Implementation of the Environmental Safety Policy and Learner Participation among Learners with Visual Impairment in Special Junior Schools in Kenya

Learners with visual impairment in Kenya’s Special Junior Schools continue to face barriers that limit their participation in learning, particularly where school environments do not fully address accessibility, mobility and psychosocial needs. Although policies promote safe and inclusive learning environments, evidence on the implementation of the Environmental Safety Policy and its relationship with learner participation remains limited. This manuscript, drawn from a broader doctoral study, examined the study’s second objective: evaluating Environmental Safety Policy implementation and learner participation among learners with visual impairment in Special Junior Schools in Kenya. Guided by Bronfenbrenner’s Ecological Systems Theory, the study used a descriptive mixed-methods design. Data were collected from 246 respondents, drawn from a target population of 642, across four purposively and cluster-sampled schools. Questionnaires were administered to teachers and learners, while headteachers participated in interviews. Quantitative data were analysed using descriptive statistics and binary logistic regression, and qualitative data were analysed thematically. Findings showed high policy implementation among teachers (M = 3.79, SD = 0.87) and positive learner perceptions of school safety, accessibility and support (M = 4.09, SD = 0.99). Environmental safety significantly predicted learner participation (B = 1.188, p < .001, Exp(B) = 3.279) and remained significant in the combined policy model (B = 0.759, p = .047, Exp(B) = 2.136). Headteachers identified ramps, tactile pathways, lighting, accessible sanitation, and counselling as supports. The study concludes that safe, accessible and psychosocially supportive environments are essential for meaningful participation and recommends sustained infrastructure investment, routine safety audits and strengthened counselling services.

environmental safety policy; learner participation; visual impairment; Special Junior Schools

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