Social ills dominate the Nairobi Schools drama festival

Social realities dominated performances at this year’s Kenya National Drama and Film Festival Nairobi regional competitions, with students using theatre, dance and spoken word to highlight pressing challenges affecting young people and their wellbeing.

Parental negligence and drug abuse, slum living conditions, disaster unpreparedness and rising youth violence, learners used the stage to mirror the complex realities they confront daily.

One of the most powerful productions of the festival was ‘The Golden Key’ by Riara Springs Girls High School.

Produced by Jane Mulinge, the play explores the harsh realities of life in informal settlements through the story of Stacy, a student from Mukuru Sinai slum who challenges the elite structures that profit from poverty.

Through a mock court setting, the play exposes issues such as devastating fire outbreaks, poor housing conditions and systemic inequality.

The performance also highlighted government efforts to upgrade informal settlements through the Affordable Housing Programme while questioning whether such initiatives truly benefit the residents they target.

At the heart of the story is a student’s determination to speak truth to power despite threats and intimidation.

The production resonated with many in the audience as it highlighted how poverty and inequality continue to shape the lives and mental well-being of many learners growing up in informal settlements.

Another moving production was ‘Silence Whisper’, staged by Ofafa Jericho High School and directed by Otundo Okari.

The play explores the emotional struggles of a differently-abled child hidden away by his father out of fear of societal judgement.

Written by James Olum and produced by Chief Principal Anthony Thuo, the play raises questions about stigma, parental control and the importance of allowing children to thrive freely.

Through the character Nathan, the play portrays the psychological harm caused when children are denied opportunities because of societal prejudice.

It also highlights the crucial role teachers can play in identifying and nurturing hidden talent among learners.

Drug and substance abuse among young people was another major theme that emerged strongly during the festival.

In a powerful spoken-word piece titled ‘Don’t Waste Your Time on Drugs,’ student Felix Nzuki warned fellow youth about the dangers of substance abuse and how social media often glorifies the vice.

The performance underscored growing concerns about drug trafficking and addiction among young people in urban areas.

Teachers at the festival said the issue has become increasingly visible in schools, affecting students’ academic performance, discipline and mental health.

Concerns about student unrest and the growing influence of external actors in school disturbances were also highlighted.

Shadrack Kimalel Secondary School’s modern dance ‘Mucky Minefields’ examined the rising cases of violent school riots.

The performance illustrated how some protests are manipulated by individuals with selfish agendas, pushing students into destructive actions.

The dance advocated peaceful dialogue as the best way for students to address grievances rather than resorting to violence.

The piece resonated with teachers and education officials who have expressed concern over the recent increase in school unrest across the country.

Traditional storytelling also featured prominently in the festival.

Jamhuri High School’s cultural creative dance ‘Gor Mahia’ told the story of a brave warrior who sacrifices everything for his community but is later neglected by the same people he protects.

The performance delivered a strong moral lesson about gratitude, unity and the importance of appreciating those who serve society.

Through energetic dance, drumming and storytelling, the piece reminded audiences about the importance of communal responsibility.

Other performances tackled issues such as environmental conservation, national values, patriotism, digital responsibility and the rights of the girl child.

St George’s Girls secondary school impressed audiences with their play ‘Rootless,’ addressing girl-child rights. In the performance, a Kenyan school, a brilliant student is nearly denied her moment due to suspicion, prejudice, and misinformation about her identity.

As tensions erupt, hidden family wounds surface, forcing both a divided institution and a broken family to confront truth, justice, and the meaning of belonging.

Ultimately, 'Rootless' teaches that a person’s value should be measured by their character, talent and actions, not by rumours, background, or societal prejudice.

The play calls on schools, families and communities to promote empathy, fairness and truth so that every young person can grow with dignity and confidence.

Through its powerful storyline, the production reminds audiences that belonging is not about where someone comes from, but about recognising their humanity and giving them a fair chance to thrive. 

Through Dagoretti High School, creative dance ‘Tikiti’ is a story on corruption in public institutions produced by John Ndathe, choreographed by Dan Nabiswa and Magdalene Matoka.

Attending an international football tournament is the dream of every football fan. Masibayi, a fan, cannot wait to attend and saves the ticket money. Things turn south when on the d- day he discovers that his ticket is fake and cannot be allowed into the stadium.

It delivers a strong warning that corruption not only affects systems but also affects real people and their aspirations. The dance reminds audiences that honesty, accountability and transparency are necessary to protect the hopes and rights of ordinary citizens.

Nairobi Aviation College also won accolades for the best English play titled ‘Automated,’ which warned about overreliance on artificial intelligence among students entering the labour market.

Education Cabinet Secretary Julius Ogamba emphasised that the festival should remain learner-centred to help students develop creativity and confidence.

“If learners can write creative compositions in class, they can also be excellent playwrights,” Ogamba said in a message delivered by Nairobi Regional Director of Education Reuben Kipturgor.

The CS noted that theatre allows students to openly express experiences that often affect their emotional and psychological wellbeing.

“When learners are allowed to tell their stories through drama, they can express their fears, frustrations and hopes. That is why we are encouraging learner-driven performances where students write their own scripts,” he said.

He added that creativity plays a key role in the Competency-Based Education (CBE) model, which seeks to nurture artistic talent alongside academic learning.

Nairobi region drama chairperson Vincent Akuka said the standards of performances had improved significantly this year.

“Every year, we tap great talents from students. This is an indication that the new curriculum-based education and pathways in senior schools have taken shape. Schools are investing heavily to nurture talents from learners,” he said.

However, he raised concerns about declining performance among boys’ schools.

“Drama powerhouses like Lenana and Nairobi School continue to lose ground in the festival. We want to appeal to principals to assist the boys to realise their full potential,” he said.

The festival, currently at the regional stage, will culminate in the national competitions in Nyeri in a week.