Kenyan content creator and social media personality Alex Mathenge has weighed in on the ongoing conversation around student unrest in schools, suggesting that the Ministry of Education consider an early midterm break to help ease tensions in affected institutions.
Mathenge shared his views through his Instagram Stories as concerns continue to grow over reports of unrest in some schools across the country.
“If I were to advise the Ministry of Education, they would release a circular allowing some of these schools to go for early midterm to ease tension.”He wrote.
His remarks come at a time when education stakeholders are once again discussing the causes of student unrest and the measures that can be taken to maintain stability in schools.
A Personal View on School Pressure
In his post, Mathenge argued that a temporary break from the school environment could help reduce pressure and allow students and teachers to return with a renewed focus.
While he did not cite specific incidents, his comments reflect concerns that have emerged in recent years about student well-being, disciplinary challenges, and academic pressure in schools.
Education experts have previously pointed to factors such as stress, overcrowding, disciplinary disputes, and examination pressure as some of the issues that can contribute to unrest among learners.
Mock Exams Under Scrutiny
Mathenge also questioned the value of mock examinations, arguing that they have long been associated with pressure and tension in schools.
“Also ban those mock exams for chaos since way back!”He added
Mock examinations are widely used by schools to prepare candidates for national assessments. Supporters say they help learners identify weak areas and improve performance before final exams.
However, critics have occasionally argued that the examinations can increase anxiety among students, particularly when performance expectations are high.
Debate Likely to Continue
Mathenge’s comments have added another voice to the wider debate about academic pressure and student welfare in Kenyan schools.
Although the Ministry of Education has not commented on his proposal, discussions around balancing academic achievement with the well-being of learners continue to attract attention from parents, teachers, and policymakers.
Whether or not his suggestions gain traction, the conversation highlights a growing public interest in how schools can create environments that support both discipline and student welfare while maintaining academic standards.
