Strategies to Enhance Emotional Regulation Among Students Experiencing Paternal Emotional Disengagement in Selected Secondary Schools in Kasarani Sub-County, Nairobi County, Kenya

Globally studies have reported paternal emotional disengagement to have a negative outcome on the mental well-being of students. The current study aimed to explore strategies for enhancing emotional regulation among students experiencing paternal emotional disengagement among students in selected secondary schools in Kasarani Sub-County, Nairobi County, Kenya. The study was anchored on Attachment Theory and Family Systems Theory. The study employed exploratory research design. Through purposive sampling a sample of 10 participants were selected to participate in the study which included teachers, school counselors, and administrators. The qualitative data was collected using Interview Guide. The data was analyzed thematically to identify strategies for enhancing emotional regulation. Qualitative findings identified school-based counseling, mentorship programmes, life skills training, peer support systems, parental sensitization, co-curricular activities, and supportive school environments as key strategies for strengthening students’ emotional regulation and resilience. The study recommends strengthening students’ emotional well-being through enhanced school-based counseling services, structured mentorship programs, and the integration of life skills education and emotional intelligence into the school curriculum. It further recommends future research on maternal emotional involvement and broader family relationships to provide a more comprehensive understanding of parental roles in students’ emotional regulation.

Strategies, emotional regulation, students, paternal emotional disengagement, secondary school students, Kasarani, Nairobi

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