Special Needs Teachers Demand Swift Implementation of Presidential Promotion Directive

Teachers in Kenya’s special needs education sector are intensifying calls for the immediate implementation of a government promise to promote them, six months after the pledge was made at State House.

The Kenya Union of Special Needs Education Teachers (KUSNET) has expressed frustration over the delays, saying that the expected promotions and salary increments remain unrealized despite clear directives from President William Ruto.

KUSNET General Secretary James Torome emphasized that the President, in September 2025, directed that teachers in the special needs sector be awarded an additional job group to recognize their critical role in education. “Six months down the line, the Presidential directive has not been implemented. The President promised us. We are asking TSC to move with speed. Before the end of this month, we want to get the results,” said Torome during a donation exercise at Hope Special School.

The delay, according to Torome, has left teachers in limbo, denying them the salary adjustments and benefits that were promised. He urged the Teachers Service Commission (TSC) leadership to fast-track the promotions and implement the directive without further postponement.

Torome also appealed to Treasury Cabinet Secretary John Mbadi to release the necessary funds to facilitate the promotions. He warned that prolonged inaction could affect morale among teachers who dedicate their careers to serving students with special needs.

“Teachers in this sector have been at the frontline, often going beyond their duties to ensure students with special needs are not left behind. It is only fair that the government honors its commitments promptly,” Torome noted.

In addition to the delayed promotions, KUSNET has criticized the slow allocation of affordable housing units to teachers, a commitment that was supposed to see 20 percent of units reserved for educators. Torome pointed out that the agreement lapsed on March 13 without any official clarity, raising concerns over accountability in the handling of housing initiatives.

The issues raised by KUSNET reflect broader concerns within Kenya’s education sector, where delays in policy implementation, salary adjustments, and welfare benefits have long been points of contention. Advocates for teachers argue that timely fulfillment of such pledges is essential not only for morale but also for the overall quality of education delivery, particularly in specialized fields such as special needs education.

President Ruto’s directive in 2025 was seen as a significant recognition of the contributions of special needs educators, who often work under challenging conditions and with limited resources. Many of these teachers have expressed a sense of disillusionment as the promised job group upgrades and accompanying salary increments remain pending.

Education stakeholders, including unions, policymakers, and civil society organizations, are now closely monitoring the situation, pressing for transparency and accountability in the handling of both promotions and housing allocations.

For the teachers affected, the delay is more than just a financial issue—it is about recognition and professional dignity. KUSNET has reiterated that swift action by both the TSC and Treasury is essential to restore confidence and reward teachers appropriately for their dedication.

As the deadline for implementation approaches at the end of the month, all eyes are on the government to ensure that President Ruto’s directive is fulfilled and that teachers in the special needs sector finally receive the promotions, salary increments, and housing benefits that were promised.

Failure to act, according to Torome, risks undermining teacher morale and the broader objective of strengthening the quality of special needs education in Kenya.

The unfolding situation underscores the critical role of teachers in national development and the urgent need for government institutions to honor commitments promptly. For KUSNET and its members, the message is clear: special needs educators will continue to advocate for their rights and professional recognition until tangible results are delivered.

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