School Arson in Kenya: Integrating Sociological Theory and Technological Innovation for Policy Reform and Institutional Resilience

Abstract

School arson in Kenyan secondary schools has emerged as a recurrent form of student unrest, undermining educational outcomes and exposing systemic vulnerabilities. Between May and August 2016 alone, over 130 schools were affected, highlighting failures in detection, evacuation, and accountability. Guided by Robert K. Merton’s strain theory, this study interprets arson as a response to cumulative pressures—including authoritarian discipline, overcrowded boarding conditions, examination stress, and psychosocial distress. To address the limitations of conventional security measures, the research advances an IoT-enabled forensic framework integrating sensor-based detection, AI surveillance, and automated egress systems. A mixed-methods design combines qualitative documentary analysis of major Kenyan school fire incidents with quantitative assessment of incident frequency and infrastructural risk. Findings reveal the inadequacy of traditional interventions and demonstrate the potential of sociological–technological integration to strengthen prevention and accountability. The study contributes to global debates on deviance and institutional resilience, positioning Kenyan boarding schools as critical test cases for governance reform and technological adaptation in education policy.