Efforts to get an official comment from school headteacher Robert Kyakulaga were unsuccessful, as he declined to issue a public statement, citing a heavy workload.
The recent fire incident at Bishop Senior School in Mukono has thrown the institution into turmoil, after six candidates who had just completed their UCE examinations were arrested over allegations of arson and malicious damage of school property.
The case stems from an October 24, 2025 fire that gutted the warden’s room in one of the school dormitories around midnight.
According to information obtained from the school, the alarm was first raised by the institution’s electrician, who reported a blaze that appeared to have been deliberately set on the mattresses in the warden’s section.
In the aftermath, property worth millions were destroyed, including 30 jerrycans of liquid soap, office furniture, seven school-issued mattresses, six mattresses confiscated from students who had defaulted on school fees, clothing, shoes, and cash belonging to the dormitory warden. Window and door glass panes were also shattered in the incident.
Najib Saiga, a teacher at Bishop SS informed police that the school initially handled the matter internally, suspending the alleged students as investigations proceeded.
However, the case was formally reported to police on November 3, 2025, after the suspects had completed their exams.
Kampala Metropolitan Deputy Police spokesperson Luke Owoyesigyire confirmed that a case of arson and malicious damage had been registered under file number MKN CRB 1554/2025.
“Six suspects have been arrested and statements recorded from the complainant,” Onyango said.
The suspects include; Muwanguzi Jabez Samuel (18), Bukenya Ryan (18), Luminsa Alfred (18), Ntale Deogracious (18) and Kibuuka Christopher (19).
Sources within the school indicate that tension had been brewing between the warden and some Senior Four students, with persistent complaints that the warden frequently reported them to administration, resulting in disciplinary measures and calls to their parents. Frustration and resentment may have contributed to the destructive act.
Efforts to get an official comment from school headteacher Robert Kyakulaga were unsuccessful, as he declined to issue a public statement, citing a heavy workload.
The incident has left the community shaken, raising serious questions about student discipline, administrative engagement, and the rising trend of exam-time unrest in Ugandan schools.
Why Final-Year Students Engage in Strikes
Final-year candidates face intense pressure to perform well in national exams. When discipline issues or disputes with staff coincide with this pressure, frustration can spill over into destructive actions.
Many candidates fear that punishment close to exams may jeopardize their academic future. When they feel targeted by staff — such as frequently being reported to administrators — resentment grows.
In some schools, it has become a misguided peer culture among candidates to stage a dramatic exit, believing it symbolizes seniority or rebellion.
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Students often complain that their grievances are ignored. Without proper platforms to air complaints, they resort to drastic measures — especially when they feel unheard or mistreated.
Gaps in School Administration Highlighted
The school allegedly knew of the tension between students and the warden but may not have intervened adequately. Early counseling or mediation could have prevented escalation.
Waiting nearly two weeks to report the matter to police raises questions about crisis-management capacity and transparency amongst the school’s administration.
Many schools lack strong school counseling units. Students under emotional, academic, or disciplinary stress need structured support.
Suspending students after the incident, instead of addressing root causes earlier, indicates a reactive policy that may fail to deter future cases.
The Bishop S.S fire incident is more than a police case — it is a reflection of the growing mental strain, disciplinary breakdown, and communication gaps in Uganda’s secondary schools.
As authorities investigate, education stakeholders face urgent questions on how to balance discipline with psychological support and constructive student-engagement systems.
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