The Causes of Suicidal Ideations and Attempts among Secondary School Students in Uasin Gishu, Kenya

Francesca Chebet Kilel, Dr. Catherine Simiyu, Shadrack Ogoma and Prof. Bernard Misigo
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Francesca Chebet Kilel: PhD. Student, Moi University, School of Education, Department of Educational Psychology, P. O. Box 3900, Eldoret, Kenya
Dr. Catherine Simiyu: Lecturer Moi University, School of Education, Department of Educational Psychology, P. O. Box 3900, Eldoret, Kenya
Shadrack Ogoma: Lecturer Moi University, School of Education, Department of Educational Psychology, P. O. Box 3900, Eldoret, Kenya
Prof. Bernard Misigo: Lecturer Moi University, School of Education, Department of Educational Psychology, P. O. Box 3900, Eldoret, Kenya

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 1947-1961

Abstract: Suicidal risk behaviour and ideation among students have emerged as a critical mental health challenge in Kenya’s education sector, yet academic environmental stressors remain an under explored catalyst of this crisis. Secondary school students are exposed to intense academic pressure, social isolation, and inadequate support structures, which heighten their vulnerability to suicidal risk behaviour. Despite global and national discourse on student well being, there exists limited research on how school-based academic stressors contribute to suicidal risk behaviour and ideation. The study therefore endeared to explore the causes of suicidal ideations and attempts among secondary school students in Uasin Gishu, Kenya. The objective of the study was to investigate the causes of suicidal ideations and attempts among secondary school students. The study was anchored on Thomas Joiner’s Interpersonal Theory of Suicide and adopted a pragmatic philosophical worldview, utilizing a concurrent mixed methods research design. The target population comprised 165 public secondary schools, involving 71,872 students, 2,384 teachers, 165 deputy principals, and 165 counsellors. Using Gay, Mills, and Airasian’s criteria, 18 schools (11%) were selected, from which 144 students were systematically sampled and 18 teachers, 18 deputy principals, and 18 counsellors were purposively chosen. Data collection tools included student and teacher questionnaires, interview schedules for deputy, counsellors, and student focus groups. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. Results indicated that 40.3% of students had contemplated suicide, 25% had planned, and 29.9% had attempted it, primarily due to academic-related pressures and lack of emotional support. Qualitative findings revealed three key themes: the critical role of peer support, the influence of family dynamics on emotional stability, and the importance of school resources. Participants emphasized reduced emotional burden and increased hope when adequate support was present. The study concluded that suicidal ideation among secondary school students in Uasin Gishu County stems from academic pressure, mental health challenges, and inadequate support systems. Academic environments often exacerbate distress due to high workloads and unsupportive practices. The study recommends strengthening school-based mental health services by deploying trained counsellors and standardizing interventions.

Date: 2025
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