Fig 2: Dandora area of Nairobi, Kenya (Courtesy of Google Maps TM ).

DOCUMENTATION AND SCHOOL WALK-THROUGH

After paying a courtesy call to the administration, the team was accompanied by Teacher Wesley Muuo, who took us through a tour of the school facilities. The first location was the football pitch. The school pitch was buzzy with the pupils playing and making fun memories during their break time.

One key observation we made was how dusty the soccer field was, for it was bare with no grass, which poses a health risk to the students who could suffer from respiratory problems through dust exposure, which can worsen asthma, allergies, and cause chronic coughs. The dust particles can irritate eyes, causing redness, itching, or infections, and with no grass to absorb heat, the ground becomes hotter, making it uncomfortable and unsafe during play. 

The second location was the end of the football pitch, where it seemed to be the allocated school dumpsite. It was not in a secure location, only a few meters from the classrooms and the football pitch. We were met by burning fumes of plastic bottles, pen lids, and papers. It caused immediate discomfort our team our team was coughing as it was hard to breathe. Burning waste materials causes the release of toxins and heavy metals that can damage the lungs, liver, and immune system. This was very concerning because children are more susceptible because their lungs are still developing, and they breathe faster than adults. At one point, we had to ask the children to move from the area, even though this is their everyday reality. The pressing question is: how much longer must pupils endure this daily reality, with no proper waste disposal system in place and little guidance on how classroom waste should be managed? Without intervention, children grow up thinking burning or dumping waste is acceptable, perpetuating the cycle of waste mismanagement in our communities, which is why we aim to host climate literacy and environmental education sessions. (VIDEO REPRESENTATION)

Thirdly,  we were directed to take a look at the school water point, where, evidently, it was one in the school. The thirsty children from playing were competing to get hold of the tap to drink water from. With at least 3 water tanks carrying 10,000 liters each, which is expected to serve a population of 3000 pupils, they were all queuing to fetch water from one water tap. The pupils waste valuable class time queuing for the only tap. Exclusive of the teaching and non-teaching staff, unfortunately, the reality of water scarcity is an overstretched resource. These not only pose inadequacy in clean drinking water but also water for sanitation and nurturing available green spaces in schools, like agricultural class projects and available planted tree seedlings.

Lastly, the team visited the school entrance, which was devastating to see. Heaps of household garbage had been dumped right at the gate, brought in from the neighboring homes and roadside stalls, structures already showing damage from acid rains. According to Mr. Wesley, local residents dispose of their waste here either very early in the morning, before pupils arrive or late at night when no one is around. Why? The community lacks designated waste disposal facilities. As a result, an informal dumpsite has formed at the school entrance, blocking sewer trenches and creating sanitation hazards. When combined with the burning waste observed inside the school field, it becomes evident that these are not isolated issues but part of a larger structural problem where limited community resources converge to make schools the unwilling host of environmental hazards. The Ukarimu Phase II of environmental education and empowerment is truly an urgent necessity.