SR. MARY WAMBUI NJANE2026-04-012026-04-012025-03https://repository.tangaza.ac.ke/handle/123456789/1594This study assessed the influence of students’ participation in decision-making on school discipline in public secondary schools in Rongai Sub-County, Kenya. It was guided by the following objectives: to examine how students’ participation in classroom decisions influence discipline; to assess whether students’ participation in making school rules and regulations affects discipline; to determine whether students’ participation in co-curricular activities decisions influence school discipline in public secondary schools in Rongai Sub-County. The study was grounded in the theory of participation and adopted a mixed-method approach with a convergent parallel mixed design. The target population consisted of 29 public schools, 29 principals, 230 teachers, and 4998 students. Simple random sampling was used to select 9 out of 29 public secondary schools. All the 9 principals of the selected schools were automatically included in the study. The study used proportionate stratified sampling to select 144 out of 230 teaches. Proportionate stratified sampling was also used to select 357 out of 4998 students. Data collection instruments included questionnaires for students and teachers while interview guides were used to collect data from the schools’ principals. Instrument validity was ensured through experts’ review, and reliability was tested using Cronbach Alpha. Quantitative data were analysed using a Statistical Package for Social Sciences (SPSS) version 25 and presented in tables of percentages, mean and standard deviation. Qualitative data were analysed thematically and presented in narratives and direct quotations. Ethical principles guided the research process. Key findings revealed that teachers involved students in classroom decision-making to a moderate extent, an observation corroborated by the school principals. However, students' involvement in classroom decision-making was generally limited. Teachers indicated that students participate in setting rules and regulations to a moderate extent, but this view was contradicted by principals, who aligned with students in stating that their participation is minimal. Similarly, while teachers reported that students engage in decisions regarding co-curricular activities to a moderate extent, principals supported students’ claims that their involvement remains low. The study recommended that principals should enhance collaboration between teachers and students, emphasizing active student participation to foster discipline in public secondary schools in Rongai Sub-County, Nakuru County, Kenya.enThesis