Parent–Child Communication on the Learning Outcomes of Refugee Primary School Learners in Kakuma Refugee Camp, Turkana West Sub-County, Turkana County, Kenya

Abstract: Communication between parents and children, and between parents and schools, is widely regarded as a central dimension of parental involvement in education. Yet in displacement settings, where families contend with language barriers, mobility constraints, and disrupted livelihoods, the extent to which communication channels function effectively for refugee households remains poorly understood. This study examined the influence of parent–child and parent–school communication on the learning outcomes of refugee primary school learners in Kakuma Refugee Camp, Turkana West Sub-County, Kenya. A descriptive survey design using a mixed-methods approach was adopted, drawing on structured questionnaires administered to 220 respondents (teachers, school administrators, Ministry of Education officers, and NGO education staff), complemented by key informant interviews. Reliability analysis produced an overall Cronbach's alpha of 0.85, with the communication construct recording an alpha of 0.79. Findings indicate a composite mean of 3.50 (SD = 1.23) for communication-related items, the second-highest of four parental-involvement dimensions examined. Parent–teacher meetings were rated the most effective communication mechanism (mean = 3.63), followed by teacher-to-parent communication about curriculum content (mean = 3.57) and school-to-Ministry communication regarding learner outcomes (mean = 3.55). Regular, positive day-to-day communication between parents and teachers recorded the lowest mean within this dimension (3.32), suggesting that communication is concentrated around formal, periodic events rather than sustained routine contact. The study concludes that while structural communication channels exist within Kakuma's refugee schools, their consistency and accessibility for households constrained by language, mobility, and livelihood demands remain limited. The paper recommends diversifying communication channels, strengthening routine parent–teacher contact, and embedding communication support within broader school–family partnership structures. Keywords: Parent–Child Communication; Parent–School Communication; Learning Outcomes; Refugee Education; Parental Involvement