Nairobi’s Most Vulnerable Population

In my work as a Grantee Specialist, supporting the success of American Indian/Alaska Native Head Start programs, I sometimes hear complaints about the numerous regulations mandated to maintain the federal dollars invested into each program.  There are close to 2,000 federal regulations and it can be quite overwhelming for Head Start staff in trying to maintain compliance.  My role is to find solutions and break through the overwhelming feelings by putting a new perspective on why there are so many regulations; CHILDREN DESERVE THE BEST!  We are serving the most vulnerable population!  The 2,000 regulations support high quality services for every child and family enrolled in the program. 

There are other countries that do not have subsidized programs that can protect and educate their most vulnerable population.  Currently Nairobi has approximately 60,000 street children, between the ages of 4 and 18, living on the streets because they have been abandoned by their parents.   The children are victims of poverty and abuse with no access to education.  When found by police, the child will be institutionalized until a juvenile court ruling determines the future for the child; which can be continued confinement in an institution or resources become available to support family reunification.

When children are exposed to stressors of this extreme, abandonment, poverty and abuse, their limbic system cannot development to its full potential and children are not able to rationalize and have a deficit in social skills.  Berger states, “Children whose earlier experiences were stressful and who lacked nurturing caregivers may have impairments of their limbic systems” (2009).

Thanks to an Italian Cooperation project named, “Children Community Safety Nets”, there are Italian teachers working with the Nairobi police force on changing their approach to children and this team of teachers is also working with the staff at three different ‘remand’ schools; the Children Remand Home, Dagoretti Rehabilitation Institute and the Thika Children Rescue Centre.  The Italian teachers and the Nairobi staff worked together to develop a manual that guided step-by-step instructions for supporting children learn how to gain a sense of self, learn how to improve relations with others, learn how to cope in the current environment and how to make good choices that will produce positive future consequences.

References:

Berger, K. S. (2009). The developing person through childhood (5th ed.). New York, NY: Worth Publishers.

Cooperation: in Kenya for the protection of vulnerable children. (16 May 2011). African Press Organisation. Database of Press Releases Related to Africa.  Retrieved May 28, 2011, from ProQuest Central. (Document ID: 2348083091).