Exploring Student Challenges in Accessing Support Services at Kenya Medical Training College, Lodwar Campus, Kenya

Exploring Student Challenges in Accessing Support Services at Kenya Medical Training College, Lodwar Campus, Kenya

^*Joseph Ekal Lolepo, David Machera, Fred Onyuna

Faculty of Medical Education, Kenya Medical Training College, Nairobi, Kenya

*Corresponding Author

DOI: https://doi.org/10.51244/IJRSI.2024.1110065

Received: 10 October 2024; Accepted: 20 October 2024; Published: 21 November 2024

ABSTRACT

Access to student support services is critical for improving learning outcomes and overall well-being among students, particularly in higher education. This study investigated the specific challenges faced by students at Kenya Medical Training College (KMTC) Lodwar Campus in accessing these essential services. Using a descriptive cross-sectional design, data were collected through structured questionnaires administered to a sample of 80 second- and third-year students selected via systematic random sampling. Quantitative and qualitative responses were analyzed using SPSS Version 18 to provide a comprehensive view of the issues at hand.

The findings indicated that 62.5% of students encountered significant barriers in utilizing support services. Key challenges included time constraints, affecting 62% of respondents, limited awareness of available services (8%), lack of direct support (10%), and physical distance from service centers (4%). Despite the availability of academic support (92.5%) and health services (87.5%), other critical services, such as mentorship (28.8%) and financial aid (31.3%), were underutilized.

The study emphasized that addressing these barriers is crucial to improving students’ access to support services. Recommendations include implementing structured awareness campaigns, enhancing communication strategies, and offering services during flexible hours or through online platforms to accommodate students’ demanding schedules. Such interventions are vital to creating a supportive learning environment tailored to the diverse needs of KMTC Lodwar students. By improving access to these services, student outcomes, both academically and personally, can be significantly enhanced, ensuring their success and well-being during their educational journey.

Keywords: Student support services, Barriers, Access, Learning outcomes, Service utilization

BACKGROUND OF THE STUDY

Student support services in higher education have gained global recognition as vital to improving student retention, academic success, and well-being. Globally, higher education institutions, especially in developed countries, have implemented robust support frameworks to address both academic and personal needs, including mental health services, financial aid, and mentorship (OECD, 2020). These services have become indispensable for addressing the challenges posed by increasingly diverse student populations, which include international students, working professionals, and first-generation learners (Garcia & Thornton, 2022).

In Africa, many universities face resource constraints, limiting the development and integration of comprehensive student support services. In Sub-Saharan Africa, higher education institutions are still grappling with underfunding, overcrowded classrooms, and insufficient mental health resources, which affect the quality of support provided to students (World Bank, 2020). Although strides have been made, many African institutions lack the capacity to offer the range of services seen in more developed regions (UNESCO, 2021).

In Kenya, higher education has expanded significantly, yet many institutions, particularly those in rural areas, struggle to provide adequate support services. While urban campuses like those in Nairobi have more established student support systems, rural institutions face challenges due to limited infrastructure and resources (Mutinda & Omolo, 2020). Research shows that access to counseling services, career development, and academic support in rural campuses remains inadequate, contributing to higher dropout rates and lower academic performance (Ministry of Education, 2021).

Turkana County, located in Kenya’s arid north-western region, presents a unique set of challenges. With high poverty rates, low literacy levels, and geographical isolation, access to education in Turkana is limited (National Drought Management Authority [NDMA], 2022). Cultural practices and nomadic lifestyles further complicate educational access (Obonyo & Otieno, 2019). In this context, Kenya Medical Training College (KMTC) Lodwar Campus serves as a critical institution for training healthcare professionals from the marginalized Turkana community. However, students at KMTC Lodwar face significant barriers in accessing support services, including time constraints, a lack of awareness, and logistical challenges due to the remote location (Ministry of Health, 2022). These issues negatively impact students’ academic outcomes, retention rates, and overall well-being, underscoring the need for more effective and tailored support mechanisms.

This study sought to explore the specific challenges faced by KMTC Lodwar students in accessing support services and provide recommendations for improving the delivery and utilization of these services. By identifying and addressing the barriers, the study aimed to contribute to the development of a more inclusive and supportive educational environment that reflects the unique needs of students in remote areas like Turkana.

Problem Statement

Despite the availability of student support services at Kenya Medical Training College (KMTC) Lodwar, students faced significant barriers in accessing essential resources such as academic counseling, health services, and mentorship. Time constraints, limited awareness, and logistical challenges prevent students from fully utilizing these services, which negatively impacts their academic performance, overall well-being, and retention. The diverse student population, with varying needs and challenges, further complicated access, highlighting the need for a more tailored and responsive support system. These barriers are especially critical within the demanding healthcare field, where students required consistent access to support services to succeed. This study aimed to identify the specific barriers students faced and provide insights for developing more effective support mechanisms to enhance student outcomes and create a more equitable learning environment.

Objective

The main objective of this study was to explore the challenges that students at Kenya Medical Training College (KMTC), Lodwar Campus face in accessing support services.

Specific Objectives of the Study

The study had four specific purposes:

1. To assess the knowledge and awareness of second- and third-year students at KMTC Lodwar regarding available support services.
2. To explore the different types of student support services that are available at KMTC Lodwar.
3. To investigate the challenges students face in accessing and utilizing the support services at KMTC Lodwar.
4. To provide recommendations for improving access to student support services at KMTC Lodwar.

Research Questions

The study was guided by the following research questions:

1. What is the level of knowledge and awareness among second- and third-year students at KMTC Lodwar about the available support services?
2. What are the types of support services available to students at KMTC Lodwar?
3. What challenges do students face in accessing and utilizing the available support services at KMTC Lodwar?
4. What strategies can be recommended to improve access to support services for students at KMTC Lodwar?

EXISTING LITERATURE REVIEW

Awareness of student support services is essential for improving student well-being and academic performance. Fisher, Clark, and Fraser (2019) emphasize the importance of support services, particularly for marginalized groups. However, in geographically isolated campuses like KMTC Lodwar, logistical barriers often limit students’ knowledge and access to these services (Naylor, Baik, and Arkoudis, 2018). Additionally, Ayala et al. (2017) highlight that time constraints, common in medical education, further prevent students from using these services, which aligns with findings from KMTC Lodwar​

Comprehensive support systems—including academic tutoring, health services, and counseling play a critical role in fostering student success (McKenzie, Eve, and Solomon, 2017). At KMTC Lodwar, these services are vital in addressing academic and personal challenges. Park et al. (2019) found that counseling services help manage academic-related stress, particularly when combined with peer mentorship. Similarly, Morris and Streib (2018) emphasize the importance of structured academic support, especially in remote campuses. Health services are also crucial for student well-being in underserved areas (Smith, Roberts, and Jones, 2020), making these services indispensable at KMTC Lodwar​.  

Barriers to accessing support services are often more pronounced in remote and resource-constrained campuses. Bennett, Solomon, and Clark (2017) identified socio-economic barriers and geographical isolation as major factors limiting access. Cultural stigma, especially around mental health, further complicates access, particularly in rural areas like Turkana County (Ahmed et al., 2021). A shortage of mentorship and counseling resources also exacerbates these challenges (Oliver, Whelan, and Hunt, 2019), reflecting the issues faced by students at KMTC Lodwar.

To improve access to support services, recent studies suggest the use of digital platforms to overcome logistical barriers (Baker, Brown, and Lee, 2020) and the implementation of flexible service hours and peer mentorship programs to accommodate students’ schedules (Wilson, Evans, and Bell, 2018). The current study at KMTC Lodwar also recommends culturally sensitive interventions, such as awareness campaigns that address mental health stigma, as well as tailored peer mentorship initiatives​.

Uniqueness of this Study

This study was unique in addressing the specific challenges faced by medical students at KMTC Lodwar, a remote campus in Turkana County. It highlighted geographical, socio-economic, and cultural barriers that affect access to support services, with a focus on cultural stigma surrounding mental health. The study’s tailored recommendations, such as digital platforms and culturally sensitive campaigns, contribute to improving access to support services in rural medical institutions​.

CONCEPTUAL FRAMEWORK

Figure: Conceptual framework

Source: Author, 2024

Conceptual framework illustration above shows the relationship between the independent variables (awareness of support services, time constraints, logistical barriers, cultural stigma, peer mentorship availability, and training of support staff) and the dependent variable (utilization of support services).

METHODOLOGY

Study Design

This study utilized a descriptive cross-sectional design to examine the challenges faced by students at Kenya Medical Training College (KMTC), Lodwar Campus, in accessing support services. This design captures data at a single point in time, allowing for both quantitative and qualitative insights into the students’ experiences. Cross-sectional designs are effective for identifying prevalent conditions and barriers within a target population.

Study Area

The research was conducted at KMTC Lodwar, a key training institution for health professionals in Turkana County, Kenya. The campus serves a diverse student population across various departments, including Nursing, Health Promotion, and Nutrition. Located approximately one kilometer from Lodwar Town’s Central Business District, the campus encounters challenges related to its semi-arid environment, which impacts students’ access to resources and support services.

Study Population and Sample Size

The study population comprised second- and third-year students at KMTC Lodwar, totaling 413 students. A sample size of 80 students was calculated using Fisher’s formula, with systematic random sampling employed to ensure equal selection chances. The sampling interval was determined to be every 6th student, leading to the selection of participants until the desired sample size was achieved. The standard Fisher et al (1998), formula was be used to determine the sample size

n=z²pq

      d²

Where: n= the desired sample size

z= standard deviation of the required confidence level (1.96) at confidence level of 95%

p= the proportion in the targeted population estimated as (0.5)

q=1-p, therefore 1-0.5=0.5

d= maximum tolerance error (100%-95%)

The formula can be applied as follows

n=(1.96)²x50%  x (1-50%)

              (0.05)²

n=(1.96)²x 0.5 x 0.5

          (0.05)²

n=384 respondents

Since the population is <10, 000, Fishers method will be used

nf= n/ (1+n/N)

Where nf=the desired sample size (when population <10,000)

n= the desired sample size (when population >10,000)

N=Estimated population size

Therefore nf=384/ (1+384/100)

                    =80

Sample size for the study was 80

Data Collection Instruments and Procedures

Data were collected using structured, self-administered questionnaires featuring both closed- and open-ended questions. These questionnaires were pretested for clarity, and necessary revisions were made. Over one week, 20 questionnaires were administered daily, with daily checks for accuracy and completeness to ensure high-quality data collection.

Inclusion and Exclusion Criteria

The study included second- and third-year students at KMTC Lodwar who were present and willing to participate during the data collection period. Students who were absent or unwell during this time were excluded.

Definition of Variables

1. Independent Variables: Knowledge and awareness of support services, types of support services, challenges in accessing and utilizing services.
2. Dependent Variable: Access to and utilization of support services.

Data Management and Analysis

Daily data cleaning and checking were conducted to maintain accuracy. Quantitative data were analyzed using SPSS Version 18, focusing on descriptive statistics such as frequencies and percentages. Qualitative data from open-ended responses were transcribed and thematically analyzed, allowing for a comprehensive understanding of the challenges faced by students in accessing support services.

Ethical Considerations

Ethical approval was obtained from the KMTC ethical review board, and informed consent was secured from all participants, who were made aware of their right to withdraw at any time. The study maintained confidentiality throughout the research process, ensuring that collected data were securely stored to prevent unauthorized access. Ethical principles of respect, beneficence, and justice were upheld, ensuring participants were treated with dignity and that the potential benefits outweighed any risks.

RESULTS

To integrate both the quantitative and qualitative findings effectively, the data for each of the study’s purposes was synthesized, providing a holistic view.

Demographic Characteristics of respondents

Age of respondents (n=80)

Figure 1: Age of respondents (n=80)

Figure 1 shows that a majority of respondents (68%) were between the ages of 15-25, indicating that most students were relatively young and likely facing transitional challenges typical for this age group.  

Gender of respondents (n=80)

Figure 2. Gender of respondents (n=80)

Figure 2 indicated that the sample comprised 62.5% females and 38.5% males, highlighting a notable representation of female students, which may have influenced their experiences in accessing support services.

 Year of study of respondents

Figure 3: Year of study of respondents  

Figure 3 showed that the sample included 52.5% second-year students and 47.5% third-year students. This distribution suggested a focus on students who have had some exposure to the college environment but were still navigating the complexities of medical training.

Assessing the Knowledge and Awareness of Student Support Services

Knowledge and awareness of student support

Figure 4 : Knowledge about Student Support Services

Figure 4 above, indidicates that a majority of students 70(87.5%) knew about student support services whereas only 10(12.5%) were not aware of student support services.

What students know about support services

Figure 5: What students know about support services

1. The findings from Figure 5 revealed varying levels of student awareness regarding support services at KMTC Lodwar.
2. 46 (57.5%) of the students (respondents) described student support services as programs that help students or enhance progress of student learning .e.g. Counselling and mentorship.
3. 14 (17.5%) of the respondents said student support services are those services offered to students apart from academic e.g. academic support ,social support or college support.
4. 6 (7.5%) of respondents pointed out that supports services are those that help students cope with stressful learning environment.
5. 14(17.5%) describe support services as those that enable students progress in their learning and achieve their goals.

Strategies /Ways in which support is provided to students

Table 1: Availability of student services in KMTC Lodwar

Service availability	Percentage
Academic support	92.5
Mentorship	63.8
Role modeling	50
Frientoring	50
Financial support	61.3
Social support	70
Family support	51.3
Advisory services	66.3
Peer support groups	46.3
College and external support	46.3
Accommodation	85
Health services	87.5
Counseling	77.5
Referral services	50
Others services	2.6

Table 1 shows that academic support is the most sought support service always at 63.8% , followed by accommodation services (52.5%), family support (46.3%),Advisory services (35%), Counselling services(32.5%), frientoring (31.3%), financial support (31.3%), mentorship (28.8 %), peer support groups (26.3%), college and external support (21.3%),role modeling (21.3%) and referral service (13.8%).No other services were sought.

 If respondent seek student support services

Figure 6 : If respondent seek student support services

The findings from Figure 6 show that a majority of students 67 (83.75%) affirmed that they seek support services) while 13 (16.25 % ) have not sought these services.

Respondents seeking Students support

Table 2: Percentage of respondents who seek Student Support Services

Services Available	Percentage of respondents who seek these services;
	Always	Rarely	Sometimes		Never
Academic support	63.8	2.5	15		1.3
Mentorship	28.8	23.8	13.8		11.3
Role modeling	21.3	8.8	15		25
Frientoring	31.3	6.3	13.8	13.8
Financial support	31.3	15	16.3	12.5
Social support	28.8	17.5	12.5	10
Family support	46.3	7.5	5	10
Advisory services	35	7.5	18.8	6.3
Peer support groups	26.3	7.5	20	13.8
College and external support	21.3	21.3	8.8	16.3
Accommodation	52.5	8.8	7.5	6.3
Health services	41.3	15	20	1.3
Counseling	32.5	12.5	20	10
Referral services	13.8	12.5	18.8	26.3
Others services	0	1.3	0	1.3

Table 2 shows that academic support is the most sought support service always at 63.8% , followed by accommodation services (52.5%), family support (46.3%),Advisory services (35%), Counselling services(32.5%), frientoring (31.3%), financial support (31.3%), mentorship (28.8 %), peer support groups (26.3%), college and external support (21.3%),role modeling (21.3%) and referral service (13.8%).No other services were sought.

Who provides support services

Table 3 : Who provides support services to students

	Who provides them to students
	Lecturer	Principal	Class teacher	Student counsellor	Accom. And catering staff	Others (not in school)	peers
Academic support	31.3	13.8	33.8	8.8	0	5	0
Mentorship	23.8	15	28.8	2.5	1.3	0	0
Role modeling	13.8	17.5	17.5	7.5	2.5	2.8	2.5
Frientoring	15	11.3	13.8	2.5	12.5	6.3	1.3
Financial support	7.5	12.5	16.3	1.3	18.8	21.3	0
Social support	8.8	11.3	22.5	3.8	10	10	2.5
Family support	11.3	11.3	10	10	3.8	22.5	2.5
Advisory services	12.5	11.3	17.5	7.5	7.5	10	1.3
Peer support groups	6.3	12.5	11.3	6.3	13.8	8.8	23.6
College and external support	7.5	7.5	17.5	7.5	3.8	10	1.3
Accommodation	15	16.3	2.5	6.3	51.6	6.3	12.5
Health services	2.5	8.8	20	10	5	24.3	2.5
Counseling	18.8	15	18.8	13.8	2.5	1.3	0
Referral services	5	10	7.5	5	2.5	13.8	3.8
Others services	1.3	0	0	0	0	0	0

The findings from Table 3 highlight that various support services at KMTC Lodwar are provided by different stakeholders:

1. Academic support is mainly provided by class teachers (33.8%) and lecturers (31.3%), while principals play a smaller role.
2. Mentorship is also largely offered by class teachers (28.8%) and lecturers (23.8%), with minimal involvement from student counselors or catering staff.
3. Financial support comes mostly from external sources (21.3%) and accommodation staff (18.8%), indicating limited internal financial assistance.
4. Accommodation services are predominantly managed by accommodation/catering staff (51.6%).
5. Peer support groups rely heavily on peers (23.6%), while health services often involve external actors (24.3%).

In summary, the primary providers of academic and mentorship support were class teachers and lecturers, while financial, accommodation, and health-related support often come from external actors and non-teaching staff. Peer involvement is significant mainly in peer support groups.

If there were other services that respondents felt were important but not available at Lodwar campus

Figure 7:  If there were other services that respondents felt were important but not available at Lodwar campus 46 (57.5% ) respondents agree that there are other important services to students  that are not available in Lodwar campus.  34 (42.5 % ) think the services they have are adequate.

 List of other services that respondents felt were important but are not available

Figure 8: List of other services that respondents felt were important but are not available

24(29.75%) of respondents students felt that having subsidized meals like in the universities could be an important additional support service to them, 22 (27.75%) felt frequent academic trips and bench marking in other campus could there. 18 (22.5%) felt introducing sports, provision of sports equipment would be have been there. While 16 (20%) felt introduction of free internet services (Wifi) would support them in doing research.

Challenges students face when accessing student support services

Respondents on if they faced any challenges accessing support services 

Figure 5: Facing Challenges accessing support services

Figure 5 indicated that out of the 80 students surveyed, 50 (62.5%) reported facing challenges in accessing support services, while 30 (37.5%) indicated that they experienced no difficulties. This suggested that the majority of students encounter barriers when trying to utilize available support services

Challenges in accessing support services

Table 4: Types of challenges and their percentages respondents faced in accessing support services

Type of Challenges	Percentage of Respondents Affected
Lack of time to seek support	62%
They have no one to support them	10%
They don’t know where to find support	8%
Where to find support is far	4%
Other reasons not indicated	16%

Table 4 highlighted that from the students who had challenges in accessing support services most of the student 31(62%) lacked time to seek support. 5 (10%) said they had one to support them. 4 (8%) indicated that they do not know where to find support. 2 (4 % ) think support services are far while others have other reasons of unspecified reasons why they do not seek these services.

Qualitative Findings from Focus Group Discussions and Key informants interviews

The challenges related to student support services at Kenya Medical Training College (KMTC) Lodwar Campus were primarily driven by limited awareness, resource constraints, and cultural barriers, as highlighted by key informant interviews (KII) and focus group discussions (FGD).

1. Limited Awareness of Support Services: Many students were unaware of the available service due to poor communication. As noted by a student affairs officer: KII Response: “Most students did not know where to go or who to talk to when they had personal or academic challenges. There were services available, but the communication was poor.”
2. Inadequate Communication: The campus’s remote location, along with poor internet and mobile connectivity, made it hard for students to access important information. FGD Response: “We sometimes missed out on important information because notices were not posted in time, or they were put up in places we didn’t visit frequently.”
3. Resource Constraints: The campus was understaffed in counseling services, and financial aid programs were underfunded, resulting in long delays and inadequate support. KII Response: “We did not have enough counselors to attend to the growing number of students. This delayed the process and sometimes discouraged students from seeking help.”
4. Geographical Isolation: Students faced difficulties in accessing medical and mental health services due to the remote location and poor infrastructure. FGD Response: “It was hard to get proper medical attention here because the health facilities were far, and it took time to reach them, especially in emergencies.”
5. Cultural Stigma: Mental health stigma discouraged students from seeking psychological help. KII Response: “There was a stigma associated with visiting a counselor. Students feared that others would think they were weak or incapable of handling their problems.”
6. Financial Constraints: Financial challenges prevented students from accessing services, as financial aid was limited and only reached a few. FGD Response: “Sometimes we couldn’t even afford the fare to travel to the campus, let alone paying for extra services. The bursary fund was there, but it was not enough for everyone.”
7. Inconsistent Availability of Support Staff: The shortage of staff led to delays in service delivery, causing frustration among students. KII Response: “We had too few staff handling too many issues. Sometimes we had to wait for days before we could get help with something that should have been addressed immediately.”

These challenges collectively hindered students’ access to essential support services, negatively affecting their well-being and academic performance.

DISCUSSION OF FINDINGS

Demographic characteristics of respondents and their impact on accessing support services

The study highlighted key demographic factors influencing students’ access to support services, emphasizing the need for targeted interventions to improve student well-being and academic success. The majority of respondents (68%) were aged between 15 and 25 years, with 62% citing time management as a major barrier to accessing support services. Younger students, who are still developing life skills, struggled to balance academic demands, a challenge consistent with findings by Ciarrochi et al. (2009) and Strayhorn (2019).

Although the student body was predominantly female (62.5%), both male and female students reported facing similar challenges, such as time constraints and limited awareness. This contrasts with previous research suggesting that women typically seek support services more frequently, indicating that institutional barriers at KMTC Lodwar outweighed gender differences in service access.

Both second-year (52.5%) and third-year students (47.5%) faced comparable challenges, suggesting that familiarity with the institution did not significantly enhance their ability to access support services. This finding aligns with Hughes et al. (2010), who emphasized the importance of ongoing awareness campaigns throughout a student’s academic journey.

Knowledge and Awareness of and Access to Student Support Services

The study found that 87.5% of students were aware of the available support services, which is a positive indication of effective communication by the institution. However, this awareness did not translate into optimal utilization due to several barriers. According to Kahu (2013), awareness alone is insufficient; students need clear guidance on how and when to access these services.

Students’ understanding of support services varied. 57.5% perceived them as programs aimed at enhancing academic performance, such as counseling and mentorship, which may limit their engagement with other critical services like mental health support. 17.5% of students saw support services more holistically, recognizing offerings beyond academics, such as emotional and social well-being services, but they often faced challenges like time constraints. Another 7.5% viewed support services as mechanisms to help manage academic stress, but stigma and uncertainty could prevent them from seeking help (Gonzalez et al., 2021). Lastly, 17.5% described these services as tools for achieving both academic and personal goals, though time and logistical issues, reported by 62% of students, hindered their ability to fully engage.

Despite high awareness, the gap between knowing about services and effectively utilizing them is significant. Time constraints, unclear information, and logistical challenges were the main barriers, reflecting similar findings in Miller et al. (2022). Addressing these challenges through more flexible service designs and reducing stigma around mental health support, as emphasized by Strayhorn (2019) and Tinto (2012), is essential to improving student engagement with support.

Ways Support Services were Provided to Students at KMTC Lodwar

The study at Kenya Medical Training College (KMTC) Lodwar identified various support services available to students, including academic, health, and accommodation assistance. However, challenges such as time constraints, logistical issues, and limited resources hindered the consistent utilization of these services.

1. Availability of Student Services:

Academic support was reported as the most accessible service (92.5%), followed by health services (87.5%) and accommodation (85%). Despite this availability, only 63.8% of students regularly sought academic help. Time constraints were a significant barrier, with 62% of students citing demanding schedules as a primary obstacle to accessing necessary support (Miller et al., 2022). Similarly, while 85% of students had access to accommodation, only 52.5% utilized these services consistently. This reliance on non-teaching staff for management may have caused delays and communication gaps, as highlighted by Bennett, Solomon, & Clark (2017).

2. Who Provides Student Support Services:

Most academic support was provided by class teachers (33.8%) and lecturers (31.3%), with minimal involvement from student counselors. This reliance on faculty for both academic guidance and mentorship may dilute the effectiveness of these services, as indicated by Tinto (2012) and Pascarella & Terenzini (2005). Financial support primarily came from external sources (21.3%) and accommodation staff (18.8%), reflecting resource constraints that complicated access to crucial assistance (Perna, 2021).

3. Challenges in Accessing Support Services

Although 83.75% of students reported seeking support services, 16.25% did not, primarily due to time constraints, lack of awareness, and logistical barriers (Miller et al., 2022). Health service utilization was also limited, with only 41.3% of students regularly accessing these services. Stigma surrounding mental health may further hinder engagement (Gonzalez et al., 2021).

4.     Gaps in Available Support Services

A significant 57.5% of students expressed a need for additional services, including subsidized meals (29.75%), academic trips (27.75%), sports equipment (22.5%), and free internet access (20%). These services are essential for student well-being and academic success. Food insecurity and inadequate access to the internet have been shown to negatively impact academic performance (Johnson et al., 2021; Nguyen & Roberts, 2022).

While KMTC Lodwar offers a range of support services, significant barriers limit their effective utilization. The over-reliance on external sources for financial aid and accommodation, along with minimal engagement from dedicated support personnel, compromises service effectiveness. Expanding non-academic support and enhancing internal management could significantly improve student experiences and academic outcomes at KMTC Lodwar. services at KMTC Lodwar.

Challenges Hindering Access to Support Services at KMTC Lodwar

The study at Kenya Medical Training College (KMTC) Lodwar identified several challenges that affected students’ access to support services. Although 92.5% of students reported having access to academic support, only 63.8% utilized these services regularly, primarily due to time constraints linked to demanding academic schedules (Miller et al., 2022).

Key Challenges Identified:

1. Limited Awareness and Communication: Many students were unaware of available services, which was attributed to poor communication. Despite 87.5% awareness, logistical issues hindered effective access, reflecting broader trends noted in the literature (Tinto, 2012; Kahu, 2013).
2. Resource Constraints: Understaffing in counseling services and underfunded financial aid programs led to delays in support, confirming findings that inadequate resources hinder effective service provision (Bensimon, 2007).
3. Geographical Isolation: The remote location of KMTC made it difficult for students to access medical and mental health services, consistent with research indicating that geographical barriers impact service accessibility (Cohen et al., 2020).
4. Cultural Stigma: Stigmas surrounding mental health deterred students from seeking help, aligning with literature that highlights stigma as a significant barrier to service utilization (Corrigan, 2004; Gonzalez et al., 2021).
5. Financial Constraints: Limited financial aid restricted students’ access to essential services, echoing findings that financial hurdles directly impact service utilization (Perna, 2021).
6. Logistical Challenges in Accommodation: While 85% of students had access to accommodation services, only 52.5% utilized them consistently due to management issues, reflecting administrative inefficiencies noted in the literature (Bennett, Solomon, & Clark, 2017).

These challenges underscored the importance of addressing barriers to support service utilization at KMTC Lodwar. Improving communication, increasing resources, and reducing stigma could enhance students’ overall well-being and academic performance, ultimately contributing to their success in higher education.

CONCLUSIONS

The study at Kenya Medical Training College (KMTC) Lodwar highlighted several key challenges and insights regarding students’ access to support services:

1. Demographic Influence: The majority (68%) of students were aged 15-25 and faced significant time management challenges, with 62% citing time constraints as a primary barrier to accessing support services. Although 5% of respondents were female, both genders reported similar barriers, suggesting that institutional factors played a more significant role than gender differences.
2. Academic Year Challenges: Both second-year (52.5%) and third-year (47.5%) students experienced similar difficulties in accessing services, indicating that familiarity with the institution did not enhance service utilization.
3. Awareness vs. Utilization Gap: While 5% of students were aware of available support services, a notable gap existed between awareness and actual utilization. This highlighted the need for improved communication and continuous support.
4. Utilization Gap: Despite the availability of support services (academic: 92.5%, health: 87.5%, accommodation: 85%), only 8% of students actively sought academic support, reflecting a disconnect between availability and engagement.
5. Additional Needs: Over half of the students (57.5%) expressed a desire for additional non-academic support services, indicating that current offerings were insufficient for their overall well-being.
6. Barriers to Access: Key challenges included time constraints (62%), social support deficiencies (10% lacking support networks), communication gaps (8% unsure about service locations), and unspecified barriers (16%) that suggested deeper issues such as cultural stigma.

RECOMMENDATIONS

To enhance the accessibility and effectiveness of support services at KMTC Lodwar, the following recommendations were proposed:

1. Enhance Time Management and Support Utilization:

• Students: Prioritize time management and attend workshops for efficiency.
• Administration: Offer flexible scheduling for support services and integrate them into the academic timetable.

2. Build Social Support Networks:

• Students: Engage in peer mentoring and join student organizations for mutual support.
• Administration: Establish structured mentoring programs and organize events to foster student connections.

2. Improve Awareness and Accessibility of Support Services:

• Students: Actively seek information about available services and utilize digital platforms for updates.
• Administration: Enhance communication strategies and provide clear signage for support service locations.

3. Address Barriers to Accessing Support Services:

• Students: Identify personal barriers to accessing support and communicate openly with faculty or administration.
• Administration: Conduct needs assessments and decentralize services to reduce physical distance barriers.

4. Explore Unspecified Challenges:

• Students: Participate in feedback mechanisms and promote open discussions about seeking help.
• Administration: Conduct qualitative research to investigate deeper barriers and develop targeted interventions.

Overall Goal: Implementing these recommendations aims to improve student access to support services at KMTC Lodwar, thereby enhancing their overall well-being and academic success.

ACKNOWLEDGEMENT

I am deeply grateful to my supervisor David Machera and my Colleague Fred Onyuna for their essential guidance and support. My thanks also extend to my colleagues and friends at the Ministry of Health and Sanitation, Turkana County Government, for their steadfast assistance. Additionally, I appreciate my family, especially my brother Wycliffe Ikaru, for their unwavering support and encouragement throughout this study.

Conflict of Interest

Authors reports no conflict of interest in this work. Further, no any funding has been provided for the study.

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