanding (MoU) 50
School Health Governance Structure 50
National School Health Inter-Agency Committee (NSHIC) 51
National School Health Technical Committee (NSHTC) 51
National School Health Secretariat (NSHS) 52
County School Health Committee 52
Sub County School Health Committee 53
Ward School Health Committee 53
School Health Committee 53
Public Private Partnership 54
Financial arrangement 54
Research 54
Dissemination 54
CHAPTER 5: MONITORING AND EVALUATION 55
Indicators to be monitored 55
References 66
Annexes 68

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FOREWORD
The Government of Kenya is committed to ensure an inclusive and equitable
quality education and promote lifelong learning opportunities. Kenya is
equally committed to ensure healthy lives and promote the well-being for all
ages. This means upholding the rights of all learners to basic, compulsory and
quality education as well as their highest attainable health standards. These
rights among others are provided for in the Sustainable Development Goals;
Kenyan Constitution 2010, Vision 2030, Basic Education Act 2013; Children
Act 2001 among other legal frameworks in Kenya.
In 2009, the Ministries of Education and Health developed the School
Health Policy. This policy provided a platform towards the realization of a
comprehensive school health program in schools.
This policy therefore recognizes the importance of innovative health
interventions in education. The policy seeks to a sustainable reduction of the
impact of both communicable and non-communicable diseases; enhance
values and life skills among learners; improve WASH facilities as well as school
infrastructure in schools; meet the diverse nutrition and special needs of the
learners; and mainstream gender issues in education and health systems.
In order to enhance effective and efficient implementation of this policy,
MOE and MOH took a holistic approach that enhances cooperation and
collaboration of all stakeholders in the education and health sector. We
look forward to working closely with other ministries, commissions, county
governments, and agencies through a multi-sector approach to ensure
full implementation of the policy. The development partners, civil society,
the private sector, communities and parents will partner and support the
government in realizing the objectives of this policy.
It is our sincere expectation that all schools in Kenya will implement the
policy.

Amb. (Dr.) Amina Chawahir Mohamed, EGH, CAV Sicily K. Kariuki, (Mrs.),EGH
Cabinet Secretary Cabinet Secretary
Ministry of Education Ministry of Health

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ACKNOWLEDGEMENTS
The task of reviewing the School Health Policy was a consultative process which
involved a wide range of stakeholders. The Ministry of Health and Education
would like to acknowledge the contribution and commitment of the various
line ministries, stakeholders and actors as well as development partners for
the efforts, energy and time invested in the review and finalization of this
policy and implementation guidelines.
Special thanks go to Sicily K. Kariuki, (Mrs.), EGH, Cabinet Secretary Ministry
of health and Amb. (Dr.) Amina Chawahir Mohamed, EGH, CAV, Cabinet
Secretary Ministry of Education.
Our special thanks go to the National School Health Technical Committee
Members and the Technical Working Groups drawn from Ministry of Health:
Division of Family Health, Division of Policy, Division of Environmental Health,
Division of Nursing, Division of Mental Health, Neonatal Child and Adolescent
Health Unit, Nutrition and Dietetics, Unit of Immunization, Reproductive
and Maternal Health Unit, Health Promotion Unit, Community Health and
Development Services Unit, Ophthalmic Services Unit, NASCOP, TB and Leprosy
Unit, Malaria Control Unit, Non Communicable Diseases and Rehabilitation
Unit, and Disease Surveillance and Response Unit.
Ministry of Education: Directorate of Primary Education, Directorate of Policy,
Partnership & East African Community Affairs, Directorate of Secondary
Education, Directorate of Special Needs Education, Directorate of Basic
Education, Directorate of Quality Assurance and Standards, School Health
Nutrition and Meals Unit, Kenya Institute of Curriculum Development, and
Teachers Service Commission.
Other line Ministries: Ministry of Agriculture, Ministry of Public Works, Ministry
of Labor and Social Protection, Ministry of Water and Sanitation, We equally
acknowledge the technical and financial support from Kenyatta University,
USAID, UNICEF, UNESCO, UNFPA, WFP, WHO,Care Kenya, World Vision, Girl
Child Network, Evidence Action,KEMRI, Kenya Pediatric Association, Plan
International, NACC, COYA,ASRH Alliance, NCD Alliance, CSA, Red Cross,
RHRN Kenya Platform and GCN. We recognize the contributions from all the
participants during the document development forums.

Dr. Belio R. Kipsang, CBS Peter Tum, OGW

Principal Secretary Principal Secretary

Early Learning and basic Education Ministry Of Health
Ministry Of Education

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LIST OF ACRONYMS AND ABBREVIATIONS

ASRH Adolescent Sexual Reproductive Health
CDE County Director of Education
CDH County Director of Health
COK Constitution of Kenya
COYA Coalition of Youth Advocates
CSA Center of Study of Adolescents
CSHP Comprehensive School Health Programme
CWDs Children with Disabilities
EARCs Educational Assessment and Resource Center Coordinators
FBOs Faith Based Organizations
FGM Female Genital Mutilation
GBV Gender Based Violence
GCN Girl Child Network
HIV Human Immunodeficiency Virus
HMIS Health Management Information System
IDSR Integrated Disease Surveillance and Response
IEC Information Education and Communication
KEMRI Kenya Medical Research Institute
KWS Kenya World Life Service
MDA Mass Drug Administration
MHM Menstrual Hygiene Management
MOE Ministry of Education
MOH Ministry of Health
MNs Micronutrient Powders
MOU Memorandum of Understanding
NACC National Aids Control Council
NASCOP National Aids and STIs Control Program
NCDs Non Communicable Diseases
NCPWDs National Council for People with Disabilities
NEMIS National Education Management System

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NGOs Non-Governmental Organizations

NSBD National School Based Deworming
NSHICC School Health Inter - Agency Coordinating Committee
NSHTC National School Health Technical Committee
NTDs Neglected Tropical Diseases
PHC Primary Health Care
PWDs People with Disabilities
Wrd. PHO Ward Public Health Officer
RHRN Rights Here Rights Now
SHP School Health Program
STIs Sexually Transmitted Infections
TB Tuberculosis
TSC Teacher’s Service Commission
UNCRC United Nation Conventions on the Rights of the Child
UNFPA United Nation Population Fund
UNICEF United Nations Learners’ Fund
UNESCO United Nations Educational, Scientific and Cultural
Organization
USAID United States Agency for International Development
VAS Vitamin A Supplementation
VHFs Viral Hemorrhagic Fevers
WASH Water Sanitation and Hygiene
WHO World Health Organization
WFP World Food Program

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GLOSSARY

Adolescent Any person aged 10 – 19 years.

Child Any person less than eighteen years of age

A school that is constantly strengthening its

Health Promoting
capacity to be a healthy setting for living,
School:
learning and working

A school that embraces the following

Child/youth
components for learners: Safety and protection;
Friendly
Inclusivity; Equity & Equality; Health & Nutrition;
environment
School & Community linkages
Any restriction or lack (resulting from an
impairment) of ability to perform an activity
Disability
in the manner or within the range
Considered normal for a human being.

A drug is a chemical substance, which interacts

Drug with a living organism thereby bringing changes
in the way the organism functions

The habit of using a drug for no apparent

medical reasons on a regular basis. The
Drug abuse
intention of drug abuse is to change ones
mood, perception or behavior.

Anything that brings about psychological

or physiological changes in the body and is
Substance
chemically produced. It could either be illicit or
licit.

A state of complete physical, mental, social and

Health spiritual well-being and not merely the absence
of disease or infirmity

Kiosk: A small shop near or next to the school

State of being diseased or unhealthy within a

Morbidity
population

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Mortality Number of deaths in a human population

The action of stopping something from

Prevention
happening or arising

An institution in which pupils receive regular

instructions, or an assembly of not less than
ten pupils for the purpose of receiving regular
instructions, or an institution which provides
regular instruction by correspondence, but
does not include: -
a) any institution or assembly for
which a Cabinet Secretary other
School than the Cabinet Secretary, Ministry of
Education is responsible;
b) any institution or assembly in which
the instruction is, in the opinion of the
Minister of Education, wholly or mainly
of a religious character; or
c) Any institution for the purpose of
training persons for admission to the
ordained ministry of a religious order.

School Any person or body of persons responsible for

Manager the running and conduct of a school.

Teenagers Learners aged 13-19 years;

School Health A person trained or in serviced to address

Teacher health issues in a school.

An individual, body or organization (bilateral

Stakeholder: and multilateral agency) that partners and
collaborates in School Health Programme.

Period of time when learners begin to mature

biologically, psychologically, socially and
Puberty: cognitively with girls starting to grow into
women and boys into men.

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Pre-School-aged
Learners aged between 2 and 5 years
learners

School-age Learners aged between 6 and 18 years who

learners may or may not be enrolled in school.

A vector is an animal, bird or arthropod which

Vector destroys farm, animals or foods, and acts as a
nuisance. They also transmit diseases.

Small animals or insects that harm people,

Vermin livestock, property or crops e.g. rats, weevils,
fleas, cockroaches etc.

These are small warm blooded animals of a

Rodents lower class. They have sharp front continuously
growing teeth. They act as a disease reservoir.

Youth Person aged 15-24 years

It is a disadvantage for a given individual

resulting from an injury, illness or a disability
Impairment that prevents the fulfilment of a role that is
considered normal (depending on age, sex,
social and cultural factors) for that individual

This refers to a process aimed at enabling

Persons With Disabilities (PWDs) to reach
and maintain their optimal physical, sensory,
Rehabilitation
intellectual, mental and or social functional
levels, thus providing them with the tools to
change their lives towards a higher level of
independence.

This will include learners who due to certain

Learners With characteristics are unable to attain their
Special Needs optimal development potentials in life due to
(CWSNs) physical, biological, psychological, social or
other environmental circumstances.

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This will include learners with certain

Learners with restrictions or lack of ability to perform an
Disabilities activity in a manner or within the range
(CWDs) considered normal for other learners of a
similar age or age group.

This is the inability to reach highest possible

developmental potential of life due to physical,
Special needs:
biological, psychological, social or other
environmental circumstances.

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Chapter 1:
INTRODUCTION
Background
The government of Kenya recognizes that illiteracy, diseases, disabilities
and poor health are an impediment to national development and poverty
reduction. It is therefore committed to promoting availability and access of
quality education and health to all, including learners.
The Constitution of Kenya (COK) 2010 provides an overarching conducive
legal framework for ensuring a more comprehensive and people - driven
health services delivery. It also seeks to ensure that a rights-based approach
to health is adopted and applied in the delivery of health services (Articles
42, 43, 53, 54 among others). The Constitution provides that every person
has right to the highest attainable standard of health, which includes the
right to health care services, including reproductive health care; access to
adequate, affordable housing to reasonable standards of sanitation; to have
adequate food of acceptable quality; to clean and safe water in adequate
quantities: The above is further asserted by the Basic Education Act 2013,
Article 28; every child has the right to free and compulsory basic education.
It further outlines that a person shall not be denied emergency medical
treatment and that the State shall provide appropriate social security to
persons who are unable to support themselves and their dependents.
The Constitution introduced a devolved system of government to enhance
access to services by all Kenyans, especially those in inaccessible areas. The
Constitution also singles out health care for specific groups such as children
and persons living with disabilities. The underlying determinants of the right
to health, such as adequate housing, food, clean safe water, social security
and education, are also guaranteed in the Constitution. The health Policy
therefore seeks to make the realization of the right to health by all Kenyans,
a reality.
Kenya Vision 2030 is the long-term blueprint for national development
agenda. It aims to transform Kenya into a globally competitive and
prosperous industrialized middle income country by 2030. Health,
Education, Water and Sanitation, Environment, Housing, Gender, Youthand
Vulnerable Groups, Equity and Poverty Elimination are the key components
of its delivery under the Vision’s Social Pillar. The vision has defined the
strategies and Flagship projects to achieve this ambitious goal.

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Rationale of the School Health Policy

This policy is guided by the Kenya’s Vision 2030 which acknowledges
that improved health and more so to all learners is a critical driver to the
achievement of this vision. The Constitution of Kenya, 2010 guarantees all
learners the right to basic, compulsory and quality education; the highest
attainable standard of health, clean and healthy learning environment,
accessibility to reasonable standards of sanitation, free from hunger, to
have adequate food of acceptable quality, clean and safe water in adequate
quantities
The school provides an organized structure that is conducive for the provision
of health, nutrition services as well as a key avenue for disease prevention
and control. It can either promote health or accelerate the spread of ill-
health. Schools are ideal settings to implement health programmes;
• An efficient and effective channel to reach many people for
introducing health promotion practices through Behavior Change
Communication (BCC);
• Provide interventions in a variety of ways (learning experiences,
linkages to services, supportive environment);
• Learners are admitted at early stages of their development when
lifelong behaviors, values, skills and attitudes are being formed;
• Improved health enhances cognitive development, concentration,
participation and retention of learners in school. It also reduces
absenteeism, increases enrolment and improves academic
performance
Comprehensive School Health Programme (CSHP) meets greater proportion
of health and psychosocial needs of learners in and out of school. The
programme leads to efficient resource utilization resulting in greater impact.
The components of a CSHP include:
Values and life skills
Gender, Growth and Development
Child Rights, and Responsibilities;
Water, Sanitation and Hygiene;
Nutrition;

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Disease prevention and control;

Special needs, disabilities and rehabilitation;
School infrastructure and environmental health safe guards.
Cross cutting issues

Guiding Principles
The National and County governments in collaboration with stakeholders
shall ensure that each level supports the other for proper implementation of
the school health programme in all schools. The guiding principles include:
• Access to Health and Nutritional Services: Every child has a right to
quality health and nutrition services. School establishments shall act
as a tool towards upholding these rights in partnership with the
communities in which they live and learn.
• Access to Water, Sanitation & Hygiene: Every child has a right to
safe and clean drinking water and adequate sanitation. Provision
of safe and clean water and sanitation shall be complemented by
appropriate hygiene promotion and education.
• Access to Education: Every child has a right to basic, compulsory and
quality education. Access to education will continue to be provided
for school age learners and youth including the vulnerable groups.
• Equality and Non-discrimination: Every child shall have equal rights,
opportunities and responsibilities without any discrimination. They
shall be protected from all forms of neglect and abuse on the basis
of sex, gender, ethnicity, race, family and social status, religion,
locality, political affiliation, disability, HIV status or illness among
others.
• Access to Information: Every child shall have access to relevant and
factual health information, knowledge and skills that are appropriate
for their age, gender, culture, language, context, and disability.
• Equity: Learning institutions shall adopt School Health Programmes
to respond to the needs of all learners including those with special
needs and disabilities.
• Privacy and Confidentiality: Every child has the right to privacy and
confidentiality regarding their health. A child’s health status and

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medical condition shall not be disclosed to others without the consent

of the child (or the consent of the child’s legal guardian acting in
the best interest of the child). A child’s medical information may
be accessed by authorized health personnel, parents and teachers
in order to provide medical advice or treatment or to prevent the
spread of infectious diseases.
• Safety in schools: All schools shall provide safe and accessible
physical environment. They shall be responsible for minimizing the
risk of physical injury and disease transmission by ensuring that
adequate safety measures are put in place. In addition, all schools
shall provide safe psychosocial environment. There shall be no
tolerance to child abuse, sexual abuse and other forms of juvenile
exploitation.
• Gender Responsiveness and Transformative Approaches: Planning
and implementation of School Health Programmes shall be sensitive
to different needs of boys and girls.
• Partnerships: A multi-sectoral approach for effective collaboration
of all stakeholders (state and non-state) among relevant sectors
shall be developed and fostered at all stages of planning and
implementation of the School Health Programme.
• Accessibility to school physical facilities: School infrastructure shall
be accessible to all school age learners, and youth including those
with special needs and disabilities.
• Child Participation: Learners shall be involved in the planning,
designing and implementation of the school health programme.

Policy Review Process

The review process started with the National School Health Technical
Committee (NSHTC) giving approval. This was informed by policy briefs by
stakeholders who highlighted on the key gaps in the document. The NSHTC
sourced competitively for a consultant to undertake the situational analysis
on the implementation level of the SHP, on whose basis the review process
was anchored. The comprehensive review of the National School Health
Policy which was undertaken with a view to attain a deeper understanding
of the challenges affecting its implementation, existing opportunities and
define the necessary interventions. The consultant report was tabled to the

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NSHTC, with key recommendations for the review process.

Different partners who include among others: UNICEF, World Food
Programme, Evidence Action, Plan International, Red Cross, RHRN and
Girl Child Network, supported Technical Working Groups to review their
respective thematic areas and consolidate the policy.

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Chapter 2:
SITUATION ANALYSIS
The National School Health Policy was launched in 2009. Its aim was to
address eight thematic areas namely: values and life skills; gender issues;
child right & responsibilities; nutrition; special needs, disabilities and
rehabilitation; WASH; disease prevention and control; school infrastructure
& environmental Safety. The policy sought to address education and health
needs of all basic education learners including those with special needs
and disabilities. It provided the objectives and strategies to address these
needs. The policy further aimed at identifying and mainstreaming key health
interventions for improved school health and education.
In the period of the policy implementation, the Constitution of Kenya 2010
realigned the education and health structure in Kenya. Some functions
were devolved from the National government. It has been difficult to realize
the objectives of the SHP 2009 since its implementation did not factor the
devolved functions. Secondly, in 2013, one of the legal framework where
this Policy is anchored was reviewed; the Basic Education Act 2013.
Apart from the shift in the policy and legal environment, the period has
witnessed a shift in the education and health issues in Kenya. Some of the
issues not adequately provided for in the policy includes; Non-Communicable
Diseases (NCDs); emerging and re-emerging diseases, responsible for
reducing productivity, curtailing economic growth and trapping the poorest
people in chronic poverty in Kenya. The country has witnessed an increase
in abuse cases among learners attributed partly to values and life skills,
gender based violence, lack of adequate school infrastructure, nutritional
needs among others which the policy either was silent to or did not provide
appropriate policy directions. In a situational analysis of the SHP 2009, one
key finding was that 33% of the schools had copies of the SHP 2009 and
26% had the guidelines. Therefore, it is most likely that fewer numbers
of schools had been disseminated with the policy; a function of lack of
appropriate dissemination mechanisms in the SHP 2009.
In view of the above, it was evident that the policy interventions have
been overtaken by events calling for its review to address key school health
challenges in Kenya.

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Chapter 3
VISION, MISSION, GOAL, OBJECTIVES
AND STRATEGIES OF THE POLICY
Vision
Healthy, enlightened and productive learners in the community in which
they live and/or learn
Mission
To enhance coordination in the planning, designing and implementation of
sustainable quality health interventions in basic education levels in Kenya.
Goal
The overarching goal of this policy is to provide a healthy, safe and friendly
environment for all learners in Kenya.
Objectives and strategies
This policy will be guided by the following nine thematic areas which will be
addressed by various objectives and strategies

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THEMATIC AREAS

VALUES AND LIFE SKILLS

Introduction
Values are beliefs, principles or ideas that are of worth to individuals and their
communities. They define who people are and the things that guide their
behavior and lives. People obtain values from family, friends, Peers, tradition,
culture, school environment, political influences, life experiences, religious
teachings, and economic experiences. Positive values shall be inculcated to
learners with the aim of protecting them from harmful activities.
Life skills are abilities and strategies for adaptive and positive behavior that
enable individuals to deal effectively with the demands and challenges of
everyday life. It helps the learner to acquire good health behavior, develop
and strengthen their interpersonal and psycho-social capabilities.
Learners in modern day world are faced with a myriad of challenges
which require the right set of skills and values to surmount. These include:
corruption, gambling, early initiation of sex, negative ethnicity and others.
Issues and Constraints
Despite values and life skills been incorporated in the school curriculum
under social studies, the learners have not been clearly taught or facilitated
to acquire basic skills to address daily challenges which they experience.
The existing legal frameworks on values have not provided clear monitoring
of these values at the school level and the level of change among learners.
Thus the need to have a framework that the SHP provides to enhance the
environment for learners to inculcate positive values
The existence of legal and policy frame-works supporting education and
health, an alarming and significant number of learners with special needs
and disabilities are out of school, vulnerable and at risk of not achieving
their potential. This in place, will note significant change in learners’ health
and education attitude.

Objective
To equip learners with values and life skills to manage their lives in a healthy
and productive manner

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Policy Statement
MoE and MoH in collaboration with other stakeholders shall equip learners
with values and skills to enable them to access education, live a healthy life
and deal with challenges of day to day life.

Strategies
MoE shall:

1. Ensure all learners are taught and facilitated to acquire life skills in
schools to enable them deal with challenges of day to day life.
2. Put in place mechanisms to monitor the implementation of life skills
and values in learning institutions
3. Create conducive environment in learning institutions to inculcate
positive values among learners.

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GENDER, GROWTH AND DEVELOPMENT

Introduction
Gender issues can impact positively or negatively on health and education of
boys and girls. Boys and girls have different biological makeup necessitating
the need for different health interventions. They also have different gender
related issues that affect their learning. For instance, girls may fail to attend
school or fail to concentrate in class if not supported during their menses.
On the other hand, family, cultural responsibilities and practices may lead to
girls and boys dropping out of school. Gender based violence and harmful
cultural practices such as child marriages and FGM are still prevalent in the
country and this has far reaching implications on the education, health and
general well-being of learners
Learners go through growth and development throughout their life-course
in school. One crucial stage of growth is adolescence. Adolescents face
health challenges to their lives and general well-being. They are vulnerable
to early and unplanned pregnancies, female genital mutilation, child
marriages, sexual violence, malnutrition, mental health issues and sexually
reproductive tract infections including HIV/AIDS. Furthermore, issues such as
early initiation of sex can be attributed to sexual and gender based violence,
peer pressure, drug and Substance abuse, lack of correct information on
SRH and life skills. Additionally, many adolescents die prematurely due
to pregnancy-related complications and other illnesses that are either
preventable or treatable.

Issues and Constraints

The key issues under this thematic area include and not limited to:

Gender and relationships:

• Gender refers to socio-cultural constructed roles for boys and girls;

male and female which change from time to time in the context
of the society. Gender issues can impact positively or negatively
on health and education of boys and girls which requires gender
transformative approaches
• Gender transformative approaches therefore refer to behavior,
attitudes, and values that create and strengthen systems that
support gender equity
• Gender and Health: Boys and girls have different biological makeup

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necessitating the need for different health interventions for each

gender. The strategies shall be put in place to enhance gender
responsive and transformative health interventions in schools
• Gender and Education: On the other hand, family, cultural
responsibilities and practices may lead to girls and boys dropping
out of school
• Adolescent Sexual Reproductive Health and Development:
Adolescents refer to young people between the ages of 10 and 19
years who are often thought of as a healthy group. Adolescents and
youth face health challenges to their lives and general well-being.
They are vulnerable to early and unplanned pregnancies, female
genital mutilation, child marriages, sexual violence, malnutrition
and reproductive tract infections including STI and HIV/AIDS.
Additionally, many adolescents do die prematurely due to pregnancy-
related complications and other illnesses that are either preventable
or treatable. Learners will be equipped with sustainable skills
including age appropriate sexual reproductive health information to
support a smooth transition from childhood to adolescent stage of
development
• Gender Based Violence (GBV): This refers to violence that targets
individuals on the basis of their gender. It includes acts that inflict
physical, sexual, mental, psychological, emotional and economic
harm including harmful cultural practices
• Teenage Pregnancy in School: Teenage pregnancy is one of the
key causes of school drop out by girls. Girls therefore need to be
protected from teenage pregnancy and supported if pregnancy
occurs to enable them pursue their education.
• The SHP therefore provides a coordinated framework to address the
above stated gender issues

Objectives
• To safeguard learners from all forms of gender based violence and
harmful cultural practices as well as help them transcend gender
dynamics that may affect their education, health and wellbeing
• To equip the learners with sustainable skills and competences
including age appropriate sexual reproductive health information
to support a smooth transition from childhood to adolescence and
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overcome challenges imposed on their development

Policy Statement:
• MoE in collaboration with MoH and other stakeholders shall
address gender related issues which affect the education, health
and wellbeing of learners
• Ministry of Education in collaboration with MoH and other
stakeholders shall ensure that learners are equipped with adequate
and appropriate support, information, values and skills to smoothly
transit through various levels of growth and development

Strategies
1. Address gender related barriers to the health and wellbeing of
learners
2. Promote gender equality amongst learners
3. Enhance the safeguard against gender based violence amongst
learners
4. Strengthen safeguard and protect the learners from harmful cultural
practices
5. Equip learners with age appropriate sexual reproductive health
information to help them deal with vulnerabilities associated with
adolescence.
6. Provide psychosocial counselling, screening and other health services
to learners.
7. Provide access to information and services to prevent early child-
bearing/Pregnancy and provide support for and implementation of
guidelines to ensure return to school policy are articulated

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CHILD RIGHTS AND RESPONSIBILITIES

Introduction
Children are the most vulnerable members of our society by virtue of their
age and stage of growth. Therefore, their rights should be safeguarded and
protected. Furthermore, children are the future of the country and should
therefore be brought up into responsible adults.
There are four key pillars of child rights as articulated in the United Nations
Convention on the Rights of the Child (UNCRC, 1989). These include; Survival
Rights, Development Rights, Protection Rights and Participation Rights
Moreover, every child should have responsibility towards his/ her family,
society, and the state. Therefore, subject to their age and evolving capacity,
children should be guided on their responsibilities.
Issues and Constraints
The most serious issues faced by this thematic area are:
• The level of awareness of the right holders and the various
stakeholders or duty bearers.
• There is lack of a holistic harmonized coordination mechanism
between the MOH and MOE. Thus the need to ensure learners rights
are upheld since they are the future of the country and should be
brought up as responsible adults.
• Every learner or stakeholder should understand and uphold their
responsibility towards learners, households, schools, society, and
the state. Therefore, subject to their age and ability, learners should
be guided.

Objective
To inform the learners, parents and the community on the rights and
responsibilities of the child, to safeguard them from child rights abuse and
ensure they take up their responsibilities.

Policy Statement
The Ministry of Education in collaboration with other stakeholders shall
promote, safeguard and protect the rights of the learners and ensure that
they carry out their responsibilities.

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Strategies
1. Provide and promote a conducive environment for the learners to
enjoy survival and development rights
2. Provide and promote conducive environment for the enjoyment of
the protection rights by the learner
3. Provide and promote conducive environment for the enjoyment of
the participation rights by the learner
4. Provide and promote conducive environment for learners to carry out
their responsibilities

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WATER, SANITATION AND HYGIENE

Introduction
Every person has the right to clean and safe water in adequate quantities
and reasonable standards of sanitation (COK, 2010). A hygienic school
environment is actualized by safe, adequate water supply, adequate sanitation
and appropriate hygiene promotion for a healthy school population.
Menstrual Hygiene Management (MHM) is a crucial element of the School
Health Policy, being important for dignity, gender equality and the human
rights of women and girls (MHG policy, 2018). This policy recognizes that
women and girls who experience challenges with MHM will also experience
negative effects on multiple areas of life; relevant to the human rights of
women and girls, including in particular the rights to health, work and
education, as well as gender equality. Every person has the right to be free
from hunger and to have adequate food of acceptable quality (COK, 2010).
A general breakdown of sanitation may favor the multiplication of vectors
and vermin. Vector borne diseases are a heavy burden to human population
and a serious impediment to economic development and productivity. In
schools, they are a major cause of absenteeism and poor learning outcomes.

Issues and Constraints

The following issues and measures shall be undertaken having learners with
special needs and disabilities in mind.
Safe and Clean Water: The BOM shall ensure availability of adequate safe
drinking water points that are well maintained in each school.

Hygiene
• Adequate and well maintained handwashing facilities including
soap shall be provided in each school and located within the vicinity
of the toilet/latrine, eating and play areas;
• The BoM shall provide adequate and acceptable management of
solid and liquid waste in their schools;
• Appropriate food safety and hygiene measures shall be ensured in
all schools;
• Hygiene promotion will be learner centered and an ongoing process
to positively influence behavior change.

Sanitation

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• School Board of Management and parents shall be encouraged

and empowered to provide adequate sanitation facilities for boys
and girls as prescribed in the Public Health Act CAP 242, Building
code, School Health Guideline and according to the MOE capitation
budget guidelines;
• Sanitation facilities shall be designed and constructed to be gender
sensitive; suit different age group and learners with special needs in
accordance to minimum standards under public health Act cap 242,
Safety Standards Manual for Schools in Kenya and the Guidelines
for Registration of Basic Education Institutions.

Menstrual Hygiene Management

Menstrual Hygiene Management (MHM), is a crucial element of the School
Health Policy, being important for dignity, gender equality and the human
rights of women and girls. This policy recognises that women and girls
who experience challenges with MHM will also experience negative effects
on multiple areas of life; relevant to the human rights of women and girls,
including in particular the rights to health, work and education, as well as
gender equality.
A holistic understanding of MHM therefore requires all the following to be
addressed:
• Awareness of and knowledge on menstruation and how to manage;
• Cognizance of myths, stereotypes and taboos associated with
menstruation;
• Availability of adequate, well maintained WASH infrastructure;
• Provision for safe and hygienic management of menstrual waste
• Availability of menstrual hygiene products.
• Access to relevant health services
• This policy recognizes that awareness, knowledge and attitude
significantly impact practice, self-efficacy and social norms
• This policy also provides that MOE and MOH shall facilitate provision
of safe menstrual products to girls and provide devices for safe &
hygienic management of menstrual waste in primary and secondary
schools in Kenya.

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Operations and Maintenance

The BOM, Curriculum Support Officers and Sub County Quality Assurance
and Standards officers shall ensure functioning, use, maintenance and
cleanliness of WASH facilities in each school.
The County Education Boards in conjunction with BOMs shall continually
identify and explore finances for construction, operation and maintenance
of WASH facilities.
WASH facilities shall be a core component of School Development Plan and
prioritized by different education management structures as provided in
Basic Education Act 2013 and adequate resources allocated.
County Health Department will monitor functionality of WASH facilities in
schools.
Food Safety: Every person has the right to be free from hunger and to have
adequate food of acceptable quality. Food quality and safety in all stages
is important, all food provided or purchased in schools shall be regularly
monitored by MoH. Private sector shall make responsible food labels using
appropriate language, show place / country of origin, date of manufacture,
expiry date. Ingredients and storage conditions.
Vectors and vermin control: A general breakdown of sanitation may favor
the multiplication of vectors and vermin. Vector borne diseases are a heavy
burden to human population and a major cause of school absenteeism and
a serious impediment to economic development.

Objective
Reduce incidence and prevalence of water, sanitation and hygiene related
diseases in learning institutions

Policy statement:
The Ministry of Education, Ministry of Water and Sanitation, Ministry of
Health and other stakeholders shall ensure schools have safe and clean
water, adequate sanitary and hygiene facilities.

Strategies
1. Collaborate with line ministries and other stakeholders to provide
sufficient, clean and safe water to all learning institutions.
2. Provide adequate capitation both at the national and county levels
to facilitate sustainable process of water provision.
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3. Develop infrastructural implementation guidelines to oversee the

achievement of this strategy.
4. Train adequate personnel to oversee the implementation of this
structure.
5. Create awareness for all institutions on prudent management of
water resource.
6. Promote water harvesting, storage and re-use in learning institutions.
7. Provide linkages to alternative facilities to ensure sustained provision
of services.

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NUTRITION
Introduction
Nutrition refers to provision of food to the human body for growth,
development and maintenance of life. Nutrients are needed in the right
amounts to provide materials for growth and repair of body tissues, energy
for physical activity and basic body functions; including breathing, body
temperature, immunity and blood circulation. Proper nutrition increases
a child’s attention span, learning capacity and ability to fully engage in
education experiences and therefore reach their full potential in life.
School attendance is a time when children are becoming independent from
the family, and are at risk of developing negative eating habits such as eating
unhealthy snacks as a result of poor food marketing, peer influence and
meal skipping. The children spend more time at school and may have one or
two meals at school for those in day schools, or all their meals for those in
boarding schools. This age group may therefore be nutritionally vulnerable,
depending on their socio-economic status and geographical location. Meals
and snacks for children 4-18 years should therefore be based on their macro
and micronutrient requirements recommended dietary allowance

Issues and Constraints

Nutrition has been the most misunderstood concept in our schools. Good
nutrition involves eating healthy foods in adequate amounts in order to
ensure a child’s proper physical and cognitive growth and development
and prevent nutrition related diseases. Good nutrition increases a child’s
attention span, learning capacity and ability to fully engage in educational
experiences and therefore reach their full potential in life. School age children
and adolescents 4–18 years of age have high nutritional needs because they
are growing rapidly and are also very active; especially adolescents 10–19
years of age, whose growth can be as rapid as that of infants. Adolescents
have higher calorie and nutrient needs than any other age group with boys
needing more overall calories to meet the demands of growth spurts and
the onset of puberty. The onset of menstruation imposes
additional iron needs for girls. Calcium is needed due to increased muscular,
skeletal and endocrine development; the mineral quantity in the bone must
be optimal during puberty to prevent osteoporosis (risk of fracture/breaking
bones in later life).
Malnutrition includes undernutrition (wasting, stunting, and underweight),

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micronutrient-related malnutrition (inadequate or excess vitamins or

minerals), overweight, obesity and resulting diet-related non-communicable
diseases. Undernutrition in this age group can delay sexual maturation,
slow growth and reduce a child/adolescent’s ability to learn, lowering
school performance and achievement. On the other hand, overweight and
obesity at this age may result in early puberty in girls and delayed puberty in
boys and is likely to persist into adulthood and increase the risk of chronic
diseases in the short and long term (CDC, 2015). Therefore, investing in
nutrition contributes to social and economic development of the country.
Schools provide an ideal setting to promote good nutrition to all learners
including those with special needs (including pregnant adolescent girls)
and disabilities. This includes offering nutrition services, nutrition education
and healthy food environment and ensuring community involvement and
participation to promote nutrition.
Nutrition services relates to interventions such as regular assessment,
monitoring of nutritional status, de-worming and micronutrient
supplementation to school going children. Nutrition education and
promotion includes nutrition related learning experiences, integration
into the curriculum and adoption of optimal practices related to food and
nutrition security. This includes opportunities to demonstrate and practice
food production, proper handling, storage, preparation and utilization
of diverse nutrient rich foods. A healthy food environment provides an
opportunity for promoting availability and accessibility of locally available
food and thereby promoting healthy food choices and eating habits among
children. Good nutrition practices in schools and integration of nutrition
interventions can impact the community since children are good change
agents. Parents, guardians and caregivers have a great influence on the
food choices and their support can positively influence nutrition outcomes.
Involving parents and guardians in school nutrition
can reduce inconsistencies between suggestions and practices on nutrition
at home and at school. Private sector shall make responsible food labels
which can help parents or children make informed food choices, nutrition
education.

Objective
To ensure that learners are well nourished to thrive and achieve their full
potential through promotion of nutrition related interventions.

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Policy Statement
The Ministry of Education and the Ministry of Health in collaboration
with other stakeholders shall ensure nutrition is sustainably promoted
through offering adequate nutritional services, promotion of healthy food
environment and nutrition education

Strategies
1. Optimizing school nutrition services
2. Promotion of Healthy food environment
3. Enhancing Nutrition Education in Schools
4. Parental and Community Involvement in School Nutrition

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DISEASE PREVENTION AND CONTROL

Introduction
Diseases negatively affect learning and may result in morbidity disability
or loss of life. Schools shall be required to ensure that they take measures
to prevent diseases through health education and implementation of
preventive, control and regulation interventions. This includes prevention of
stigma and discrimination

Objective
Enhance prevention and control of communicable and non-communicable
diseases by early identification and timely response

Policy statements
The MOE in collaboration with the MOH shall:
• Put systems in place to prevent communicable disease transmission,
morbidity and mortality, rapidly identify and control outbreaks,
support disease elimination and eradication
• Support promotion of healthy lifestyles and implement interventions
to reduce the modifiable risk factors for NCDs and mental health
and their management within the school community
• Build capacity at the school community level to strengthen their role
in carrying out ongoing collection and sharing of data on diseases,
conditions and event for timely response
• Empower the school community to take up screening on annual
basis
• Create an enabling environment in the school community to ensure
acquisition of age appropriate knowledge, skills and information on
prevention and control of diseases, conditions and events that lead
to creation of healthy learning institutions

Strategies
1. MOE in collaboration with MOH shall educate children on the
various risk factors and prevention measures for non-communicable
diseases.
2. MOH to ensure the availability of guidelines and standards on

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promotion, prevention treatment and rehabilitation of persons with

mental, neurological and substance use disorders (MNS)
3. MOE in collaboration with MOH shall ensure capacity building of
the learners and other members of the school community on mental
health
4. MOE and MOH shall support optimal oral health among learners
and members of the school community
5. MOE and MOH shall provide opportunities for promotion of eye
health and prevention of eye problems among the learners and
other members of the school community
6. MOE shall ensure that all learners and members of the school
community actively engage in physical activity within their capacity
for health
7. MOH and MOE to ensure capacity building among the members
of the school community to strengthen detection and reporting
of diseases of epidemic potential according to integrated disease
surveillance and response (IDSR) strategy.
8. MOE in collaboration with MOH to ensure routine health screening
and schedule immunization to reduce deaths and disabilities within
the school community
9. MOE and MOH shall develop guidelines for age appropriate
comprehensive disease control and prevention education for all
levels through domestication of relevant materials;
10. Capacity build learners and members of the school community on
disease prevention and control
11. Develop linkages with relevant government departments/bodies for
enforcement of the relevant Acts and guidelines governing disease
control and prevention when producing IEC advocacy materials;
12. Mainstream disease control and prevention education in all learning
institutions including adult and continuing education programs.

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COMMUNICABLE DISEASES
HIV and AIDS
Strategies:
The MOE and MOH shall;
1. Contribute to the prevention of new HIV infections among members
of the school community.
2. Contribute to the reduction of AIDS related deaths among members
of the school community
3. Contribute to the reduction of HIV stigma and discrimination among
members of the school community
4. Strengthen institutional capacity to manage HIV and AIDS scourge.

Sexually Transmitted Infections (STIs)

These are infections one can get by having sex. Some STIs (such as gonorrhea
and chlamydia) infect your sexual and reproductive organs. Others (such as
HIV, hepatitis B, and syphilis) cause general body infections.
Strategy: MOE in collaboration with MOH shall contribute to the prevention,
early diagnosis, treatment and stigma reduction of STIs among learners and
other members of school community
Tuberculosis
It is caused by bacteria (Mycobacterium tuberculosis) that most often affect
the lungs. Tuberculosis is curable and preventable. TB is spread from person
to person through the air. When people with lung TB cough, sneeze or spit,
they propel the TB germs into the air.

Strategies:
MOE and MOH shall:
1. Contribute to the prevention, early diagnosis and management of
Tuberculosis in learners and school community members
2. Contribute to the active contact tracing and stigma reduction

Pneumonia
This is an infection that inflames the air sacs in one or both lungs. The air
sacs may fill with fluid or pus, causing cough with pus, fever, chills, and

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difficulty breathing. A variety of organisms, including bacteria, viruses and

fungi, can cause pneumonia.

Strategies:
MOE and MOH shall:
1. Contribute to the prevention, early diagnosis and management of
pneumonia in learners and school community members

Malaria
This is an infectious disease caused by protozoan parasites from the
Plasmodium family that can be transmitted by the bite of the Anopheles
mosquito or by a contaminated needle or transfusion. It is characterized by
moderate to severe shaking, chills, high fever, sweating.

Strategy
The MOE and MOH shall ensure access to prompt and effective malaria
prevention, diagnosis and treatment for learners and members of the
school community
Diarrheal Diseases
These are the leading cause of death among young learners. Diarrhoea
is defined as the passage of three or more loose or watery stool per day
(or more frequent passage than is normal for the individual). Diarrhoea
is usually a symptom of an infection in the intestinal tract, which can be
caused by a variety of bacterial, viral and parasitic organisms. Infection
is spread through contaminated food or drinking-water, or from person-
to-person as a result of poor hygiene. Interventions to prevent diarrhoea,
including safe drinking-water, use of improved sanitation and handwashing
with soap can reduce disease risk.

Strategy
MOE in collaboration with MOH and Ministry of Water and Sanitation shall
ensure the prevention, early identification and prompt management of
diarrheal diseases

Hepatitis
Hepatitis refers to an inflammatory condition of the liver. It’s commonly
caused by a viral infection, but there are other possible causes of hepatitis.
These include autoimmune hepatitis and hepatitis that occurs as a secondary
result of medications, drugs, toxins, and alcohol.
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Strategy
MOE in collaboration with MOH, Ministry of Water and Sanitation shall
contribute to the prevention, early identification and management of
hepatitis

Tetanus
It is, also known as lockjaw. It is an acute infectious bacterial disease
characterized by muscle spasms. In the most common type, the spasms
begin in the jaw and then progress to the rest of the body

Strategy
MOE and MOH shall contribute to the prevention of tetanus infection

Snakebites
Strategy
MOE in collaboration with MOH and Kenya Wildlife Service shall contribute
to the prevention of snakebites

Rabies
This is a viral disease that causes inflammation of the brain in humans and
other mammals. It is spread when an infected animal scratches or bites
another animal or human.
Strategy
MOE in collaboration with MOH, Department of livestock and KWS shall
contribute to the prevention of rabies

Jiggers
Jiggers is a vector-borne disease caused by the Jigger flea, also known as
sand flea. It is a parasitic condition of humans and animals.

Strategy
MOE and MOH shall contribute to prevention and management of jiggers
among learners and members of the school community.

Viral Haemorrhagic Fevers (VHFs)

Viral haemorrhagic fever (VHF) is a general term for a severe illness,
sometimes associated with bleeding, that may be caused by a number of
viruses. While some types of VHF viruses can cause relatively mild illnesses,

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the other viruses cause severe, life-threatening diseases often accompanied

by haemorrhage (bleeding). Some of the VHFs include dengue, chikungunya,
yellow fever, Rift Valley fever, Ebola, and Marburg.
Initial symptoms of VHF are flu-like and may include fever and chills, weakness,
joint and muscle pains, headaches, diarrhoea, nausea and vomiting, sore
throat, loss of appetite, rash. Learners showing these symptoms should be
urgently referred to a health facility for testing and management. Learners
with suspected or confirmed to have VHF may need to be isolated and
excluded from school until cleared to return by a medical practitioner.
Strategy
Prevention and control of VHFs among learners and members of the school
community

Parasitic infestation
Children who are chronically infected with intestinal worms (Round worms,
Hook worm and Whip worms) and bilharzia have malnutrition, micronutrient
deficiencies, poor cognitive function and high rate of school absenteeism.
They affect growth and development of children. These are some of the
neglected tropical diseases (NTDs) under both control and elimination.
Pre-school and school age children are particularly susceptible to infection
by parasitic diseases through contact with contaminated soil, water and
food. Chronic worm infestations make children malnourished, anaemic
and vulnerable to other illnesses, thereby contributing to decreased
cognitive development, low concentration, poor intellectual and physical
performance. They also cause intestinal obstruction. Schools provide a
good environment to support control of intestinal worms for Mass Drug
Administration (MDA) among other interventions.
School children are effective agents in passing health messages on
prevention and control of these diseases.

Strategy
MOE and MOH shall contribute to the prevention and control of parasitic
infestations (Round worm, Hook worm, Whip Worm and Bilharzias) among
learners and members of the school community

Neglected Tropical Diseases (NTDs)

Pre-school and school age children are particularly susceptible to neglected
tropical diseases such as trachoma. Schools provide a good environment

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to support control and elimination of trachoma through mass drug

administration.

Strategy
The MOE and MOH in collaboration with other stakeholders shall work out
mechanisms for the prevention and control of trachoma among learners
and members of the school community

Chronic Diseases
Sickle cell, diabetes, asthma, and epilepsy will be of focus for prevention,
management and control for learners and school community.
Screening for diseases and treatment of minor illnesses in schools
Early detection and treatment prevents complications from illnesses.
The Ministry of Health and the Ministry of Education shall ensure regular
screening of learners for priority illnesses and prompt treatment of any
illness.
Policy statement
The MOE in collaboration with the MOH shall empower the school
community to take up screening on annual basis.
Strategy
Ensure routine health screening and schedule immunization to reduce
deaths and disabilities within the school community

IMMUNIZATION
Introduction
Vaccine preventable diseases are a major cause of child morbidity and
mortality. Moreover, diseases such as measles may occur in outbreaks
affecting not only learners but also adults. Immunisation protects both
the individual and the entire population. It is therefore a national and
international public health requirement that all learners complete all
scheduled immunization.

Policy statement:
MOH in collaboration with MOE shall build capacity on the school health
teachers to strengthen their role in carrying out screening learners for
immunization scars.

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Strategy
The MOE and MOH in collaboration with other stakeholders shall screen all
learners on entry to school for immunization

Disease Surveillance
Disease surveillance and response enable early detection of outbreaks thus
preventing spread of diseases and loss of life.

Policy statement:
MOH in collaboration with MOE shall build capacity at the school community
level to strengthen their role in carrying out ongoing collection and sharing
of data on diseases, conditions and events for timely response

Strategy
Ensure capacity building among the members of the school community
to strengthen detection and reporting of diseases of epidemic potential
according to integrated disease surveillance and response (IDSR) strategy

FIRST AID
Introduction
School learners are prone to injuries, accidents and a variety of sudden
illnesses that call for quick action to sustain health and prevent complications.

Policy Statement
MOH and MOE in collaboration with relevant first aid providers shall offer
first aid trainings or sensitisation for teachers and learners.
Strategies
MOE and MOH shall ensure well equipped first aid facilities in learning
institutions as per the regulations;

NON - COMMUNICABLE DISEASES

Introduction
Although a majority of non-communicable diseases occur during adulthood,
they are caused by accumulated exposure to major risk factors resulting
from tobacco use and exposure, alcohol use, unhealthy diet, physical
inactivity from childhood; and hereditary factors. Strategies directed at
improving dietary habits, increasing physical activity and promoting good

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health practices can reduce the risk factors that cause these diseases.
Mental health is a critical component of overall health. Mental well-being
is important in the psychosocial and cognitive development of learners.
Learners with emotional and behavioral problems may engage in truancy,
delinquency, drug and substance abuse and other antisocial behaviors. If
not addressed, these problems may lead to poor academic outcome, school
dropout as well as criminal and antisocial behavior.
Use of tobacco, alcohol, and other substances is detrimental to health,
development and learning of learners. The handling and use of drugs is a
criminal offence subject to the provisions of the relevant Laws of Kenya. The
handling and use of drugs is a criminal offence subject to the provisions
of the Tobacco Control Act CAP 245 of 2007 and Narcotic Drugs and
Psychotropic Substances (Control) Act amongst other relevant legislations.
According to WHO Global Youth Survey of 2013 overall 9.9% of young
adults aged 13-15 years old are currently engaged in smoking. There are
other emerging forms of tobacco products such as shisha, E-cigarette and
vape that have been marketed in a false manner. Tobacco is the leading
preventable cause of pre-mature deaths.
The ministry of Health through the Tobacco Control Board encourages a
multi-sectoral engagement to minimize exposure of school going children
to tobacco and tobacco products by engaging Ministry of Education.
Optimal oral health is an integral part of general body health. It is defined
as the absence of disease and optimum functioning of the mouth and
its tissues in a manner that preserves the highest level of self-esteem. It
describes a standard of health of oral and related tissues which enable an
individual to eat, speak and socialize without active disease, discomfort or
embarrassment and which contribute to the individual’s general well-being.
By the very nature of their dietary habits, learners are especially vulnerable to
oral diseases. It is therefore important to put in place preventive measures
to ensure good oral health for school-age learners.
Eye care is an integral part of health. Visually impaired learners have a right
to education just like the sighted. Visual problems significantly contribute
to poor academic outcomes. Visual impairment therefore needs to be
identified and managed as early as possible.
Physical activity is part of healthy lifestyles recommended for the prevention
and control of non- communicable diseases. Learners should be encouraged

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to participate in a variety of physical activities that are enjoyable, safe and

support the natural development.

Policy statement:
The MOE in collaboration with the MOH shall Support promotion of healthy
lifestyles and implement interventions to reduce the modifiable risk factors
for NCDs and mental health and their management within the school
community

Strategies:
1. Educate children on the various risk factors and prevention measures
for non-communicable diseases.
2. Ensure capacity building and availability of guidelines and standards
on promotion, prevention treatment and rehabilitation of persons
with mental, neurological and substance use disorders(MNS)
3. Support optimal oral health among learners and members of the
school community
4. Promotion of eye health and prevention of eye problems among the
learners and other members of the school community
5. Ensure that all learners and members of the school community
actively engage in physical activities within their capacity for health

INFORMATION, EDUCATION AND COMMUNICATION

Policy statement
The MOE in collaboration with the MOH shall create an enabling environment
in the school community to ensure acquisition of age appropriate knowledge,
skills and information on prevention and control of diseases, conditions and
events that lead to creation of healthy learning institutions

Strategy
MOE and MOH shall review and / or develop age appropriate comprehensive
disease prevention and control materials.

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SPECIAL NEEDS, DISABILITY AND REHABILITATION

Introduction
In Kenya, it is estimated that 10% of the population are Persons with
Disabilities (PWDs), 64% of this population are of school going age. The
Kenyan Constitution (2010) recognizes the right of every learner with
special needs and disability to access quality and relevant education as well
as health. This specifically implies that every learner with special needs and/
or disabilities needs an equal opportunity to learn basic nutrition, health
care and protection from all forms of abuse just like his or her peers without
disabilities.
The Basic Education Act (2013) reiterates the right of all children to access
basic and compulsory education without discrimination
The Kenyan Health Policy (2014-2030), underscores the importance of
protecting the rights and fundamental freedoms to CWDs specifically the
right to basic nutrition, healthcare and reasonable access to health facilities/
materials/services.
The MOE and MOH have over the years been collaborating in the
implementation of the School health Programme in an effort to increase
access, retention and transition
This thematic area seeks to provide policy guidelines for MOE, MOH
and other stakeholders towards promoting the basic right to health and
education for learners with Special Needs and Disability. This will enhance
learning outcomes for all learners in an inclusive environment.

Issues and constraints

Despite the existence of legal and policy frame-works supporting education
and health, an alarming and significant number of learners with special
needs and disabilities are out of school, vulnerable and at risk of not
achieving their potential.
Further, most Schools lack disability friendly environments, thus, Special
needs and Disability remain major impediments to effective learning, social
participation and integration.
Notably dropout rates for learners with Special Needs and Disability are
high in the schools due to stigmatization, discrimination, inappropriate
curricula, poorly equipped institutions of learning and insufficiently trained
personnel.

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As a result, learners with special needs and disabilities in most cases tend to
remain in the lower social stratum of communities.

Policy Objective
Promote and enhance education and health rights for learners with special
needs and disabilities

Policy Statement
MoE and MOH shall mainstream and provide a disability friendly environment
at all levels of learning

Strategies
To meet learner’s unique needs MOH and MOE shall:
1. Ensure early identification, assessment habilitation/rehabilitation
and appropriate placement/referrals of learners with special needs
and disabilities
2. Provide a conducive, safe, accessible and learning environments for
all learners
3. Enforce screening of all learners on admission for early identification,
assessment, placement and/or referral and organize timely review
for appropriate intervention
4. Ensure learners with chronic health challenges are assisted to access
medication and other relevant health services;
5. Ensure learners with special needs and disabilities are linked to
government-authorized officers for appropriate services.
6. Ensure teachers are trained and supported with appropriate
equipment and learning materials in order to provide inclusive
education
7. Enforce formation and strengthening of parent support-groups for
learners with special needs and disabilities in order to provide
comprehensive care, rehabilitation and advocacy for inclusive
education
8. Increase capitation to schools serving learners with special needs
and disabilities
9. Intensify monitoring and evaluation to ensure that learners with
special educational needs is provided with quality services.

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10. Increase and sustain support for specialized educational institutions

to cater for learners and youth who cannot benefit from inclusive
education
11. Expand educational services to cater for categories of learners and
youth with disabilities not currently catered for.
12. Provide a conducive learning environment that takes care of special
needs of learners with disabilities
13. Design, develop and provide appropriate technologies, assistive
devices and learning materials for learners with special needs and
disabilities.
14. Review curricular and reform examination systems to provide
the necessary adaptations to cater for the needs of learners with
disabilities and special needs at all levels.
15. Adapt and adopt information, education and communication
systems appropriate for learners with special education needs in all
centres of learning
16. Train, motivate and retain specialist educators in the special
education sector
17. Incorporate special needs education in the regular teacher- training
curriculum
18. Promote and strengthen educational assessment and resource
centers (EARCs) and services throughout the country
19. Establish, equip and deploy adequate and competent staff in EARCs
to provide quality services
20. Promote opportunities for the youth with disabilities in primary
and secondary education through various means including special
action in admission, bursaries and examination
21. Ensure all leaners with disabilities are registered with the National
Council of Persons with Disabilities (NCPWDs) to enable them access
available benefits and privileges

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SCHOOL INFRASTRUCTURE AND ENVIRONMENTAL HEALTH SAFEGUARDS

Introduction
Every person has the right to a clean and healthy accessible environment
and adequate housing. School infrastructure and environment shall be
constructed to promote safe serene and conducive environment for learning
(COK, 2010). Poor school infrastructure can lead to increased incidents of
injuries, spread of diseases or difficulties in provision of quality education.
Infrastructural and environmental safety measures shall therefore adhere
to the stipulated regulations by the Ministry of Public Works, Ministry of
Health and Ministry of Education. Health and safety is a critical aspect
of risk reduction of diseases at workplace. Schools are the workplace for
students and teachers thus the need to ensure a healthy and safe learning
environment

Objectives
To ensure gender sensitive and inclusive school infrastructure and
environmental health safeguards in learning institutions.

Policy Statement
The Ministry of Education, Ministry of Health and Ministry of Public works
in collaboration with other stakeholders shall enhance and promote gender
sensitive and inclusive infrastructural and environmental safeguards and
standard infrastructural designs in all learning institutions
Strategies
The MOE, MOH and the Ministry of Public Works shall:
1. Enhance compliance with building and construction guidelines
2. Provide safe Playing Grounds
3. Ensure adherence to Environmental Safety
4. Ensure provision of Fire Fighting Equipment & training
5. Enhance Transport Safety

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Chapter 4
POLICY IMPLEMENTATION ARRANGEMENTS
Legal Frameworks
School health is an integral component of National Policies. This makes
it compulsory for all schools to adopt the School Health Policy within the
provisions of the Education and Health statutes. Relevant programme
activities shall be implemented within the existing relevant Laws of Kenya
which are in the references.

Institutional Framework and Coordination

The School Health Programme is an inter-sectoral initiative in which Ministries,
stakeholders and agencies will collaborate in planning, implementation,
monitoring and evaluation of activities. The overall coordination of all
aspects of implementation of all health related activities within schools will
be the responsibility of the Ministry of Education and its stakeholders in
collaboration with Ministry of Health who will provide integrated preventive,
promotive, curative and rehabilitative health services.

Joint Responsibilities
The Ministry of Education and Ministry of Health shall be responsible for all
aspects of school health with regard to:

• Development and review of the National School Health Policy and

Guidelines
• Coordination of all School Health stakeholders, bilateral and
multilateral partners at the national level;
• Planning of school health programme activities e.g. school health
action days
• Resource mobilization and utilization;
• Implementation of all aspects of the School Health Policy in schools;
• Supervision, monitoring and evaluation;
• Conducting pre-entry and routine screening;
• Dissemination of reports and school health information to parents
and community;
• Facilitation of referral between school and health facility;

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• Conducting research (School-Based and community linked Health

Research);
• Capacity building of teachers and health workers on school health
needs;
• Keeping confidential information gathered as per the laid down
government regulation;
• Linking the community to the schools and the health services.
• To ensure success in the implementation of the programmes,
stakeholders will be expected to carry out the following:
• Advocacy
• Capacity building and strengthening of systems
• Complementing Government efforts in mobilizing resources and in
programme implementation.
• Dissemination of information on school health matters.

Responsibilities of the Ministry of Health

The Ministry of Health will be responsible for the following aspects of
Comprehensive School Health Programme:

• Health quality control and all treatment aspects of school health

services;
• Logistic management (selection, quantification, procurement,
storage, distribution and quality control of medications, vaccines,
micronutrients, and other medical materials);
• Provision of technical advice on the required health standards
including infrastructure, water and sanitation facilities in schools;
• Advising and training on changes in health policies;
• Provision of technical assistance on the implementation of core
health and nutrition activities;

Responsibilities of the Ministry of Education

The Ministry of Education will be responsible for the following aspects of
the School Health Programme:

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• Ensuring the revision of teacher training and the school curricula in

order to include all aspects of school health education;
• Development and implementation of in-servicing programmes on
issues of health for the revised curricula;
• Advising on changes in education policies that will affect the School
Health Programme;
• Establishment and promotion of health clubs in schools;
• Involvement of learners, communities and stakeholders in campaigns
to promote health in schools;
• Provision of adequate and accessible infrastructure conforming to
the required health standards.
The County Department of health
• Enforcement of required health standards including infrastructure,
water and sanitation facilities in schools;
• Ensuring that all relevant Health Acts, Rules and Regulations are
enforced;
• Ensuring constant availability of essential drugs in the existing GOK
health facilities;
• Provision of technical support in the training and in-servicing of
school personnel;
• Provision of rehabilitative health services.

Responsibilities of the Community

The Community around the school will be responsible for the following
aspects of the School Health Programme:

• Active participation in the management of schools;

• Resource mobilization;

• Maintenance of appropriate safe and healthy environment around

their schools and in their homes.

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Memorandum of Understanding (MoU)

A memorandum of understanding on the joint implementation of activities
in the School Health program in this Policy shall be entered between the
Ministry of Health and the Ministry of Education with respective partners.
The MoU shall be a tool for coordination, integration and harmonization
of activities.

School Health Governance Structure

The School Health governance structure shall be as follows:

Ministry of Education Ministry of Health

National School Health Inter-Agency Committee

National School Health Technical Committee

National School Health TWGs / Steering Committee

National School Health Secretariat

County School Health Committee

Sub County School Health Committee

Ward School Health Committee

School Health Committee

Students / Pupils Council

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National School Health Inter-Agency Committee (NSHIC)

The committee shall be the highest organ of the school health programme
bringing together representatives from relevant line ministries.

• This will be an inter-sectoral committee comprising the relevant line

ministries and other stakeholders meeting bi-annually.
• The committee will be Co-chaired by Cabinet Secretary, Ministry of
Education and Cabinet Secretary, Ministry of Health.
• The committee will be responsible for policy advisory, coordination,
resource mobilization and advocacy.

National School Health Technical Committee (NSHTC)

The committee shall be the second highest organ of the school health
programme after the SHIC which will bring together technical representatives
of relevant lead two ministries, line ministries, Technical representatives
(Council of Governors, Education and Health Committee), development
partners, NGOs and Faith Based Organizations (FBOs).

• This shall be an inter-sectoral committee meeting once quarterly.

• The committee shall be Co-chaired by Principal Secretary, Ministry of
Education and Principle Secretary, Ministry of Health respectively.
• The committee shall be responsible for overall policy implementation,
strategic programme oversight and decision making authority,
strategic leadership, ensuring progress towards overall goals and
considering material changes, monitoring health trends, legislative
changes, provide semiannual reports, and offering technical advice
on the implementation of the programme to the school health
inter-agency committee (SHIC).
• The committee shall receive reports from the Technical Working
Groups, or Program Steering Committees which may be formed
based on the thematic areas or on a need basis.

National School Health Technical Working Groups / Steering Committee

The committee shall be the third highest organ of the school health
programme after the NSHTC which will bring together programme
managers with technical skills.

• Membership shall be programme managers with technical

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skills having hands on various thematic areas from the lead two
ministries, line ministries, development partners, NGOs and Faith
Based Organizations (FBOs).
• It shall meet on monthly basis and be co-chaired by the Director,
Preventive and Promotive Health (MOH) and the Director Basic
Education (MOE) or delegated to an officer at the Director level.
• The chairpersons of these thematic areas will be co-opted members
of the NSHTC to advance deliberations emanating from the
meetings.

National School Health Secretariat (NSHS)

• It shall be composed of representatives drawn from relevant units
within Ministry of Health and Ministry of Education
The NSHS shall be responsible for:

• undertaking administrative duties and coordinating the overall

implementation of programme activities.
• Ensuring efficient coordination in the implementation of the
school health policy towards strengthening existing School Health
interventions.
• Coordinate and provide lead in strengthening collaboration,
partnerships and networking for a successful implementation of a
comprehensive school health programme.
• Coordinates with the NSHIC, NSHTC and County School
Health Coordinating Committee in program governance and
implementation.
County School Health Committee
• This shall be an inter-sectoral committee comprised of the key
ministries of Education, Health, National Interior Government,
Planning, Devolution, Water and Sanitation, Agriculture, Labour and
Social Protection, Information, Public works, development partners
and other stakeholders.
• The committee will be responsible for assisting Sub County SHCC to
interpret policies and implement CSHP.
• The co-coordinators will be the County Director of Public Health

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(CDPH) and the County Director of Education (CDE) as per their

responsibilities.

Sub County School Health Committee

• This shall be an inter-sectoral committee comprised of the key
ministries of Education, Health, National Interior Government,
Planning, Devolution, Water and Sanitation, Agriculture, Labour and
Social Protection, Information, Public works, development partners
and other stakeholders.
• The committee will be responsible for assisting schools to interpret
policies and implement CSHP.
• The co-coordinators will be the Sub County Medical Officer of
Health and the Sub County Education Officer.
• Sub-counties will develop their own school health programmes
based on their priorities and felt needs using a bottom up approach.
Ward School Health Committee
• This committee shall comprise of the community and facility
Community Health Extension Worker (CHEW), Ward Public Health
Officer, Health facility in-charge, Curriculum Support Officer, Ward
Administrator, Chief and co-opt the Member of County Assembly
(MCA).
• The committee will discuss issues affecting health of learners in
school, including resource mobilization and appropriate allocation.
• The co-coordinators will be the Ward Public Health Officer and the
Curriculum Support Officer
School Health Committee
• This committee shall comprise of the school Principal / head teacher,
BOM chairman, Curriculum Support Officer, Ward Public Health
Officer, Health Facility in-charge, School Heath Teachers (secretary),
and student / pupils council president.
• The school Health committee will oversee the implementation of the
School Health Policy.
• The committee shall meet once per term.

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Public Private Partnership

Various strategies and approaches shall be developed to enhance resource
mobilization for school health programme through public private
partnership.

Financial arrangement
The National School Health Inter-Agency and Technical Committee
respectively, shall undertake the responsibility of resource mobilization
for all the issues in the policy through respective government ministries,
departments, stakeholders and development partners.

Research
In order to ensure that policies and strategies remain cost-effective,
competitive and current, National School Health Technical Committee shall
commission at least one nationwide study, survey and / or evaluation on
school health. The study, survey and / or evaluation will be used to generate
a new body of knowledge and information and highlight best practices
in school health. The findings shall be widely disseminated and utilized to
inform policy.

Dissemination
The School Health Secretariat shall ensure that enough copies are printed,
and disseminated in all counties, sub counties, public and private primary
and public and private secondary schools in Kenya.

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Chapter 5
MONITORING AND EVALUATION
A monitoring and evaluation system shall be developed, specifying
mechanisms, tools and indicators in order to monitor the implementation of
the School Health Programmes to achieve health and educational outcomes.
It will reflect constitutional, national target of health and education priorities
as elaborated in vision 2030.

The Programme will utilize existing databases and information systems, in

particular the HMIS and NEMIS from MOH and MOE respectively, to keep
accurate and relevant information. Partners implementing school health
activities shall avail any data resulting from their activities to the School
Health Secretariat.

Indicators to be monitored
The following indicators will be tracked at the school level as per their
respective thematic areas;

1. Values and Life Skills

% of teachers trained on values and life skills
% of students that have received life skills education
% of schools equipped with IEC materials on values and life skills

2. Child Rights and Responsibilities

Right to Survival
Proportion of learning institutions linked to the nearest health
facilities for learners to access quality health care

Right to Development
Percentage of learning institutions with child friendly spaces for
child recreation, leisure and play

Right to Protection
Number of teachers trained on child protection
Percentage of violations against children reported and conclusively
responded to

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Right to Participation
% of learners participating in decision making
Number of platforms provided for children to meaningfully
participate in budget making process

Child Responsibilities
Proportion of learners aware of and taking up their responsibilities

3. Gender, Growth and Development

Number of learning institutions with gender policies
Number of IEC materials displayed at the learning institutions
Number of learners missing school due to pregnancy
Number of members of the school community trained on GBV
prevention and response
Number of learning institutions with GBV reporting mechanisms as
indicated in the IEC materials
% of learner and other members of school community sensitized on
gender issues
% of primary and secondary schools with gender sensitive facilities
% of primary and secondary schools with established data on
learners, staff and teachers disaggregated by gender
% of learners and members of school community sensitized on
negative effects of cultural practices
% of learners who reenter schools following drop outs
% of learners with knowledge and skills on prevention of teenage
pregnancies, defilement, rape, incest, sodomy and intergenerational
relationships
% of schools providing monthly health talks on sexual reproductive
health to learners
% of schools linked to health facilities for sexual reproductive health
talks and psychosocial counseling
% of learning institutions with IEC materials on adolescence sexual
reproductive health
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% of learners receiving psychosocial counseling and other support

services from a designated teacher
% of schools holding health talks on pregnancy and pregnancy
prevention
% of primary and secondary schools promoting awareness on gender
based violence and existing legal and policy frameworks for sexual
violence among learners and other school community members.

4. Nutrition
Percentage of learners who are malnourished (underweight, stunted,
wasted, overweight or obese)
Number of learners reached with key messages on healthy eating
Proportion of learning institutions conducting regular nutrition
assessment among learners.
Number of health workers and teachers trained on school nutrition
% of learners receiving IFAS and Vitamin A supplementation in
schools
% of schools adding micronutrient powders to school meals in areas
where micronutrient deficiencies are common
% of schools providing diverse, safe, high quality and adequate
quantities of locally available foods
% of schools not hawking and marketing foods and beverages in
and around the school
% of schools with healthy snack and food outlets within the school
% of learners and members of school community sensitized on
intakes of diverse, safe and nutritious meals
% of schools with IEC materials on nutrition education
% of schools with established and strengthened health clubs
promoting games, sports and nutrition in schools
% of schools with demonstration gardens and livestock to promote
dietary diversification.
% of parents and guardians providing and packaging healthy foods
and snacks for their children as per healthy eating guidelines

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% of school BOM mobilizing resources, implementing, monitoring

and producing food for school meals
% of learners and members of school community sensitized on
value of physical and sporting activities
5. Water Sanitation and Hygiene (WASH)
Number of girls missing lessons due to menstruation
% of learning institutions with the right ratio of toilets/latrines to
learners, teachers and other members of the school community
Number of inspections on water safety
% of learning institutions with adequate, clean and safe water as
per standards
% of schools using capitation grant funds for WASH only
% of schools conducting surveillance and monitoring for water
quality every term as per the guideline through the public health
officials
% of schools sensitizing learners, BOM and members of school
community on operation and maintenance of water sources and
facilities
% of learners and other school community members sensitized on
waterborne diseases
% of schools with sanitary facilities addressing needs of learners
with special needs and disabilities as per the standards
% of schools with appropriate means of waste collection, storage
and disposal
% of schools with talking walls on personal environmental hygiene
% of schools with adequate and appropriate hand washing facilities
with soap
% of schools promoting hand washing at critical times
% of schools with appropriate anal cleaning materials
% of schools promoting regular personal hygiene check-up of
learners and other members of school community

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% of schools incorporating personal and environmental hygiene

education in the school curriculum
% of schools with established and strengthened school health clubs
promoting WASH among learners and other members of school
community
% of learners and members of school community sensitized on
menstruation and its management
% of school girls provided with menstrual hygiene products
% of schools with bathrooms, sanitary bins, and disposal facilities
% of schools transporting used sanitary towels to nearest health
facilities for non-burn treatment
% of schools promoting commemoration of WASH related days
% of schools spraying and destroying ant hills
% of learners and members of school community sensitized on
prevention and control of vector and vermin related diseases
% of schools where food is inspected for food safety by Public Health
Officials
% of schools with secure, clean, well ventilated and specious food
storage facilities for dry and fresh fruits and vegetables
% of schools with food preparation surfaces and utensils and other
equipment made of easy to clean and non-toxic materials
% of schools with designated kitchen, food service and dining areas
% of school cooks medically examined, have and wear clean
appropriate gear
% of schools complying with provisions of Food, Drugs and Chemical
Substance Act Cap 254 on foods served in schools during events

6. Disease Prevention and Control

HIV/AIDS
Number of teachers and other members of the school community
trained on psychosocial support for learners living with HIV
Number of learners living with HIV and are on ARVs

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Number of learners receiving HIV/AIDS counselling and guidance

services
Number of anti-stigma champions in the learning institutions
Number of IEC materials on HIV displayed in the compound
% of schools teaching life skills-based HIV education as per the KICD
training curriculum
% of learners and members of the school community sensitized on
age appropriate basic facts on HIV
% of schools with age appropriate HIV information and messages
approved by NACC and NASCOP displayed at strategic positions in
the school compound
% of schools supported to identify and refer learners and members
of school community with chronic illness to the nearest facilities
% of learners and members of school community sensitized on HIV
treatment and adherence
% of schools implementing and operationalizing Educational Sector
Workplace Policy on HIV and AIDS
% of learners and members of school community recruited and
trained as anti-stigma champions and peer educators
% of schools providing counseling services to learners and members
of school community who have disclosed their HIV status and
perpetrators of stigma to build coping and conflict resolution skills
% of schools submitting termly reports on implemented HIV activities
to County Directors of Education and CASCO using the MOE/NACC
reporting template
% of members of school community linked to nearby health facility
to access timely treatment

TB
Number of learners who have been screened for TB
Number of learners who have had a cough, excess night sweat,
unexplained weight loss, fever and chest pains.
Number of learners tested for TB

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Numbers of learning institutions reached for TB screening

% of schools preventing exposure of learners and members of school
community to smoking, indoor and outdoor air pollution
% of learners receiving BCG and pneumonia vaccination upon
admission
% of eligible learners and members of school community receiving
Isoniazid prevention therapy

Malaria
Proportion of learners in boarding schools within high risk malaria
zones who slept under a Long Lasting Insecticide Net the previous
night
% of schools spraying internal wall of learning and boarding facilities
as per the Indoor Residual Spraying (IRS) guidelines
% of learners and members of school community sensitized on
malaria prevention, prompt referral of suspected cases and control

Diarrheal Diseases
% of learners and members of school community sensitized on
prevention and control of diarrheal diseases

Hepatitis
% of learners and members of school community sensitized on
prevention and management of hepatitis
Tetanus
% of learners and members of school community sensitized on
prevention of tetanus
Snake Bites
% of learners and members of school community sensitized on
prevention, control and management of snake bites
Rabies
% of learners and members of school community sensitized on
rabies prevention, control and management
% of schools vaccinating dogs and cats within school compound for
rabies as per national guidelines

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% of learners and members of school community bitten by a

suspectedrabied animal referred promptly to the nearest health
facility

Jiggers
% of learners and members if school community sensitized on
causes, prevention, signs and symptoms of jiggers’ infestation

Viral Haemorrhagic Fevers (VHFs)

% of learners and members of school community sensitized on VHFs
prevention and control

Immunization
% of learners and members of school community sensitized on
immunization

Disease Surveillance
Number of learning institutions with monthly summary of diseases
affecting learners
Number of learning institutions with disease detection and reporting
mechanism

First Aid
Number of learning institutions with well-equipped first Aid facilities

School based parasite control

Proportion of school aged children (6-14 years) dewormed for Soil
Transmitted Helminthes within endemic areas
Proportion of pre-school aged children (2-5 years) dewormed for
Soil Transmitted Helminthes within endemic areas
Number of school aged children dewormed for Schistosomiasis
% of learners and members of school community sensitized on
parasitic infestations prevention and control
% of schools incorporating skill-based health education promoting
and emphasizing safe water, environmental sanitation and hygiene
for parasitic disease control and management in the school
curriculum

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% of learners and members of school community sensitized on

trachoma prevention and control
Health screening
% of schools screening learners upon entry into school
Number of learners referred for specialized care after screening
% of schools conducting annual health examination to learners and
members of school community
Non Communicable Diseases (NCDs)
Proportion of learning institutions promoting healthy lifestyle
among learners for the prevention of NCDs
Proportion of learning institutions undertaking screening of learners
and members of the school community for substances and drugs
abuse
Proportion of learning institutions with teachers trained on mental
health
Proportion of learning institutions providing learners with adequate
time to engage in physical activity as per the school curriculum
requirements
Number of learning institutions with monthly summary of injuries of
learners
% of learners and members of school community sensitized on
healthy lifestyle
% of schools promoting and creating awareness on prevention and
risk factors for violence and injuries among learners and members of
school community
% of learners and members of school community sensitized on
mental health and substance use disorders
% of learners and members of school community sensitized on
good oral health practices
% of learners and members of school community sensitized on eye
health
% of schools conducting eye checkups for learners on enrolment

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% of schools conducting annual checkups and referring identified

learners and members of school community to the nearest health
facility

7. Special Needs, Disability and Rehabilitation

Number of cases of SNs and disabilities assessed, placed or referred
% of schools screening for disability during admissions into pre-
primary and primary schools
Number of learners with special needs and disabilities accessing
health services
Percentage of learning institutions that have developed and
implementing disability friendly development plans
Number of stakeholders collaborating in provision of habilitative or
rehabilitative services
Number of IEC materials developed
Number of learners with SNs and disabilities represented in School
Board of Management
Number of learners with materials, assistive devices, equipment and
technologies
Percentage of learning institutions linked with CHVs to homes where
learners with SNs and disabilities come from

8. School Infrastructure and Environmental Health Safe Guards

Number of learning institutions adhering to Environmental Safety
Number of inspections conducted by the Public Works and Public
Health officials on infrastructure, and environment health safe
guards
% of schools with approved designs and plans for infrastructure
that are gender sensitive and appropriate adaptations to persons
with disability
% of schools without bugler proof dormitories as provided for in
the Basic Education Act 2013 and Safety Manual as well as all doors
within the institution opening outwards
% of schools with adequate play-ground space and facilities to

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encourage participation in physical activities for all learners

% of schools with proper demarcations, fenced ground, secure gate
manned at all times and a main gate written “no trespassing” sign.
% of schools allocated a way from disruptive activities such as
industries, bars, heavy traffic roads, sewerage or dumping sites;
% of school compounds free from items like broken glasses, loose
sticks, stones or potholes that can cause injuries to the learners,
teachers or other school personnel
% of learners and members of school community sensitized on fire
fighting with regular drills
% of schools with fully functional fire-fighting equipment and
regularly inspected
% of learners and members of school community sensitized on road
safety (zebra crossings, bumps and traffic lights)
% of schools whose school transport do not operate at night unless
with express authority

Health Promotion / Education

Number of learning institutions receiving health education from
resource persons on priority thematic areas
Number of learning institutions with IEC materials on the priority
thematic areas
Governance of school health programme
Proportion of governance structures established and functional at
national, county, sub-county, ward and learning institution levels

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REFERENCES
African Charter on the Rights and Welfare of the Child 2001
Basic Education Act 2013
Building code and regulations 2009
Constitution of the Republic of Kenya 2010
Education Sector policy on HIV and AIDS 2013
Environmental Management and Coordination Act (EMCA 1999)
Food Drugs and Chemical Substances Act 254
Health Care Waste Management 2015
Kenya National Pharmaceutical Policy 2008
Jomtien and Dakar Declaration 1990
Kenya Essential Drugs List 2010
Kenya National Drug Policy 1994
Guidelines for Drugs Donations 1990
Ministry of Health HIV/AIDS Policy
National Early Childhood Development Policy Framework
National Education Sector Plan 2013-2018
Pharmacy and Poisons Act 244
National Adolescent Sexual and Reproductive Health Policy 2015
Safety Standards for schools in Kenya
School meals and Nutrition strategy 2018-2023
Home Grown School Meals Program Implementation Guidelines 2016
Sustainable Development Goals
Teachers Service Commission Act 212
Code of regulations for Teachers 2015
The Learners Act 2001
The Education Act 2013
Kenya National Youth Policy 2006
The MOE Sessional Paper No. 1 of 2005
The Persons with Disability Act 2003
The Public Health Act 242
Safety Standards Manual for School in Kenya 2008

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The UN standards Rules of Equalization for People with Disabilities 1993

The Water Act CAP 372
Tobacco Control Act 2007
UN Convention on the Rights of the Child 1990
Kenya Vision 2030
The Children Act, 2001

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ANNEXES.
Annex 1: Policy Documents in Learning Institutions
All schools shall have in custody, for reference in the course of discharge of
their duties, the following minimum policy and policy related documents
1. Kenya School Health Policy, 2018
2. Kenya School Health Implementation Guidelines, 2018
3. Gender Policy 2011
4. Policy Guidelines on School Safety and Disaster Risk Reduction
5. Basic Education Act 2013
6. Public Health Act, CAP 242
7. Learners’ Act 2001
8. Sexual Offences Act 2006
9. Policy / guiding framework on re-admission of girls back to school
e.g. after giving birth
10. Child Protection Policy Framework 2016
11. Life skills curriculum / syllabus
12. TSC Code of Conduct
13. School Staff code of conduct
14. Safety Standards for schools in Kenya
15. Approved Architectural Drawings School Buildings
16. The Children Act, 2001
17. Approved Architectural Drawings of WASH facilities (latrines,
water tanks, pipelines, standpipes, hand washing facilities)

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Annex 2: Technical Committee Members

Dr. Warfa Osman MOH/NCAHU
Dr. Stewart Kabaka MOH/NCAHU
Dr. Daniel Langat MOH/IDSRU
Dr. Christine Wambugu MOH/NCAHU
Prof. Sammy Njenga KEMRI
Dr. James Mwitari MOH/DEH
Phares Nkare MOH/HPU
Joseph Gichimu MOH/Policy
Judy Ndungu WFP
Erastus Karani MOH/NCAHU
Denis Osiago MOH/OSU
Paul Mwongera MOE/SHN&M
Walema Barnett MOE/SHN&M
Josephine Ayaga MOH/NCAHU
Margaret Kuibita Nakuru County Health Government
Stephen Mwangi MOH/NCAHU
Jane Gichuru MOH/MHU
Dr. Debora Marigu Kisii County Government/KPA
Samuel Kiogora MOH/CHDU
Dikcson Oyieko MOE/Nakuru County Government
Leila Akinyi MOH/NDU
Emily Nyaga MOE/Kiambu County Government
Jacinta Opondo MOH/MNCP
Treazar Ogumbo MOH/Physiotherapy Department
Laban Benaya Evidence Action
Michael Ngacha MOE/Directorate of Secondary Section
Prisciller Emojong MOH/DoN
Kemunto Kenani MOE/Directorate of policy and Partnerships
Olive Mbuthia KICD
Gladyce Kiio RHRN
James Sekento MOH/TB

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Obwiri Kenyatta CDC

Mary Mullu MOE/QAS
Teresia Kariuki Kiambu County Health Department
Jacynter Omondi MoLSP/DCS
Dr. Jeanne Patrick MOH/RMHU
Dr Muthoni Gichu MOH/NCD
Jackson Njoroge MOH/IDSRU
Julius Munyiri MOPW
Sabla Abduba Kajiado County Health Department
Lewis Kimathi CIFF
Kigen Korir UNFPA
Oscar Kasango MoA&I
Kakuu Kimando MoE/SNU
David Mbuvi GCN
Dr. Laura Oyiengo MOH/NASCOP
Lucy Murage NI
Salome Ochola NACC
Dr. Festus Kiplamai Kenyatta University
Boniface Ouko MOE/SHN&M
Beverly Mademba Wash United
Abednego Kamandi MOE/Policy
Jedidah Obure MOH/NCAHU
Fredrick Ngeno MOH/OH
Alex Mutua MOH/NCAHU
Hellen Owino CSA
Darline Muhonja TSC
Eng. Agnes Makanyi UNICEF
Martin Matingi MOH/NCAHU
Dr. Silas Agutu MOH/NCAHU
Johnson Mwangi MOH/Policy
Sicily Matu UNICEF
Janet Mule MOH/DEH

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 KENYA SCHOOL HEALTH POLICY

Emmanuel Denis Evidence Action

Immaculate Nyaugo NDU
Chrispin Owaga Evidence Action
Anne Njoroge Evidence Action
Eng. Rose Ngure MoW&S
Juliet Nduta PSK
Kezzia Wandera MOE/QAS
Joyce Muthuri MOH
Samuel Misoi MOH/TB
Michael Macharia MOH/NASCOP
David Owiro Evidence Action
Dr. Caroline Kabiru APHRC
Beatrice Maina APHRC

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KENYA SCHOOL HEALTH POLICY

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