Abstract
Street children’s prevalence varies globally even among high‐income countries. This prevalence reflects a difference in the social, welfare, and health care factors that influence street children’s holistic development. Studies on the Sustainable Development Goal (SDG) agenda on universal education seem elusive to this category of population. Kenya’s current competency-based curriculum of education defines a pathway for every Kenyan child yet prevalence of street children out of school including Mumias Sub- County continues to grow. Successful rehabilitation and re-integration of street children requires active participation and sustained support from communities in which they live. Researchers examined potential of inclusive education as a strategy for the rehabilitation of street children. Grounded in the Person-Environment (P-E)-Fit theory and the Social Exclusion Theory, this qualitative study explored the paradox of rehabilitating street children through inclusive education in Mumias West Sub-County Kenya amid negative community perceptions. Based on data drawn from 33 sampled street children and 11 key informants, researchers examined community attitudes, stigmatisation, parental involvement, and systemic barriers. Study findings reveal existence of negative community perception at 66.7%, stigmatization prevalence at 66.6%, negative attitude towards re-integration at 72.7%, and lack of direct parental involvement at 72.7%. Focused group discussions and interviews reveal limited community support, participation, and collaboration. This undermines rehabilitation and re-integration efforts for street children. The study recommends establishment and strengthening of multi-sector collaboration frameworks that consist of community leaders, governments, non-governmental organisations, schools and private institutions to create a supportive environment that promotes acceptance and provides psychosocial support for street children.