We are saddened of the sudden demise of Gyavira Otsambo Osundwa, one of our students, on, Sunday, 11th February 2024.
The Strathmore School family wish to convey our deepest condolences to the parents: Mr. Kizito Osundwa and Mrs. Lydia Diffu and their family on this great loss.

Gyavira joined Strathmore School in Grade 7 from All Saints Primary School and has proved to be a cheerful young man who got along very well with his classmates and teachers. He was also a very pious young man who regularly attended Mass in school. We shall all miss him dearly.

The loss of Gyavira is a big blow to the school community, especially to his classmates. The chaplaincy offered Mass for the repose of his soul.
We are all invited to pray for the repose of Gyavira’s soul.

Eternal Rest grant unto Gyavira O Lord, and may perpetual light shine on him forever!

Strathmore believes in the 3 facets of education: Parents, Teachers and Students. When Strathmore School admits new students; we open the gates for the families of the students. We are happy to have a new lot of parents who have joined us from the admission classes of Grade 1, Grade 7 and Form 1.

We wish all our new parents all the best and a warm welcome to the Strathmore School family!

Silvano Borruso(1934 – 2022) was among the first members of staff at Strathmore College (later Strathmore School). For 60 years he gave himself tirelessly in the formation of the thousands of the young people who passed through his hands at Strathmore. We can keep his legacy alive by contributing to the SILVANO BORRUSO MEMORIAL FUND to enable bright children from needy backgrounds enjoy an education at Strathmore.

Contributions can be made in the following ways:

1. Through M-pesa:
Pay Bill Number: 561550

2. Bank Deposit:
Account Number: 03-045-5316235
Swift Code: BARCKENX

3. Cheque
Payable to

Eternally grateful to God for the gift of Silvano Borruso.


We are saddened to announce that Ryan Mathenge Kigo, Form Three, passed away on Monday, 25th October 2021 at around 12:15pm. Fr. Francis, the School Chaplain spent time with him the same morning and gave him the Anointing of the Sick.

Same Monday afternoon, the Principal and some teachers held a special session with Ryan’s classmates. Fr. Francis gave a short talk to them and led the Form 3 class in prayers for Ryan’s soul.

We are also very grateful to Mrs. Pauline Kamuti, a counsellor and a past parent of the school for graciously agreeing to offer Ryan’s classmates group counselling on short notice. We appreciate the strong bonds that Ryan had forged with his classmates and the need to keep the class positive and encouraged.

We would like to offer our sincerest sympathies to Jennifer Kigo, Ryan’s mother, his brother and the entire family. We pray that God will give them peace and consolation during this very difficult period.

We thank God for the gift of Ryan. We also thank the Form 3 parents, for standing with Ryan’s family during his hospitalisation. We thank you for your prayers, moral support and financial contributions. In a special way, we thank all those parents who accompanied their sons to donate blood for Ryan on Sunday. Your love was overwhelming to the family.

As you are aware, ICU hospitalisation is usually very costly. We continue to appeal for financial support to help the family offset Ryan’s hospital bill which currently stands at KES 2 Million. The contributions will also go a long way in enabling us give Ryan a befitting send-off.
Donations can be sent by M-Pesa:


We keep praying for the repose of Ryan’s soul and for the family.

On August 30th 2021 and September 6 2021; Form 1 and Grade 1 parents respectively, had a virtual orientation meeting.

Strathmore School places a lot of emphasis on the participation of parents in the education process of their children. This goes a long way in strengthening the partnership between parents, teachers and students.

In these meetings the Educational philosophy of Strathmore School, Discipline procedures in the school, the role of the chaplaincy, and how the tutorial system – individual mentorship – works in Strathmore were explained.

The links for the recordings are below:

Start Time : Sep 6, 2021 04:20 PM

Topic: F1 Parents Orientation Meeting
Start Time : Aug 30, 2021 04:04 PM


  1. Let them see you pray.
  2. Say simple prayers with them every day.
  3. Teach them God is our Father and we should please him.
  4. Teach love for the Blessed Eucharist through the importance it has in your life.
  5. Pass on your own love for Our Lady.
  6. Introduce your children to Jesus’ life through the stories you tell.
  7. Talk of God, naturally in the family.
  1. Foster their daily prayers.
  2. Help them to see the importance of sacraments in your life.
  3. Take an interest in school religion lessons and homework.
  4. Teach them to say sorry to God when they offend him.
  5. Emphasise the positive importance of doing good and working hard.
  6. Let the children see your behaviour is consistent with your values.
  1. One cannot force piety; don’t lecture; help them reflect on the causes and consequences of their actions.
  2. Help them to see that struggle, and ups and downs are a part of life and the virtue of fortitude.
  3. Open their horizons to works of mercy and generous ideals.
  4. Give example of the cheerfulness and generosity that your life lived with Faith should produce.

New South Wales.

Education in the Human Virtues as the Basis of Genuine Freedom

In Strathmore School, great stress is placed on developing human virtues, or strength of character, because these virtues enable a person to be self-directing in life – to be truly free. Freedom is not seen as mere freedom from constraints but as a capacity to carry noble convictions into action. Too often man finds himself limited and inhibited by his own failings, ignorance or unquestioning conformity. Ultimately, the capacity to truly love others and to be happy is a consequence of character with a well-rounded development of virtues. The family, where an overriding motivation is the welfare of the other members, is the environment “par excellence” for fostering virtue.

Man cannot live without love. He remains a being that is incomprehensible for himself, his life is senseless,
if love is not revealed to him, if he does not encounter love, if he does not experience it and make it his own,
if he does not participate intimately in it….
Pope John Paul II, Redemptor Hominis, 10

Teaching Virtues in the Family
A virtue is a readiness in one’s character to act in a particular way for a good motive. Simply speaking, it is a good habit and so is acquired by carrying out some good act with some regularity. Over time this regularity builds an enduring strength in one’s character.
Early childhood
In a young child the foundations of virtue are built by example, clear consistent guidelines, routines, close follow up, and punishments imposed without anger.
Later childhood
When a child is older the focus continues on orderly routines and clear parental expectations, but attention to his motives becomes more  important. The child can be helped to reflect on his own actions by asking him to make certain decisions himself, by teaching him to learn from his mistakes and to have a optimistic view of difficulties, and, when necessary, by the imposition of punishments which are most effective when they help the boy remedy the consequences of his poor actions. In these years children are able to take far more responsibility for their own character improvement. They respond very well if encouraged to act from motives of charity towards a parent or one of their sisters or brothers. Home atmosphere and family example continue to play a major role, consolidating the habits acquired in earlier years. The value of a positive peer group becomes very noticeable also at this time.
Teenage Years
In teenage years, a boy or girl develops the adult capacity for independent action based on personal conviction. It is good and natural that teenagers should want more and more freedom and autonomy; it is a prerequisite for a mature personality. Parents should not be scared when they observe a growing independent spirit in their son or daughter. They should not react with panic and legislate rules as if their teenager were still a child. Nor should they retard the development of their offspring by smothering him with childish pampering. Nor should they look on fondly as their teenager exhibits every sort of silly, superficial behaviour, naively justifying it with words such as “kids will be kids”. Virtues are not fostered impersonally. A teenager will grow in virtue because he is encouraged personally to improve himself, to seek higher ideals, and to act from better motives. Parents must be in a position to talk frequently and confidently to their teenage son and daughter so that they can provide this affectionate encouragement. The foundations for such a relationship are sown in the friendship and time spent together in childhood years.
Only if such a close relationship exists will the firm, clear guidelines needed in teenage years be trustingly accepted. And only through such a close relationship will the parent have sufficient sensitivity and understanding for their teenager’ s thoughts and feelings, and sufficient respect for his or her legitimate freedom.

A suggested arrangement of virtues according to age

Up to the age of 7 From 8 to 12 From 13 to 15 From 16 to 18

Cardinal Virtue

  • Justice
  • Fortitude
  • Temperance
  • Prudence



  • Charity
  • Faith
  • Hope
Key Human


  • Obedience
  • Sincerity
  • Orderliness
  • Fortitude
  • Perseverance
  • Industriousness
  • Patience
  • Responsibility
  • Justice
  • Generosity
  • Modesty
  • Moderation
  • Sociability
  • Friendship
  • Respect for others
  • Simplicity
  • Patriotism
  • Prudence
  • Flexibility
  • Understanding
  • Loyalty
  • Audacity
  • Humility
  • Optimism

Happiness and human maturity

SOURCE: Redfield College, Sydney.

Some proven tips for Father-Son Communication.

1. Chat regularly about anything and everything. Talk about things you know are on his mind, specific things that have happened to him in the day. ( “How” and “Why” questions work best.) But also make a point of broadening his interests, and general knowledge. Use your chats to pass on charitable ways of looking at people, concern to help others, the need for determination and will power, sincerity, and cheerfulness… remembering that, while your example is the best teacher, what you say does have an impact.

2. Do things together. Be a part of the children’s interests. Read up on their hobbies and their sports. Foster the interests that you think will suit them. Work on combined projects.

3. Don’t do jobs alone…repairs, projects, and recurring maintenance and gardening. Give your son a role to play appropriate to his age; guide him through the challenging parts. Provide encouragement and instruction.

4. Try not to go on car trips alone…not even to the shops. Use regular trips (Saturday sport, etc) to have your regular chat.

5. Read stories to your son when he is young. For the years when he is learning to read listen to him each night and still read to him. Develop a culture of reading at home through your example, and your interesting and enthusiastic conversation about the wide variety of books and articles that you have read and are in the middle of. Take your son to the library regularly and help him to choose good books. Read sometimes instead of having the television on.

6. Say prayers with him at his bedtime. Start young, when he is only a little toddler. Use the opportunity to build a routine of having a chat every night before he goes to sleep.

7. Use your chats to give timely sex education and advice. It is only right for a child to learn the most intimate truths of human love from his parents. Unnecessary problems arise in almost every case if this does not happen. As a rule of thumb, children should have learned the facts of life from their parents by the time they are ten years old, and by twelve they should be have a clear understanding of the mistakes that people can fall into.

8. Remember that a parent’s moodiness, tendency to impatience or anger can have a serious effect on the confidence that a child and adolescent will be able to show. A father who is dogmatic, who prefers to talk rather than listen, who talks about himself too much, or is too easily critical of the efforts, interests and friends of his son will find son reluctant to communicate. Similarly, a father who is passive or too involved in his own interests will blunt his son’s desire to tell him anything.

9. Correct your son calmly, explaining the reasons. This is perfectly compatible with being firm, and with imposing a fitting punishment or  sanction for misbehavior. Try to be consistent with your spouse in your decisions and follow up punishments to ensure that they are completed. Use the opportunity that problems and mistakes provide in order to get at the causes, helping your son grow in his character.

SOURCE: Redfield College, Sydney.


The development of critical thinking is one of the most important processes during adolescence. It is the ability to make correct decisions based on the right values. A person who thinks critically judges and acts from inner principles and a depth of conviction. He is not particularly susceptible to peer pressure. Nor is he prone to rash judgments or emotional reactions to situations.

At its deepest level, critical thinking implies that a person has understood and taken to heart values which will lead him to happiness both in the future and in eternity.

The virtue of prudence, or sound judgement, underpins critical thinking. Sound judgement always starts with a solid grasp of what the reality of a situation is. Only if the facts are considered can sensible decisions be made. How many arguments and mistakes we would avoid if we simply acted objectively, taking care to find out the relevant facts first.

Teaching critical thinking.

Parents should help their children look for the facts in a situation. This helps them to avoid decisions based on incomplete information, emotion or personal prejudice. Secondly they need to give their children sound standards with which to evaluate right and wrong actions. For adolescents, this mainly involves making the family values their “own” and matching their behaviour to these values. They need to learn to reflect on their motives. Thirdly they need to build up in their children the strength to commit themselves to choices in life, and follow through resolutely on these decisions.

Some practical suggestions…

Laying the Foundations for Critical Thinking.

1. Teach children to pay attention to facts and details. Play observation, concentration and memory games. When you need to know “What happened?” insist on main facts not trivia.

2. Give reading a high priority in the home. Children should read some time every night and every day in the holidays. Read to them. Let them see you reading much more than they see you watching TV. Have a quiet time each evening when you read too. Talk about what you have read. Take the children regularly to the library.

3. Insist that children learn to listen as well as express themselves. Each should value what others have to say at the dinner table.

4. Teach the difference between fact and opinion, and between fact and fiction. Observe your children’s reactions as they watch TV. Talk about television programmes afterwards.

5. Truth is sacred. Always follow up every lie and insincerity of a child.

6. Be open to learning new things and share this fascination for knowledge with your children. Visit museums, concerts, exhibitions and performances. Explore the geography of Sydney. Let them see you making new friends. Show an active interest in other cultures, nature, and world events. Shun cultural complacency.

7. Be approachable. Make it easy for your children to ask questions and advice. Avoid extremes of passivity (“Not now, son!”) and of being a parent who is a boring know-all, or who can’t admit a mistake.

8. Give clear advice that works. Your son or daughter will come back if it is helpful.

9. Have clear standards for respect, cooperation, responsibility, work and personal presentation in your home.

10. Teach the process of establishing standards and then judging according to those standards. Have discussions about the relative merits of toys, cars, ads etc according to agreed criteria.

Teaching critical thinking to adolescents

Family Values

1. Have a clear vision of your family values. Ensure that these values will provide answers for this life and the next, and are neither arbitrary nor self-centred.
2. Give moral leadership. Explain the motives and values that underlie your behaviour and expectations.
3. Help them to see that the way they spend money reflects their values. Talk of your family budget as a numerical measure of the family values.

Teenagers need to think

4. Require your adolescent to think much more than to do. Don’t require conformity with your own behaviour. Do insist on family values and that he reflects on the consistency of his behaviour with his values.
5. Help him to focus on the facts. Ask not only “What do you know about this matter?” but also “How do you know?”.
6. Ensure that your teenager’s life is not dominated by activity and incessant noise which would drown out personal reflection and thought. Pick up “escapist” behaviour early…constant loud music, self imposed isolation from the rest of the family, friends who are never brought home, intolerance of other family members, going out too often, etc.

Coping with influences and prejudices

7. Watch for signs of ideological influence…stereotyped jargon in conversation, aggressiveness, changes of friends, etc. Teach him to see through the ideological arguments which society bombards us with…materialism, individuality, freedom above everything, pleasure and comfort as the goal of life, power and success, etc. Show that these values are only half truths, are based on a impoverished view of man, and can tell us little about love and lasting happiness.
8. Encourage him not to give his opinion lightly. Help him to see the need to recognise his own prejudices, hear both sides and get all the facts before making up his mind.

Giving information

9. Give standards and information according to the 3C’ .sBe Clear, Concise, and then Change the subject.
10. Think ahead. Be prepared to answer difficult questions with good reasons.
11. Avoid arguments. Don’ t lecture, nag or get angry. Disagreements usually arise when two parties have not agreed on the facts or on the criteria on which to judge those facts. Emotions cloud rationality and the teenager is likely to become intimidated, resentful or insincere.
12. When you do have an argument, talk afterwards, clarify goals and values, and reconsider sanctions which may have been excessive in the heat of the moment.

Decision Making

13. Ask him to reflect on the causes and consequences of his actions. Teach to foresee consequences and to face consequences.
14. Ask “what” and “why” as well as “how” and “when” about things he wants to do.
15. Often you can request an adolescent to make his own decisions, having first helped him to consider whether he has the correct information, and whether he has considered the various options and consequences for himself and others. Point out to him the options which you cannot allow him to choose because they would involve physical or moral danger.
16. Consult your teenager in your decisions which will affect him. This at least means that you will better understand his position when you make a decision and it will teach him to take others’ viewpoints into account in his decision -making.

Building character in adolescence

17. Help him discover that development of character involves three stages:

  1. Know yourself.
  2. Possess yourself.
  3. Give of yourself.

18. Help him to know himself; to think about himself and what he can contribute in life with objectivity. Help him to understand emotions; that in themselves they are good, but can be fickle and destructive if they are not guided by our intelligence. It is less important to “feel good about oneself” (such a common phrase these days) than to “think” good about oneself.
19. Help him to “possess himself”. Once a person knows himself and his possibilities, he can set attainable goals, act effectively, and strive to become better.
20. Help him give of himself to be people-centred not thing-centred. This attitude of self-giving is an expression of love.
21. Teach that love is the key to real happiness, but that in this life love is interwoven inescapably with suffering.

SOURCE: Redfield College, Sydney.

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