Abstract
The current study examined the integral role of subordinate support staff in primary and secondary schools in Kenya on the overall academic performance and social and emotional well-being of students. A total of 80 student respondents currently attending tertiary institutions in Uasin-Gishu and Trans-Nzoia Counties in Kenya were interviewed using an on-spot questionnaire. The findings indicate a near 'fanatical,' 'nostalgic,' and 'emotional' attachment of the student respondents to almost all the various subordinate support staff they interacted with in their formative educational years. Respondents enrolled in boarding schools at an early age reported strong 'emotional' and 'social support' from especially matrons, cooks, and drivers who acted primarily as caregivers. The relationship between students and subordinate staff developed to the extent of students assigning 'nicknames' to some of them. In one of the primary and secondary schools, the school bus was assigned the names 'monkey cage' and 'Lucy.' The student respondents ranked the following subordinate staff as follows: 
 
 Bursar (3%), 
 Secretary/messenger (2%), 
 Laundry attendant (8%), 
 Telephone operator (1%), 
 Swimming pool attendant (4%),
 Bus driver (14%), 
 Health staff (10%), 
 Matron (25%), 
 Cooks/caterers (21%), 
 Cleaner/groundsman (3%),
 Security (9%) 
 
 The results show that 97% of student respondents acknowledged the significant role of subordinate support staff in promoting the overall academic performance and social and emotional development of students in primary and secondary schools in Kenya. The study concludes that the presence of subordinate support staff in the various educational institutions attended by the student respondents had a beneficial effect allowing them to have a more active role in interactions with adults.
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