Indiscipline is a major challenge facing schools in Kenya. As a result, the government recommends robust interventions at the school level to rein in on indiscipline. Nevertheless, students continue to exhibit immense behavioural problems. This calls to question the efficacy of the numerous behaviour change interventions put in place. This study assessed the influence of student peer counseling interventions on discipline among public secondary school students in Kiambu County, Kenya. The study was founded on the Ecological Systems Theory (EST). Based on the correlational research design, the study targeted the 227 principals 3,479 guidance and counseling teachers and the 89,065 students in Kiambu County. From these, the study sampled 23 principals, 97 teachers and 398 students using the simple random sampling technique. Data was collected using questionnaires, interview guides, and observation schedules. Piloting was conducted to assist in determining the accuracy, clarity, and suitability of the research instruments. The data was analyzed using descriptive statistics (mean, frequency and percentages) and inferential statistics (Pearson correlation and multivariate regression analysis at a significance level of 0.05). Data from interviews and secondary data sources were subjected to content analysis procedures. The findings show that there was positive and significant correlation between students discipline and student peer counseling (r=0.476, p<0.05). Based on these findings, it is evident that student peer counseling interventions indeed influence students’ discipline in the study area. Interventions around these areas should thus be strengthened to holistically enhance students discipline in the schools studied. The study recommends peer counselors should be frequently recruited and trained by schools to reach more students.

Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine the relationship between achievement motivation characteristics and academic achievement among gifted and talented learners in public primary schools in Nairobi County. The study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses. Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public schools benefitted from achievement motivation. Analysis of the results addressing H0: showed that achievement motivation has a statistically significant influence on academic achievement among gifted and talented learners in public primary schools in Nairobi County. The variable is positively correlated with number work activities (r = .581, p = .001), language activities (r = .556, p = .002), and essential life skills (r = .514, p = .004). It was recommended that Teachers and parents should create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.

Gifted and talented learners exhibit personality characteristics that make them manifest different competencies to undertake tasks that their peers cannot. However, in Nairobi County, learning competencies of talented and gifted pupils in public primary schools are below average. Thus, the purpose of this study was to determine the personality characteristics as predictors of academic achievement among gifted and talented learners in public primary schools in Nairobi City County, Kenya. The study adopted a field survey research design. Target population comprised 3,247 teachers and 19,863 learners in classes VI-VIII totalling 23, 110 participants from which a sample of 391 respondents was determined using Yamane’s Formula. Stratified sampling was used to create 17 strata based on number of sub-counties in Nairobi County. From each sub-county, 13 teachers and 10 gifted and talented learners in classes were randomly selected. This procedure realized a sample of 221 teachers and 170 gifted and talented learners in classes VI-VIII. Questionnaires were used to collect data from teachers and learners. A pilot study was conducted among 40 respondents from a sample of public primary schools in Nairobi County to establish validity and reliability. Validity was ascertained based on the views of experts in educational psychology and special needs. Reliability was determined using split-half technique and reliability coefficient, r = 0.725, was obtained using Cronbach’s Alpha Method which indicated high reliability. Qualitative data were analysed thematically along the objectives and presented thematically in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Sciences (SPSS 23) to test the hypotheses. Quantitative findings were presented using tables and charts. Results indicated that gifted learners in Nairobi County public schools exhibited positive self-concept characteristics, practiced self-regulated learning, engaged in problem-solving frequently, and benefitted from achievement motivation. Also, analysis of the results addressing the null hypothesis showed that problem-solving has a statistically significant influence on academic achievement among gifted and talented learners in public primary schools in Nairobi County. The variable is positively correlated with number work activities (r = .508, p = .005), language activities (r = .538, p = .003), and essential life skills (r = .500, p = .006). It was recommended that Teachers and parents should create an appropriate learning environment for gifted pupils in public schools to create a positive self-concept, motivation, regulated learning, and problem-solving approach to improve their academic achievement.

Mentorship interventions could be a panacea to indiscipline in schools. This paper examines the influence of mentorship interventions on discipline among public secondary school students in Kiambu County, Kenya. Founded on the Personal Construct Theory (PCT), the study adopted the correlational research design, the study targeted the 227 principals 3,479 guidance and counseling teachers and the 89,065 students in Kiambu County. From these, the study sampled 23 principals, 97 teachers and 398 students using the simple random sampling technique. Data was collected using questionnaires, interview guides, and observation schedules. Piloting was conducted to assist in determining the accuracy, clarity, and suitability of the research instruments. The data was analysed using descriptive statistics (mean, frequency and percentages) and inferential statistics (Pearson correlation and multivariate regression analysis at a significance level of 0.05). Data from interviews and secondary data sources were subjected to content analysis procedures. The findings show that there was a positive and significant correlation between students' discipline and mentorship interventions (r=0.403, p<0.05). These findings indicate that mentorship interventions indeed influence students’ discipline in the study area. The study recommends that mentorship programs should be initiated where they lacked to tap into the potential they offered in enhancing students’ discipline.