Big numbers and top results: How headteachers manage

Maseno School, which presented 806 candidates, saw 778 learners qualify for university after posting a mean score of 9.8335. [File, Standard]

As student populations in Kenyan secondary schools continue to grow, principals are facing the dual challenge of managing large enrolments while maintaining academic excellence.

Results from the 2025 Kenya Certificate of Secondary Education (KCSE) examinations show that several schools with hundreds and in some cases over a thousand candidates are not only coping, but excelling, with thousands of learners qualifying for university admission.

As enrolment continues to rise under the new education system, the KCSE results suggest that with strong leadership, discipline, teamwork and parental involvement, principals can manage big populations and still deliver outstanding results.

At Asumbi Girls High School, all 914 candidates who sat the KCSE qualified for university, an extraordinary 100 per cent transition rate.

The school posted a mean score of 9.784, with nine students scoring A (plain), 178 attaining A-, 396 B+, 273 B, 54 B- and four C+.

Similar success was recorded at St Francis Rang’ala Girls High School, where all 736 candidates scored C+ and above, posting a mean score of 9.66.

Maseno School, which presented 806 candidates, saw 778 learners qualify for university after posting a mean score of 9.8335.

The school produced 89 A (plain), 241 A-, 178 B+, 152 B, 78 B- and 40 C+.

At Maryhill Girls School, 654 out of 665 candidates qualified for university, with the school posting a mean grade of 9.9008.

Alliance High School, with 461 candidates, will send 456 students to university, including 128 who scored A (plain).

Maranda High School, which presented 566 candidates, had 557 qualify for university and posted one of the highest mean scores at 10.2.

Nyambaria High School, with a massive candidature of 1,034 candidates, had at least 925 qualify for university, underscoring how large numbers no longer necessarily dilute performance.

Other top performers with large populations include Alliance Girls High School, Nairobi School, Agoro Sare High School, Nyakach Girls, Limuru Girls, Kabianga High School, Machakos School, Kakamega School and Kabarak High School, all of which recorded strong mean scores and high university transition rates.

At Kabarak High School, which presented 405 candidates, at least 400 qualified for university, with 351 learners scoring B+ and above. The school emerged as the top performer nationally, cementing its reputation as an academic powerhouse.

Machakos School principal Benson Manoo says discipline is the foundation of managing large student populations effectively.

“Discipline is a system of rules for managing behaviour and maintaining order. In a school context, discipline refers to the practices and policies the school administration implements to manage student conduct,” Mr Manoo said.

Manoo also says clear planning, academic mentorship and strong parental involvement are critical.

Kabarak High School principal Elisheba Cheruiyot attributed the school’s stellar performance to timely syllabus coverage and a holistic approach to education.

“We registered 406 students for the 2025 KCSE and we are thrilled with the results. Most of our students are ready for university. We do not just teach for exams; we teach for life,” Ms Cheruiyot said, pointing to the school’s strong Christian values and disciplined culture as key pillars of success.

Maryhill Girls principal Grace Macharia said structured academic support is essential in large schools.

“We work with cohorts where students are divided into ability groups in every subject. For the weak students, we do ‘baby-sitting’ every evening to ensure they read and complete assignments,” Ms Macharia said.

At Butere Girls where 793 students sat for exam, 711 qualified to join different universities across the country, posting an 8.168 mean grade. Principal Linda Zalo said teamwork and consistent counselling has been the cradle to making the difference.

“As for numbers and good results, it is about effective curriculum supervision, teamwork and continuous, consistent counselling,” Zalo said.