The study assessed the impact of gender-inclusive practices on the mental health of students in higher education institutions in Kenya with a focus on selected Universities
DOI:
https://doi.org/10.51867/AQSSR.3.3.98Keywords:
Gender Neutral Facilities, Gender Inclusion, Higher Education, Inclusive Curriculum, Mental HealthAbstract
There is a growing demand for institutions of higher education to develop an inclusive environment for learning that encourages student well-being and success. While gender-inclusive practices have become more popular throughout the world, empirical evidence on the impact of such practices on mental health among Kenyan university students is still sparse. In this study the researcher looked at impact of gender neutral facilities, inclusive curriculum and pedagogy, and diversity and inclusion training for faculty on mental health of students in selected Universities in Kenya. The study results were based on Inclusive Education Theory. The study adopted the quantitative cross sectional design with Partial Least Squares Structural Equation Modelling (PLS-SEM). Stratified and simple random sampling was used to obtain data from 142 students from four universities in Eldoret, Kenya. Structured questionnaires were used to collect primary data. Results showed that the variable gender neutral facility had a significant and positive effect on the mental health of students (β = 0.798, p < 0.001), and the variable inclusive curriculum and pedagogy had a positive significant effect on students' mental health (β = 0.127, p = 0.011). The mental health outcomes of students, however, were not significantly predicted by the diversity and inclusion training in faculty (β = –0.071, p > 0.05). The three predictors accounted for a total of 68.3% variance in students' mental health. The study's findings suggest that inclusive physical environments and gender-responsive teaching practices play a pivotal role in shaping students' psychological well-being. Universities should therefore focus on inclusive infrastructure, curriculum changes, and on ways to make faculty diversity training more tangible support for students.
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