Browsing by Author "Nabiswa, Janet"

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An Investigation of Risk Perception and its effect on Psychological Distress Experienced among Micro and Small Enterprises Owner-Managers in selected Counties, Kenya.
(Quest Journals: Journal of Research in Humanities and Social Science, 2023-08-17) Nabiswa, Janet; Makhanu, Ferdinand
This article explores psychological distress experienced by owner- managers of Micro and Small Enterprises often overlooked by business development services based on hyped perception that entrepreneurial process and business growth is full of obstacles and challenges. Authors argue that in spite of the acknowledged contributions made to the respective global economies especially in terms of employment creation, scanty studies have focused on psychological distress as well as cases of trauma associated with entrepreneurial process. The discussion is based primarily on a systematic literature review on entrepreneurial traits and an analysis of a survey finding carried out on owner-managed enterprises in the Counties of Bungoma and Trans Nzoia Kenya. The theory of firm formation by Kihlstorm and Laffont together with the model of entrepreneurial choice by Jovanovic informed the conceptual thinking in this study. Mixed methods research design was employed. The study concludes that failure rates of Micro and Small Enterprises remain alarmingly high due to psychological distress and that there is need to empower owner-managed small enterprises on risk perception and assessment together with coping skills.
Analysis of Inclusion for Persons with Disabilities within Learning Institutions of Bungoma County, Kenya
(Quest Journals: Journal of Research in Humanities and Social Science, 2023-08-20) Nabiswa, Janet
Disability as a concept has been evolving mainly driven by results from the interaction between persons with impairments and attitudinal and environmental barriers, a perspective that has received some level of consensus anchored around the UN Convention on the Rights of Persons with Disabilities (UNCRP). Whereas the Sustainable Development Goal 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030; emphasis being on inclusion and equity as a basis for laying foundations for quality education and learning, this remains a mirage in most developing economies, Kenya included. The UN encouragement of Countries to provide infrastructure which guarantee inclusion and equity in and through education systems and programs is yet to be empirically demonstrated and documented. Scanty empirical studies exist on this aspect hence the need for the study on disability inclusion within learning institutions of Bungoma County, Kenya. The study utilized a conceptual Framework as designed by the UN: international normative frameworks relevant for the achievement of SDG 4 for persons with disabilities. The study utilized the cross sectional survey design, where the researcher investigated the population of learners by selecting samples from learning institutions to discover and analyze level of inclusivity. The study area comprised basic education sector and higher education sector within Bungoma County. The study found that in spite of an upsurge in enrolment of teachers training in special needs education, those available in the education sector are still too few hence continued neglect on inclusivity of PLWD in learning institutions in the study area, which could be true across the country Kenya. Further, in both the basic education schools and the university set up, emotional and behavioural disabilities were ranked numbers one and two respectively in terms of being a challenge and limited strategies of inclusivity for this cadre of PLWD within education ecosystem. There is serious need for deliberate effort to marshal resources and strategies to address this type of disability across the education learning continuum.
Analysis of student deviant behaviour most prevalent in schools of Bungoma County
(Quest Journals Journal of Research in Humanities and Social Science, 2016-06-08) Nabiswa, Janet; Misigo, Bernard L.; Makhanu, Ferdinand N.
Deviant behaviour in secondary schools continues to be a matter of global concern. Knowledge of the kinds of deviance being indulged in and the role it plays in particular individuals, groups, schools, communities or sub-cultures is vital for any prevention programme yet this has been missing. Whereas several studies have been done in Bungoma County targeting student indiscipline and specific deviancy like theft, bullying and devil worship, limited studies exist that have purposed to undertake a holistic assessment to enable a fair picture of deviancy prevalence in the schools within the County. This study addresses this gap by examining types of deviance and their prevalence in selected secondary schools. Using a sample survey design, data was collected through questionnaires and interview schedules and analyzed descriptively. Results showed that all the twelve sampled types of deviant behaviour exist in sampled schools though in varying scale of severity. Prevalence ranged between 21% and 3%. The findings give an empirical backing for education stakeholders to reengineer strategies on addressing deviance and mitigate trend of deviant behaviour in schools. The study recommends respect for students’ rights to self expression cognizance of dynamism in deviance and diversity of norms driven by modernity and complex societies.
An assessment of features of school culture influencing student deviance in schools within Bungoma County, Kenya
(KIBU, 2018-06-14) Nabiswa, Janet; Misigo, Bernard L; Korir, Daniel
Whereas many schools have been known to exhibit strong school cultures that seem to drive academic excellence, deviant behaviour in schools continues to be a matter of global concern. Knowledge of the role school culture plays in mitigating deviance is vital for any prevention programme yet this has been missing. The purpose of this study was to address this gap by examining influence of features of school culture on student deviant behaviour in secondary schools of Bungoma County, Kenya. A sample size of 79 was used from a study population size [N] of 504 composed of school management staff in secondary schools of Bungoma County. The mixed research design that comprised of concurrent triangulation, correlation and phenomenology was employed. Multiphase and stratified sampling was used to select schools. Purposive sampling was used to select school management staff. The data for the study was obtained through questionnaires and interviews. Descriptive statistics: cross-tabulations and frequency tables together with inferential statistical analyses: Chi square and simple linear regression analyses were used to analyze the data. The study established that all the sampled features of school culture were being applied in schools within Bungoma County. Chi-square tests revealed a significant relationship between features of school culture and student deviant behaviour prevalence in Bungoma County schools. Regression analysis revealed a weak to moderate relationship between features of school culture and deviance levels. The study concludes that school culture influences student deviant behaviour prevalence. The study recommends that alleviation of student deviant behaviour in Bungoma county schools requires formulation of school cultures that ensure engagement of partnerships both within school and family environments as prescribed by Bronfenbrenner’s model. The findings give an empirical backing to educational policy makers in addressing school culture as an important variable among contributors to student deviance.
Assessment of Nexus Between Features of School Culture and Student Deviance in Schools Within Bungoma County, Kenya
(Asian Journal of Educational Research, 2017-09-29) Nabiswa, Janet; Misigo, Bernard L.; Korir, Daniel
Whereas many schools have been known to exhibit strong school cultures that seem to drive academic excellence, deviant behaviour in schools continues to be a matter of global concern. Knowledge of the role school culture plays in mitigating deviance is vital for any prevention programme yet this has been missing. The study sought to address this gap by examining influence of features of school culture on student deviant behaviour in secondary schools of Bungoma County, Kenya. A sample size of 79 secondary school management was used from a study population size [N] of 504. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. The data for the study was obtained through questionnaire, interviews, document analysis and direct observations. Results were analyzed using cross-tabulations, frequency tables, Chi square and simple linear regression. The sampled features of school culture were being applied in schools within Bungoma County and Chi-square tests revealed a significant relationship between features of school culture and student deviant behaviour prevalence in schools. However, regression analysis revealed a weak to moderate relationship between features of school culture and deviance levels. The study concludes that features of school culture influences student deviant behaviour prevalence hence other than direct punishment of deviants, school cultures with features loaded with preventive and corrective aspects should be embraced. The findings strengthen empirical view to education sector towards packaging school culture as an important variable to mitigate student deviance.
Community Perception of Inclusive Education and Rehabilitation for Street Children in Mumias West Sub-County, Kenya
(Research Journal of Education, Teaching and Curriculum Studies, 2026-07-23) Nabiswa, Janet; Mabele, Elizabeth
Street children’s prevalence varies globally even among high income countries. This prevalence reflects a difference in the social, welfare, and health care factors that influence street children’s holistic development. Studies on the Sustainable Development Goal (SDG) agenda on universal education seem elusive to this category of population. Kenya’s current competency-based curriculum of education defines a pathway for every Kenyan child yet prevalence of street children out of school including Mumias Sub- County continues to grow. Successful rehabilitation and reintegration of street children requires active participation and sustained support from communities in which they live. Researchers examined potential of inclusive education as a strategy for the rehabilitation of street children. Grounded in the Person- Environment (P-E)-Fit theory and the Social Exclusion Theory, this qualitative study explored the paradox of rehabilitating street children through inclusive education in Mumias West Sub-County Kenya amid negative community perceptions. Based on data drawn from 33 sampled street children and 11 key informants, researchers examined community attitudes, stigmatisation, parental involvement, and systemic barriers. Study findings reveal existence of negative community perception at 66.7%, stigmatization prevalence at 66.6%, negative attitude towards reintegration at 72.7%, and lack of direct parental involvement at 72.7%. Focused group discussions and interviews reveal limited community support, participation, and collaboration. This undermines rehabilitation and re-integration efforts for street children. The study recommends establishment and strengthening of multi-sector collaboration frameworks that consist of community leaders, governments, non-governmental organisations, schools and private institutions to create a supportive environment that promotes acceptance and provides psychosocial support for street children.
Effectiveness of Rehabilitation Programmes in Management of Juvenile Delinquency within Penal Institutions in Kakamega County, Kenya
(International Journal of Multidisciplinary and Current Research, 2020-09-16) Savatia, Beryl Asenwa; Simiyu, Ruth, N.; Nabiswa, Janet
Juvenile crime is a major concern Worldwide. The purpose of this study was to evaluate the effectiveness of rehabilitation programmes in management of juvenile delinquency within penal institutions in Kakamega County, Kenya. The study was guided by social learning theory. Quantitative data was analyzed descriptively and presented in form of figures and tables. A total of 335 respondents were sampled. They included 279 juveniles, 36 key informants, 10 relapsed juveniles and 10 reformed juveniles. Purposive sampling was used to sample key informants and random sampling was used for committed juveniles. Snowball sampling was used for relapsed juveniles and convenience sampling was used for reformed juveniles. Primary data was collected by use of questionnaires, interviews, FGDs and observation checklists records. It was established that juveniles were taken through vocational training, guiding and counseling and formal education programmes. Rehabilitation process was not successful at (94.7%). Rehabilitation programmes were affected by the physical and human environment at (74%). Lack of after care services hindered the effectiveness of rehabilitation programmes at (43.0%). It was also revealed that rehabilitation programmes in juvenile penal institutions do not successfully reform the juvenile offenders. The study concluded that the current rehabilitation programmes had a negative impact on juveniles.
Emergency Strategies in the Management of Human Wildlife Conflict for Sustenance of Livelihoods and Education in Baringo North Sub-County, Kenya.
(Quest Journals: Journal of Research in Humanities and Social Science, 2023-01-11) Nabiswa, Janet; Cheptarus, Gideon
Human-wildlife conflict (HWC) has reached disaster proportions based on number of deaths of human and wildlife whether as absolute figures or even in the context of destroyed fauna and flora globally. The convergence areas of conflict are around protected areas, where wildlife population is higher and wild animals often stray into adjacent cultivated fields or grazing areas. This study focused on Kamnarok National Reserve in Baringo North Sub-County, Kenya which has received scanty empirical focus on this aspect of HWC. The main objective of the study was to examine emergency response strategies in the management of HWC for sustenance of livelihoods and education in Baringo North Sub-County, Kenya. The study was guided by Kenneth’s and Kilmann’s Conflict Styles theory together with Dollard’s Frustration Aggression Displacement theory. A descriptive survey research design was used. The study population was 286 with principal respondents being drawn from adjacent community households that were victims of HWC. Data was collected using questionnaires, interview schedules, and Focus Group Discussions. On emergency response strategies being applied in the study area, coping strategies were rated as follows: seeking medical treatment after attack was rated at 75%; psychotherapy after the attack was rated at 21% while compensation following the attack was rated at 14%. Since psychotherapy support is very critical in emotional healing and reduced trauma while compensation cushions households especially where a breadwinner has been killed or disabled by the wildlife attack, such low uptake is a precursor to continued hostilities and prevalence of HWC. As for mitigating strategies, the need to initiate dialogue with communities living adjacent to the national reserve was supported at 92% just as was the case with erecting electric fencing around the national reserve to keep off stray wild animals. Other strategies like up-scaling of community awareness on likely economic value to the area in the event that wildlife is supported were rated at 88%. Strengthening of community-based conservation as a prevention strategy for boosted socio-economic gains for the local people received an approval rating of 92%. The study concluded that the strategies employed in the management of HWC are not effective in dealing with the problem since they are short lived and are often reactive in nature. Key coping strategies to allow healing emotionally and economically like psychotherapy and compensation were poorly rated. Psychotherapy which is a critical psychosocial component together with compensation should be boosted. Compensation efforts should consider relocation of adjacent communities as effects of climate change take effect and more people initially not covered under compensation policy are affected.
An investigation of prevention strategies applied to minimize student deviant behaviour in secondary schools within Bungoma County, Kenya
(KIBU, 2018-06-14) Nabiswa, Janet; Korir, Daniel; Misigo, Bernard L.
Whereas many schools have been known to exhibit strong school culture practices that drive academic excellence, rampant theft and exam cheating in schools across counties in Kenya have stood out as a unique trend of deviance that could be reflecting absence of a well executed deviance prevention curriculum. Knowledge of the emerging trends in kinds of deviance being indulged in presupposes an effective rollout of preventive strategies within school cultures yet this has been missing. The purpose of this study was to address this gap by investigating prevention strategies being applied to minimize student deviant behaviour in schools within Bungoma County. A sample size of 400 was used from a study population size [N] of 155,796 composed of students, teachers and school management staff in secondary schools of Bungoma County. The mixed research design that comprised of concurrent triangulation, correlation and cross sectional survey was employed. Multiphase and stratified sampling was used to select schools, students and teachers. Purposive sampling was used to select school management staff. The data for the study was obtained through questionnaires and interviews. Descriptive statistics: cross-tabulations and frequency tables together with inferential statistical analyses: Chi square and simple linear regression analyses were used to analyze the data. The study established that all the nine listed preventive strategiesestablishedto minimize student deviant behaviour in schools within Bungoma County were being applied. Chi-square tests revealed a significant relationship between preventive strategiesand student deviance prevalence in Bungoma County schools. The study concludes that while most of the preventive strategies are highly applied within school cultures in Bungoma county, effective prevention curriculum as a core component of preventive strategies is poorly applied. The study recommends establishment and enforcement of a deviance prevention curriculum anchored on schoolwide positive behaviour support systems.
Music Pedagogy and Learner Acquisition of Communication and Collaboration Skills in Public Primary Schools of Bungoma County, Kenya
(Journal of Global Research in Education and Social Science, 2025-05-31) Okadie, Zilpah A.; Nandelenga, Henry S.; Nabiswa, Janet
Music is one of the subjects or learning areas reintroduced in Kenyan primary schools under the Competency-Based Curriculum. Though there are many studies on music pedagogy, there is no specific study that concentrated on Grade Four learners in public primary schools of Bungoma County, Kenya. This study aimed at filling this gap. Based on the Competency Based Curriculum, Communication and Collaboration are among the 21st Century skills that need to be inculcated into learners. The objective of this study was to determine the effect of music pedagogy on learner acquisition of communication and collaboration skills. This study was based on Bruner’s Cognitive Development Theory (1976) and Vygotsky’s Socio-cultural theory of Cognitive development (1978). According to Bruner, learning is an active process in which learners construct new ideas or concepts based on their current or past knowledge. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. This study was carried out in public primary schools of Bungoma County, Kenya. The respondents were 300 Grade Four learners, 20 music teachers of Grade Four, 20 head teachers, 2 Curriculum Support Officers and 1 KICD official. The study was based on Descriptive Survey Design. The instruments of data collection employed were questionnaires, interview schedules and observation guides. Music teachers of Grade Four filled questionnaires. Head teachers, Curriculum Support officers and Kenya Institute of Curriculum Development official were interviewed by the researcher. The researcher observed learners performing selected activities. Research findings indicate that singing, dancing and use of percussions are the main activities that learners do to promote communication and collaboration. This study is expected to help teachers to gauge their levels of preparedness in handling music. Music is a practical-oriented subject and learners ought to be practically involved in every lesson. The Ministry of Education may use findings of this study in capacity building for Music teachers. The findings may also guide the Kenya Institute of Curriculum Development to produce relevant materials and course books for music and an appropriate curriculum design that reflects the reality in the schools.
Nature of Psychosocial Support Provided Towards Education in Emergency for the Girl Child in Turkana West Sub County, Kenya
(Reviewed Journal of Social Science & Humanities, 2021-12-14) Deng, Chelia Rose; Ombachi, Kipkorir Nicholas; Nabiswa, Janet
The objective of the study was to examine the nature of psychosocial support provided towards education in emergency for the girl child in Turkana West Sub-County. Questionnaires were used to collect data from 387 respondents which comprised of primary school girls from Turkana West Sub-County schools. Interview guides and focus group discussions were used to collect data from the key informants who comprised of teachers, head teachers, representatives from the Ministry of Education, Emergency education specialists and UNHCR officials in Turkana West Sub County. The study found out that 71% of the girls agreed that individual counseling has been one of the nature of psychosocial support used to assist girls and advice from the class teacher which rate at 68%. From the results obtained on the nature of the psychosocial support provided to girls in emergency primary education in Turkana west Sub-County, it was found that some support was not effective to the girls. The study found out that, out of the different forms of psychosocial support offered to the girl child in emergency primary education in Turkana west Sub-County, not all schools were given the same support by the NGOs and the government. There was need to improve on the criteria of disseminating the information to the girls and the communities at large. The findings would in turn help the various implementing agencies to develop policies that would ensure girls were supported appropriately in their education. The study results would also add up to the knowledge base on education in emergencies.
Organizational attributes that support reliable Emergency Medical Services response during Mass Casualty Incidents in Nairobi County, Kenya
(International Journal of Scientific and Research Publications, 2021-11-29) Baru, Evelyn; Omuterema, Stanley; Nabiswa, Janet
When disaster strikes resulting in mass casualties, the number of victims rapidly exceeds locally available intervention resources thereby necessitating exceptional response arrangements. When these tragic and traumatizing large-scale events occur, the public expects the local disaster response entities to be on hand to provide much needed assistance. Whereas the ultimate goal of any emergency medical response is to obtain the best possible intervention for the greatest number of casualties, research indicates that the efficacy of the emergency medical services (EMS) organization’s response to past major incidents in Nairobi County, Kenya, has been inefficient. The aim of this study was to address this gap by examining the organizational attributes of EMS organizations that influence reliable disaster response to Mass Casualty Incidents (MCIs) in Nairobi County Kenya. The specific objective of the study was to examine EMS personnel’s perceptions of organizational strategies that support reliable disaster response during MCIs in Nairobi County, Kenya. The study was guided by the high reliability theory as an approach for enhancing reliable emergency medical response performance in dynamic high-risk settings such as mass casualty disaster events. Non-probability convenience sampling approach was used to draw a target study population of 71, out of which a sample size of 54 study respondents comprising certified emergency medical technicians in fulltime employment by EMS agencies in Nairobi County was used. The study used the sequential explanatory quantitative method design. The data for the study was obtained through questionnaires and document analysis. Data were analyzed using descriptive statistics: frequency tables and diagrams were used to present quantitative data. The questionnaire measure of internal consistency yielded a reliability of Cronbach alpha α = .82. The study findings reveal that the EMS personnel in Nairobi County perceive that the EMS agencies’ organizational strategies manifest HRO-like attributes to support reliable disaster response during MCIs. The study findings provide a mindfulness theoretical approach that EMS organizations can adapt to maintain reliable disaster response performance when dealing with the unexpected especially during response to MCIs. The study recommends that to support reliable disaster response performance especially during MCIs, EMS agencies should consider harnessing the existing organizational strategies using mindfulness strategies supported by disaster response policies in Nairobi County, Kenya.
Psychosocial Interventions and Girl child’s Access to Emergency Education within Kakuma Refugee Camp, Kenya.
(Quest Journals Journal of Research in Humanities and Social Science, 2022-09-29) Nabiswa, Janet; Chelia, Rose Deng
Scanty studies have been done on the impact of psychosocial interventions and empowerment of the girl child’s access to education during emergencies especially those situated within refugee camp settings. Education is not just a fundamental right and public good, it also provides an empowering right through which economically and socially marginalized adults and children can liberate themselves out of poverty and fully participate in their societies. This study sought to address this empirical lacuna with reference to girls in Kakuma refugee camp in Kenya. The urgency was reinforced through an assertion by other studies that education needs to be a priority for refugees because children under 18 comprise about half of the global refugee population and that girls are most disadvantaged globally in all refugee contexts. This study evaluated influence of psychosocial interventions on the girl child’s access to emergency education within Kakuma Refugee Camp, Kenya. The study was guided by Maslow’s Hierarchy Theory of Needs as advanced by Abraham Maslow and the psychosocial interventions framework as modified from Ministry of health. The study area was Kakuma Refugee camp within Turkana West Sub-County in Kenya. The study employed a sample survey design. The sample frame was 27 primary schools with a pupil population of 57,000. The girls who formed the targeted population were 14,496 across the 27 primary schools and those sampled for the study were 6000 from 8 schools which had documented psycho-social cases. Guidance and Counselling teachers and Head Teachers were also sampled for this study in addition to two education officers based on their roles and expertise. The study found that only three of the nine psychosocial interventions were fairly rated between 50% and 65% on their application. These were psychotherapy at 64%, guidance and counselling at 60% and remedial classes during holidays at 51%. The study concluded that roll out of psychosocial interventions in the Kakuma refugee camp schools is still low and could have a negative bearing on girl’s access to education in this emergency setting just as could be the case in other emergency settings as averred by previous studies outside the study area. It’s recommended that capacity of teachers and increased funding should be boosted so that psychosocial interventions can be fully applied and spread across to cover a wider number of girls in the emergency settings like Kakuma refugee camp, Kenya.
Stress Triggers among Motorcycle Taxi Riders and their Effect on Road Safety Behaviour within Bungoma South Sub-County, Bungoma County, Kenya
(Eastern African Journal of Humanities and Social Sciences, 2025-09-29) Nabiswa, Janet; Nabiswa, Ferdinand
Motorcycle taxi riders popularly, known as boda-boda riders in Kenya, have become a unique segment within the transport system in urban and rural areas since the early 2000s in Kenya. While their operations remain largely informal, their impact on the economy is significant in terms of employment creation and ease of movement of goods and services. Despite their contribution, boda-boda riders encounter a high-pressure environment and susceptibility to stress. The study examined stress triggers among motorcycle taxi riders and their effect on road safety behaviour within Bungoma South Sub-County, Kenya. The theories of Reasoned Action (1975) and Planned Behaviour (1991) underpinned the study. The sample size of the study was 134 boda-boda riders out of the target population of 450. A descriptive survey design was used. Questionnaires were the principal instrument used for data collection. Demographically, the majority of boda-boda riders fall within the age brackets of 18 to 30 years (77%), the majority had attained secondary education (54%), and a few had a tertiary level of education (29%). Stress triggers that made boda-boda riders susceptible to risky behaviour, hence compromised road safety, were: - inability to save for the future (47%), fatigue and mental overload (40%) and high daily remittance for ‘rented’ motorcycles (29%). Authors argue that given boda-boda riders’ prime ages and level of education, their option to take bodaboda enterprise as a form of self-employment and source of livelihood can be supported through a subtler policy approach anchored on targeted financial literacy, key on prudent spending and investment choices
Student deviance and prevention strategies to boost academic performance in secondary schools: A case study of Bungoma County, Kenya
(Education Research Journal, 2016-06-08) Nabiswa, Janet; Misigo, Bernard L.; Korir, Daniel
Schools, known to exhibit strong school culture practices that drive academic excellence have equally suffered from rampant theft and exam cheating across counties in Kenya. Could it be a unique trend of deviance that could be reflecting absence of a well executed deviance prevention curriculum? Knowledge of the emerging trends in kinds of deviance being indulged in presupposes an effective rollout of preventive strategies within school cultures yet this has been missing. The aim of the study was to address this gap by investigating prevention strategies being applied to minimize student deviant behaviour in schools within Bungoma County. Mixed research design was employed while sampling strategy was a blend of multiphase, stratified and purposive sampling. A sample size of 400 out of 155,796 composed of students, teachers and school management staff in secondary schools of Bungoma County was used. Results were analyzed using crosstabulations, frequency tables, Chi square and simple linear regression. The study found that preventive strategies that were rated highly across schools in ordered ranking were: strong academic programs that are inclusive for all cadres of students; vision of success that is rallied to by school members; cohesiveness and goal focus. However, effective prevention curriculum as a component of preventive strategies was poorly rated. Essentially, it means most schools in Bungoma County lacked a school-wide positive behaviour support system empirically known to offer an effective framework for creating school environment that mitigates deviancy among all students. The study concluded that although a significant relationship between preventive strategies and student deviance prevalence in the studied area existed, effective prevention curriculum as a core component of preventive strategies is poorly applied. It’s recommended that a deviance prevention curriculum anchored on school-wide positive behaviour support systems be implemented in all schools.