Background
A survey conducted by the National Commission for Civic Education (NCCE) in 2022 revealed that over 40% of students in SHS have experienced or witnessed bullying, with a significant portion of these cases involving physical violence.
Additionally, the Ghana Education Service (GES) reported a 16% increase in student-related disciplinary cases in 2023 compared to 2020.
These figures underscore the need for immediate attention to policy reforms aimed at curbing the issues.
Recently a student at a renowned SHS in Ghana, was viciously assaulted by 10 seniors in Form 3 for leaving the school walls to buy food.
The attack was brutal as they beat him with hoe sticks, belt hooks, shoes, and stomped on his back, leaving bruises on his torso, upper limbs, and stomach.
This incident, unfortunately, is just one of many reflecting the alarming state of discipline in schools. It raises serious questions about student management, the role of parents, and the current policies governing discipline in educational institutions.
Response
The response of the school authorities was to call on parents to impose punishment on the offending students. But the bigger issue was evident in the discussion that followed: the headmaster and teachers seem to have little or no control over the behavior of students.
This article seeks to address the root causes of this growing indiscipline, examining the impact of Ghana’s educational policies, especially the ban on corporal punishment, the role of parents, and the way forward in managing and preventing bullying in our senior high schools.
Breakdown of Authority in Schools
One of the most glaring issues brought to light by this incident is the breakdown of authority within the school system.
The removal of corporal punishment was a progressive move, but it has inadvertently created challenges in maintaining discipline.
A study by the University of Education, Winneba, found that 71% of SHS teachers feel they lack effective tools to manage indiscipline, leading to a growing sense of helplessness among educators.
Alternative punishments like detention, extra assignments, and suspensions have failed to instill fear or respect among students.
The power dynamics have shifted, as evidenced by the 45% increase in student-initiated complaints against teachers’ disciplinary actions since 2018, further eroding teachers’ authority.
Traditionally, teachers were seen as figures of authority capable of exerting discipline when necessary. However, the shift to more lenient disciplinary measures has stripped teachers of the tools they once had to manage errant students.
As one of the teachers at my cousin’s school lamented, “Students don’t care about the other forms of punishment meted out to them.”
With the removal of corporal punishment, alternative methods such as detentions, extra assignments, or suspensions are often ignored by students.
Worse still, students now feel emboldened to challenge the authority of teachers, calling their parents to complain about even the slightest disciplinary action. As a result, any attempt by teachers to enforce discipline often leads to public outcry or media sensationalism, further eroding their control.
The headmaster’s helplessness in dealing with these issues is not an isolated case. In one case, 15 boys beat up a single student for misplacing a phone the seniors had entrusted to him.
In another, two boys were lynched in another school for stealing phones. In that particular case, the headmaster’s only option was to call the police to arrest the culprits, aged 19 and 20. The prevalence of such incidents raises the question: Why are the headmasters and teachers helpless? How did we get here?
Free Senior High School (Free SHS) Policy: The Unintended Consequences and the Need for Reform
Introduced in 2017, the Free Senior High School (Free SHS) policy aimed to eliminate financial barriers to secondary education, significantly increasing student enrollment.
In fact, the Ministry of Education (MoE) reported a 22% rise in enrollment within the policy’s first year. While this success in broadening access to education is commendable, it has also led to significant challenges.
Schools have struggled with overcrowded classrooms and dormitories, which have fostered a sense of anonymity and reduced supervision. This environment has unfortunately created fertile ground for bullying and peer victimization.
As classrooms and dormitories became overcrowded, it became increasingly difficult for teachers and school authorities to maintain discipline and monitor students effectively.
The anonymity within such large student bodies has allowed bullying and victimization to thrive unchecked.
Compounding this issue is the fact that many parents, no longer paying school fees, have become more disengaged from their children’s education.
Previously, parents had a vested interest in their children’s behavior at school, but the removal of financial obligations has caused some parents to feel less accountable for their children’s conduct, leaving the responsibility of discipline primarily to teachers.
These challenges highlight the urgent need for the government to review the Free SHS policy-not in terms of access, but in addressing its unintended consequences.
To mitigate the negative effects of overcrowding and inadequate supervision, the following measures should be considered: Reducing Class Sizes: The United Nations Educational, Scientific and Cultural Organization (UNESCO) recommends a student-to-teacher ratio of 25:1.
However, many Ghanaian SHS classrooms now hold 45 to 50 students per teacher. To ensure manageable class sizes that promote closer supervision, the government must allocate more funding to build additional school facilities and recruit more teachers.
Improving Boarding Facilities: Overcrowded dormitories have been linked to increase bullying.
GNAT Report
A report by the Ghana National Association of Teachers (GNAT) revealed that 65% of SHS boarding facilities are operating beyond capacity. Expanding existing boarding houses and constructing new ones would help create a safer and more conducive environment for students.
Enhanced Monitoring Systems: Implementing electronic monitoring tools such as Closed Circuit Television (CCTV) in high-risk areas like dormitories, hallways, and dining halls could serve as a deterrent to bullying and indiscipline. These tools would also allow school authorities to swiftly address incidents as they occur.
By addressing these key areas, the government can ensure that the Free SHS policy not only continues to increase access to education but also fosters a safe and disciplined learning environment.
Parental Responsibility and Student Behavior
Indiscipline in schools cannot be fully addressed without examining the role of parents. Increasingly, many parents seem to be neglecting their responsibility in shaping their children’s moral and ethical foundations.
According to the headmaster, “some children spend entire weeks in school without any parent visiting or even calling a teacher to check on their children.”
This disengagement has become more evident since the introduction of the Free SHS policy, where the removal of financial obligations appears to have contributed to a decline in parental accountability.
A 2021 survey by the Ghana National Association of Parents showed that 60% of parents feel less involved in their children’s education now that they no longer pay fees.
This detachment is further evidenced by the way students are quick to call their parents to intervene in matters of discipline, signaling a shift in how they view authority.
Instead of supporting the school’s disciplinary measures, many parents rush to defend their children, often escalating matters to the media or higher authorities, as though their child’s misbehavior is justified.
This approach is detrimental, as it undermines the authority of teachers and emboldens students to act with impunity.
To address this issue, a collaborative effort between parents and school authorities is crucial. Parents need to be reminded of their essential role in their children’s upbringing, and schools must be empowered to discipline students in a manner that is both effective and fair.
Addressing Bullying and Indiscipline: The Way Forward
Bullying, particularly in senior high schools, is a serious issue that demands urgent attention. However, it is not merely a school problem; it is a societal one that requires coordinated efforts from schools, communities, and policymakers.
To address this pressing issue, the Ghana Education Service (GES) must implement clear policies to combat bullying and protect vulnerable students.
One of the most effective ways to tackle bullying is through education and awareness programmes that teach students the importance of respect, empathy, and non-violence.
The GES must institute mandatory Anti-Bullying Education as part of the curriculum.
Research by the Anti-Bullying Alliance in the UK shows that schools with dedicated anti-bullying programs saw a 30% decrease in bullying incidents within two years.
Additionally, alternative disciplinary measures should be explored. Counseling services, peer mediation programs, and restorative justice approaches offer a more holistic way of addressing student behavior.
The Centre for Restorative Justice in Canada has shown that these approaches can reduce repeat offenses by 40%. By focusing on the root causes of indiscipline and providing support to both victims and perpetrators, we can foster a more supportive and positive school environment.
Conclusion
The growing indiscipline in Ghana’s senior high schools is a multifaceted issue that requires a comprehensive approach.
The ban on corporal punishment, while well-intentioned, has left teachers powerless to control unruly students.
The Free SHS policy, though successful in increasing access to education, has created overcrowded schools where indiscipline festers.
Parents, too, have a role to play, but many are neglecting their responsibility to support the school’s authority.
To address these issues, we need a collaborative approach that involves school authorities, parents, the government, and the students themselves.
It is only through such cooperation that we can restore discipline, create a safe environment for learning, and ensure that Ghana’s future leaders are shaped by values of respect, empathy, and accountability.
We cannot afford to wait any longer—the time for action is now.
GNA
