BUSITEMA UNIVERSITY

FACULTY OF SCIENCE AND EDUCATION

FED 1101: SOCIOLOGY EDUCATION (45 CH, 3 CU)
By
Dr Charles Muweesi, PhD (0779669475) & Ms. Namaganda Rose Mirembe
(0783854060)

LECTURE 10, 11 & 12–2024

SCHOOL DROP OUT

The rate of school dropout in many schools across the country remains high and
therefore efforts to reduce school dropout has become a compelling policy priority
for school personnel, managers, teachers, support staff, community members,
politicians and academicians or researchers. All these groups acknowledge the fact
that dropping out of school is a loss to the individual and society at large when
larger number of students fails to complete their studies. It is also a waste on the side
of the government. Research on dropout problem seems to focus on children where
the argument is that many of those children who drop out of school is because of
their behaviours.

However of late, researchers have focused on the issue of dropout and their
argument seems to reveal that the institutional forces are partly responsible for
students failure to complete their studies, this therefore focuses on issues like,
textural materials, relationship between the teacher and the students, relationship
among the students themselves, teaching methods used by teachers, facilities
available in schools, school rules and regulations, punishments given to students
and general school environment.(sometimes the above are institutional factors).

A dropout therefore is an individual who does not complete a given cycle of

education. Dropping out of school is a voluntary activity and the background
activities of students play a significant role. Generally, the girls are over represented
in both urban and rural areas especially those from low social economic
backgrounds.
Those students who drop out of school tend to show different characteristics from
those who remain in schools. There are basically three theories that help to explain
the problem of dropout of school and these are:
• Academic achievement or performance theory
• Social disability theory
• Accelerated role transition theory.

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ACADEMIC PERFORMANCE THEORY
Research findings have found out that low grades have a bad social and
psychological effect on students. The reason is that those students who perform
poorly come to dislike the school. Such students can develop a feeling of
helplessness with no self-confidence; they feel they cannot do much about the low
grades and therefore look at school as waste of time. They also socially feel out of
place and cannot do much as compared to others who do well.
The unsympathetic teacher becomes critical of the poor grades and the school
generally. This therefore destroys the student’s morale and this is likely to influence
the student’s educa5tional plans. Such a student may start absenting himself from
class and finally gets out of the school. For this reason, some scholars have accused
schools for chasing students out of their systems.

SOCIAL DISABILITY THEORY

This theory assumes a number of social and personal factors. It states that
individuals who drop out of schools are misfits and therefore dropping out of school
is a consequence of not making a personal mind and social adjustments expected of
them at school. The social adjustments are a reflection of social background of an
individual and failure to adjust in life may result in dropping out of school. Social
misfits are people who fail to adjust to the new social situation.
Characteristics of such students:
• They experience detachment from others and they have unstable peer
relationships. This makes them isolated in class and therefore cannot fit in the
school and the best decision for them is to drop out of school. Such
individuals also portray the following personalities;
➢ They suffer from irritation
➢ Suffer from anxiety
➢ They are introverts and in most cases lack commitment to their
achievement
➢ They are egocentric
People of high social economic status in most cases prepare their children in a
supportive environment for schoolwork and such children adjust quickly at school
and therefore come to like school activities. On the other hand, a child brought up in
a low social economic status family has feelings of insecurity, and he is constantly
finding means of survival. In such families’ emphasis is on immediate earning for
the family survival and therefore children have to do a lot of work at home e.g.
baby-sitting, selling things by the road side, and other petty economic activities.

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ACCELERATED ROLE TRANSITION
This theory assumes that the life cycle of an individual consists of a series of events
governed by a social - biological timetable. e.g, infancy - childhood – adolescent –
adulthood – middle age – old age. Along this line, there are key works/events that
must be performed by the individual. E.g. leaving school, getting married and
parenthood, fulltime employment, leaving the home of parents and establish
independent home. This transition is gradual. However, there are some people who
do not respect this social biological timetable. E.g. getting married in S.2 cannot
make a student fit in school system because of divided loyalties i.e. being a parent
and a student at the same time. One cannot achieve both because of the multiplicity
of roles that come by virtue of the responsibilities.

WAYS OF REDUCING SCHOOL DROPOUT

The problem of school drop out can be reduced through the dropout prevention
program (DPP)
1. Improvement on the school environment e.g. school location. Stress should
be put on the internal efficiency of the education system at all levels. Internal
efficiency is the relationship between inputs and outs of the education
system. There is need to improve on the inputs of the educational system e.g.
intake of students “quality”, quality of teachers and their motivation, textual
materials, laboratory facilities, physical infrastructures, enough classrooms,
toilets etc. These inputs make conditions conducive for teaching and learning
in the school system which will generate quality out put – graduates with
good grades.
2. There is need to introduce non-formal education programs (NFE). These
programs provide knowledge and skills that make up for formal education
deficiencies. This provides practical skills for the young people that help
them survive in society. This will also help on wastage of human resource
represented by the dropout of school youth.
Among the rural adults’ non-formal education programs should also be
provided and these should focus on issues like health and sanitation, family
planning, food security literacy, environmental care and management etc. This
would also be one of the ways to improve efficiency in the rural areas, which are
characterized by high school dropout rates. These variables are very important
and if properly addressed they can help raise the performance of students at
school. If these interventions are properly addressed they can be solutions to
some of the family problems.
3. Guidance and counselling should be encouraged in schools by career
masters. Government should come in to monitor this program because a lot
of money is spent on education of these individuals. As this is done, whoever

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 is counselling the students should consider the problems behind such
behaviours.
4. There is need to improve on security at school. Most schools have been
insecure to students especially where the over age mishandle the young ones.
There is also teasing/bullying of other students, fighting among students,
punishments given by teachers, poor relationships between teachers and
students etc. These make students hate school. Those who perform poorly
should be handled well i.e. encouraged and uplifted, the teacher should be
patient with such type of students and also try to reduce on punishments
given to children. There is therefore need for a parental talk from teachers so
that the students can have confidence and continue liking school. There is
also need to improve on the health facilities in schools and there must be
some basic requirements.
5. School should encourage parents and other well-wishers to visit, meet
administrators and teachers to share on a numbers of issues pertaining
performance and welfare of students and also check on punctuality and
regularity of the stakeholders in their work
6. Teachers should go for in-service programs where they are exposed to new
developments in education. Workshops, seminars are very important in
updating their knowledge.
7. There is need to improve on the relationship between the institution and the
community (catchment area) where the school is located. It is important for
the community members to take interest in the activities of the institution
hence reaching an efficient way of running the school.
8. Organizing flexible programs in schools i.e. adjust programs to meet the
needs and conditions of the clients/students and the community. Students
should be able to relate what goes at school with environment.

CLASSROOM INTERACTION
During the process of interaction, students get into group formations. The grouping
of students has an effect on learning. In schools we have groups varying from simple
to complex ones e.g. forming group discussions, from small to large groupings.
These create particular standards of behaviour, which members must adopt. These
standards of behaviour are set or provided by the teachers, parents and other
stakeholders because of the influence they have over the students. However, the
students also have the capacity to create their own behaviour. Groupings of
students’ results into peer group formation (people of the same age group, sharing
and interacting)
Factors influencing peer group formation in schools
• Age

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 • Interest. This varies from group to group and from person to person e.g.
smokers, footballers, born again, “social dentists”. Age goes hand in hand
with interest.
• Social economic status
• Proximity – nearness e.g. O.G and O.B, place of origin, same religion etc.
• Sex (male or female)
• “Smartness” intellectual ability of an individual (forming discussion groups)
• Level of social skills, which enables an individual to be friendly with many
other students. There people who are loved by everyone in class or at the
place of work
• Strength or ability to coarse others to accept or join the group. E.g. teasing or
bullying new students in schools
• Good looks of a particular students
The social interactions that emerge in the classroom setting determines the degree of
friendliness that makes students eager to learn and it is the responsibility of the
teacher to create a friendly environment
How does a teacher create a friendly environment in a school?
This leads to the question of language, which is a medium of communication or
instruction, which determines the friendly atmosphere.
Note: interaction takes place through communication e.g. use of gestures, facial
expressions, signs. e.t.c.
In order for communication to be effective the individual concerned should
understand the language and the signs to be used. It is therefore, the responsibility
of the teacher to see that this is done.
Some teachers use hard language as they communicate and if this is done, some
students remain at the back of the class (not understanding) and therefore teachers
should be simple, clear and straight forward in the presentation so as students
understand. To some students a lesson gives them an opportunity to express
themselves and it is through language that students can express themselves. So as
we teach let us use appropriate language, ask questions and give directions
appropriately.
There is a danger of new teachers (novices) who tend to misuse the language i.e. use
complicated terms and in so doing the language used mystifies facts where they
tend to use complicated terms as they try to make themselves complex hoping to
win students on their side.

SUB – CULTURES IN CLASSROOM SETTING

There are basically four types of subcultures in a classroom setting.
1. Academic sub-culture

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This is a situation where the majority of students are interested in academic work.
Most of them are eager to learn and therefore come early and patiently wait for the
teacher.They actively participate in classroom activities e.g. discussions, class
presentations, exercises given, note making. These activities make the classroom
lively and therefore encourage or motivate the teacher
They ask questions which help the teacher to gauge how much of the lesson they
have understood. In such a classroom situation, a stubborn student is not contained
and therefore such classrooms are characterized by higher levels of discipline and in
most cases perform well academically. Academic subculture however, may be
misleading especially for the slow learners who may be left behind or they are over
shadowed. Such a classroom atmosphere requires doing thorough preparations
2. Fun sub-culture
This is an exciting group of students who want to live a unique way of life, in most
cases these are stylists, fashion lovers, music lovers, etc. Most of the activities that
surround these students are to make them the leading crowd; this gives them an
opportunity to seek identity among others.
Such sub - culture type of students at times is good because they tend to break the
tension that might have built up in the classroom. So as we teach, it is good for us
teachers to crack a joke but we also be careful that students in the classrooms who
want to show off so much (wiseacres) but as teachers we should be in position to
handle these cases and try to change and motivate them towards academic work. If
these are not handled well, they can bring about poor classroom control, which
interferes with teacher’s timetabled work.
3. Delinquency sub-culture
In every society there are set standard of behaviour that every member has to abide
by. There are those who don’t keep these standards and these are known as
deviants.In schools we have standards of behaviour in form of rules and regulations
and it is expected that every student has to abide by these. However, there are those
students who do not abide by these rules and regulations but because some of them
are young, they are called delinquents. Some of these students are those who are
looking for social identity and these are called social climbers – those who want to
be known for wrong things. These students are always stubborn and want to be
outside the classroom. They distract the teacher so that he deviates from classroom
work, they also tease others especially new students and small ones; they may begin
fighting at any time and in this way they challenge the role of the teacher. In extreme
conditions they can even beat up the teacher. This type of students does not perform
well in academics and show higher levels of indiscipline and disrespect for school
authority; they easily organize strikes and destroy school property.
4. Vocation sub-culture

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This is where the dominant group of students are those who are not interested in
academic work but they are just there growing up. They are there to learn a few
skills to enable them fit in society and a few of them go beyond ‘O’ level. We have
already noted that classroom interaction is very important in a learning situation,
which is the relationship between the teacher and the students, and it is the
responsibility of the teacher to create this situation. This interaction is based four
factors:
• Background of the student
• The intelligence level of the student
• Motivation and readiness to learn
• Both teachers and student’s expectation.
Teachers have certain expectations from students and vice versa. If these are not
fulfilled, then it is not possible to teach or learn.

TEACHER’S EXPECTATIONS
Teacher expects certain behavior from students and students respond to those
expectations. The teacher’s expectations influence the performance of the students.
These expectations include:
• Attention from the class
• Discipline which affects their performance; this encourages students to read
and understand.
• Participation in various class activities e.g. oral questioning, written work in
form of exercise and note taking, classroom presentations and discussions.
These activities help the teacher to assess how much of the lesson students
have understood which in the end promotes academic performance
• Teachers expect students to understand the subject matter and they expect
students to motivate them.
In so doing teachers strive to make the learning environment very conducive and
therefore makes the school a good and satisfying place to enable the teaching and
learning process. Where the teachers’ expectations are not fulfilled, they get
frustrated. These expectations are determined by school objectives and curriculum,
which also affects teachers’ attitudes about what to be taught, and the kind of
response the teacher expects from students. However, on the whole, students will
perform well or better where a teacher expresses a positive attitude and vice versa.
In this case a teacher’s belief about the potential for change in a student is very
important. Characteristics that appear to influence teacher’s expectations include:
• Parents occupation
• Sex of the student
• Social economic status of the student

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 • Ability expressed in terms of prior academic achievement or performance
e.g. previous work in tests and scores/grades, previous schools attended.
• The way students respond to teachers
• Behaviour of the students e.g. discipline
• Status and location of the school
• Single parent or motherhood status
• Age of the student
• Physical appearance or attractiveness of the student. Some students
especially girls tend to take a lot of time on make-ups instead of
concentrating on academic work.
STUDENTS’ EXPECTATIONS
• Students expect the teacher to be knowledgeable on the subject matter
• Students expect the teacher to make their learning instrumental since they
expect certain goals to be achieved in a clear manner. This helps them to
understand and pass their exams.
• They expect fair judgment especially passing fair decisions on them hence
teachers have to be honest and frank.
• They expect teachers to use proper language as you communicate to them.
• Expect teacher to understand them as a group and as individuals (teacher has
to be good listener)
• They expect teacher to motivate and encourage them to learn
• They expect teachers to guide them in their work and discuss their problems
• They expect teachers to be democratic e.g. being supportive to them
• They expect moral instruction from the leader. So teachers ought to show
good example since they mold human beings and therefore its important for
them to be exemplary. They are also character builders and therefore should
show good example for students to emulate.

ORIENTATION TO SCHOOLING (SCHOOL SOCIAL CLIMATES)

Orientation to schooling refers to the values that adults/community members,
students and teachers attach to schools. In other words, do schools have value to the
various stakeholders?
Social climate on the other hand refers to the personalities within the school setting
or interaction that creates a set of relationship, for example, how students interact
among themselves, teachers with administration, administration with students’
etcetera. These takes place in the classroom where most learning takes place and
therefore gives a positive image.
The personality here differs because of the status and roles which also differ from
group to group.
School Climate and School culture

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School climate refers to the school's effects on students, including teaching practices;
diversity; and the relationships among administrators, teachers, parents, and
students.

School culture refers to the way teachers and other staff members work together and
the set of beliefs, values, and assumptions they share. A positive school climate and
school culture promote students' ability to learn.

Sociologist argue that school culture “has an effect on students’ learning,” and why
education reform leader Michael Fullan argued that principals should prioritize their
school’s culture over everything else.

school leaders should learn skills that they use to build a strong organizational
culture. This one of the avenues they can to completely transform their schools.
Social climate is also affected by the characteristics of the students which reflects on
the home background of students.
We note that school work demands regular interaction among the students and
between the teachers and students. As students interact they learn from one another
and research seems to indicate that students who are well liked by others tend to
perform better than those who are not liked by the majority of students. Experience
and research findings have also shown that teachers find it difficult to treat students
equally in the classroom (with Justice).Students who perform better in class are more
liked by the teachers who in most cases call their names more frequently to answer
questions. Such teachers tend to wait longer and more patiently for high achieving
students to respond to questions than for low achieving ones. This is so because the
teachers have formed a mental image of the two categories of students in the class as
those who can and those who can’t. This is what is called ‘Teachers’ Self fulfilling
Prophecy’. So a question thrown to the low achiever is quickly passed on to another
student as soon as he/she doesn’t give a quick answer. So teachers speak differently
to students for whom they have high expectation and low expectation. A social
climate of a classroom affects student’s achievement. All learning however needs
security. This is to be guaranteed by the teacher. A teacher who falls short of this,
his classroom will be chaotic as many students will lose their sense of belonging to
the classroom and indiscipline will tend to emerge replacing orderliness.
It is important to note that the norms of the school are created by the students as
they try to identify and appreciate each other through the process of interaction.
Different schools have therefore different value systems which form functional
communities in those groups through the consensus of values. In school such values
are usually encouraged by the parent, which also depend on the location of the
school. In this respect parental interaction with the school is very important as it
helps in raising resources for socializing students.

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In the school system, children from LSES background and other disadvantaged
groups tend to benefit from the resources generated by parents from LSES
background. The LSES students’ parents in most cases have low educational
background. Such parents also lack self-confidence and have little money. Such
parents therefore offer little in terms of contributions to school programs. Therefore,
the success of any education system is determined by persistent interactions/visits
of the stakeholders.
In the adolescent stage, Coleman in a summary of his work (The adolescent society)
makes to important pointes;
1. He says that adolescents are interested in identification or recognition
and in so doing they look for social prestige.
2. Academic excellence.
Social prestige
According to Coleman, boys want excellence in outdoor activities, for example,
football, basketball, badminton, volley ball, swimming, athletics etcetera, so that they
become stars. These bring self-esteem to them and therefore want to be recognized
in those activities.
Coleman says that for girls, they want to be recognized by boys. Their interest
therefore lies in activities like letter writing, modeling, listening to music, visiting
friends, reading novels, dancing and other forms of entertainment. Most of these are
indoor activities that are less strenuous. As teachers and Heads of educational
institutions, we need to know the interests of each sex and if we deny them those
things we are likely to be in trouble. So the question is: How supportive is the school
able to cater for these activities.
It is important to look at the size of the school in terms of provision of these
activities. In large schools, for example the small students may not have chance to
participate in most activities unlike in the small schools and in so doing they may
not have their talents tapped. However, to the larger the school the more
specialization there is among staff and students. This provides a more competitive
and stimulating atmosphere in the school. In large schools therefore, some students
may not feel that they are fully members of the school, in the same they would be in
smaller schools. This eliminates some students from participating in the school
activities which at times results in absenteeism and bad behaviour.
For the teachers, some of them may not know their colleagues and therefore
coordination of teaching and participation in extra curriculum activities may become
difficult. However, in small schools most of them offer a narrow range of both
academic and extracurricular activities and also at times such schools have problems
of finances to run the school programmes effectively if properly organized students
tend to have better time with their teachers which helps improve on their academic

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performance and also have high degree of discipline assuming other factors remain
constant.
It is important for teachers and heads of institutions to avail various facilities to the
students in order to enable them to develop their talents. So school administration
should organize things like seminars and other social academic activities so that
students may exchange and extend their social relations.
However, as all these things are being done there is need to have guidance and
counselling programmes to help students who may have various problems and this
require a trained person. This partly explains why teachers on the training are given
courses in guidance and counselling. It has also been observed that students tend to
look at each other rather than the community for the social world. This has a
significant implication for educational theory and practice. However, the most
important thing to do is to try and control the adolescent world, tame it and use it to
further the aims of education.
In Plato’s works, he makes an assertion that one has to be more careful when dealing
with the young. He says that personality develops from birth and orientations
towards others also develop right from birth and the school only facilitates their
development.

SCHOOL AS A SOCIAL ORGANIZATION: (A sociological Perspective)

A school is a form of a social organization, which is established for specific goals.
Members of that organization therefore are expected to behave in such a way that
they achieve these goals. Each member of the organization has therefore to
participate actively in the activities of the school. In a school setting activities of the
teacher include:
Teaching, other responsibilities assigned to the teacher such as attending meetings,
taking students for games etc.
Every type of social organization including schools has two major problems to solve.
a) The tasks to be performed by the organization staff, so members have to be
divided up and allocated duties accordingly. This is the problem of division
of labour.
b) The organization members must agree on how or on the way the tasks are
going to be allocated to each person or must have some tasks forced upon
some members, this is the problem of power and authority in an organization.
Max Weber is one of the founding members of sociology and has defined
bureaucracy according to a special way it solves the above two problems.
Bureaucracy is one of the ways of controlling behaviours of individuals in an
organization. It controls and directs the behaviour of individuals towards attainment
of organizational goals. Weber suggests that it is better to consider the essential
characteristics of bureaucracy and use this as a measuring rod to judge how

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bureaucratic organizations such as schools have become. There are three basic
features of bureaucratic organizations that we shall consider.
1. The principle of fixed official jurisdictional areas, which are generally adhered
to by rules and regulations. These regulate the behaviour and decisions of the
key players in an educational institution. E.g. Head teacher, Teachers and
students. These regulations control and regulate those who are teaching and
those in administrative positions in the school
2. The principle of office hierarchy with levels of graded authority between the
subordinates and super ordinates. Unlike in other types of organizations, in
educational institutions, the hierarchy of staff is much flatter and is marked
by less social distance than for example in a factory or military institutions. In
education institutions most of the people are with the same qualifications and
training. Education institutions employ specialized personnel e.g. teachers
who are recruited on the basis of their qualification but not much on
experience.
3. Management in a modern office is based of written documents hence the idea
of files becomes very important. There are files for students, teachers, non-
teaching staff, accounts records, minutes of various meetings, marks of
students, committee files etc. Therefore, management requires expertise and
training of personnel becomes very important where qualifications are given.
Developing countries however, are still at initial stages of institutional development
and therefore there are a lot of problems in fulfilling the above three characteristics
of bureaucracy
Bureaucracy exists so as to ensure stability, unity and continuity. In schools the
situation may be a bit different and as a result it is characterized by a lot of conflicts
that may be experienced through sentiments and hostility
In schools, there are three categories of people;
• Teachers headed by the head teacher
• Students
• Workers
A school is therefore, a community and as such they are always recruiting new
members e.g. new students, teachers and workers. However, schools in most cases
are managed in autocratic way in that there is need to constantly assert adult roles
over the learners. This is done by imposing power, authority upon the members so
as to cause effect and change e.g. head teacher over teachers and support staff,
teachers on student’s etc. The result of this is that there is always persistent conflict
and therefore school administering and management revolve around this. There are
a number of conflicts in the school e.g.
• Student – students conflict
• Teacher – student conflict

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 • Administration – student conflict
• Head teacher – teacher conflict
• Teacher – teacher conflict
Student – student conflict arises between the ordinary students and students’
leaders. Generally, students’ leaders are at the same level as students. There is also a
problem of status e.g. students’ leaders with other students. The ordinary students
may not see the reason for respecting students’ leaders.
There is also a problem of satisfaction and dissatisfaction, which also causes conflicts
among students. The major issue is that students’ may not do their work
efficiently/effectively i.e. attend to the needs of their fellow students. So the ordinary
students may not see the reason for respecting students’ leaders. Some students’
leaders also force other students to conform to school rules and regulations by
reporting them to school administration and teachers for action or give them
punishments. At times some students’ leaders force recognition from the rest, which
also cause conflicts.
The student – student conflict usually leads to teacher – student conflict where
sometimes the climax of it may be a strike – sometimes called mob psychology or
group behaviour.
Teacher – student conflict may be brought about by:
• Inability or failure by the teacher to teach students properly
• Punishments given by the teacher
• Un consideration of students’ problems
• Lack of transparency.
• Communication to students
• Methods of teaching
Teacher – student relationship or conflict in most cases results into administration –
student conflicts. The teacher – student conflict and administration – student conflict
does not necessarily cause a strike in the institution. However, a strike may occur
after a series of complaints have not been adequately attended to, so students wait
for an occurrence, which sparks off a conflict.
How does a teacher escape a strike?
A teacher will escape a strike and will be saved by his/her excellence in teaching
and other responsibilities held in the school (teacher – students’ warmth) which also
a display of a pleasant personality. E.g. dress decently, have right/positive attitude
towards students and their work, talk to them nicely etc.
In case of a strike such a teacher will be bracketed/protected in the school.
Therefore, a teacher’s traits and behaviour impress students and this will help
determine the teacher – students’ relationship. A teacher can also overcome such a
situation by being ideal and fair to all sides of the school. In this respect a teacher
should have his aims clearly defined as a teacher and the spy of the head teacher.

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A teacher should also be an effective one e.g. one who is rated very highly in terms
of excellence and tends to overshadow all his/her weaknesses. In a school, students
may defy orders mainly because they are young and therefore, as teachers we have
to be very careful in handling them. On the side of administration, its effectiveness
will determine the rate of turn over of the students and the teachers, which
sometimes results in teacher administration problems.
Teachers’ personality practices also differ depending on the nature and location of
the school. (Delegation of duty) This should be done continuously. If this is not done
well it can create problems, which also brings low efficiency. In a school, teachers
should be paid their money. Failure to pay them may bring trouble. Head teachers
should try to attend to teachers’ problems so that they are not frustrated, some of the
problems can be solved through staff meetings, should be attended regularly and by
all members.
In order for the schools to avoid strikes, the authorities must put in place the
following into consideration:
consideration:

• The administrators have attentive ear to listen to student’s problems and so

find ways of solving them in due time.
• Being ideal trustworthy, fair to all people in the school, and to have well
defined goals and aims.
• Competence in teaching; this creates student-teacher warmth in. The student
put all their trust in the teacher.
• To ensue students, get good meals.
• Keeping students informed of ”activities” taking place in the school
• Guidance and counseling of the students and giving them health talks.
• Displaying good personality and attitude, smartness in dressing and good
command of the language.
• Having good and active student body that is responsive.
• Students ought to be made to feel that they have a stake in these institutions
and they own them. Therefore, it is their singular duty to love and protect
their school from any kind of harm.
• The youngsters should be introduced to informal and formal patriotism
classes at an early stage and this can help reduce on the number of strikes.
• Patriotism can be achieved in its reality only if the administration lives up to
those standards.
• School managements should address these weaknesses to create a preventive
mechanism against strikes before issues run out of their hands.
• Be less rigid and afford students some liberties, as some of these are adults.
• Also create social activities for the students to relax their minds.
• School administrators encourage constant dialogue with students and adopt
democratic practices that allow learners to participate in decision-making of
the institution.
• Provide them with proper infrastructure and services.

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• Maintain and improve on the hygiene conditions in the schools.

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