This study investigates the role of school English language policies in shaping academic
performance among public secondary school students in Kikuyu Constituency, Kiambu
County, Kenya. English proficiency is vital for academic and future socio-economic
success. Despite English’s official status and government interventions to improve
instruction, students in the region often underperform, particularly due to persistent
challenges such as mother tongue interference, resource limitations, and inconsistent
policy enforcement.

Employing a mixed-methods approach, the research examines the formulation,
implementation, and enforcement of English language policies in various school
settings. It also analyzes factors including teacher competence, resource availability,
and students’ socio-economic backgrounds. The findings highlight that irregular
enforcement of language policies, limited teaching materials, and external socio-
linguistic factors significantly hinder English language achievement in the studied
schools.

The study recommends enhanced teacher training, stronger policy monitoring, and
contextual adaptation of language policies—taking into account community linguistic
dynamics and equitable resource distribution. These recommendations aim to guide
educators, policymakers, and stakeholders towards improved English proficiency and
better academic outcomes for Kenyan secondary school students.