A few years ago, discipline was widely perceived as forthright and essential to the holistic development of children and young adults.
Today, it is more complex, as disciplinary methods are now shaped by changing policies, evolving parenting styles and growing awareness of children’s rights.
Concerns about discipline in Ghanaian schools have intensified in recent years, particularly at the senior high school level, following reported cases of violent clashes, bullying, possession of weapons and assaults on teachers, peers and sometimes support staff.
Education authorities, parents and policy experts say the issue is complex, shaped by policy changes, rising enrolment, social influences and evolving expectations about student rights and teacher authority.
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What is discipline in the school context?
In Ghana, discipline traditionally refers to adherence to school rules, respect for authority, proper conduct, and compliance with academic and moral standards.
It includes punctuality, dress codes, obedience to school regulations, and peaceful behaviour.
Historically, corporal punishment was widely used as a corrective measure.
However, in 2017, the Ghana Education Service banned corporal punishment in schools, aligning with child protection policies and international human rights standards.
The policy shift marked a significant change in how discipline is managed in classrooms and boarding facilities across the country.
Why is discipline under scrutiny now?
Recent incidents in some senior high schools have triggered national debate about whether current disciplinary measures are sufficient.
At the centre of the discussion is a difficult balancing act: how to maintain order and respect in schools without resorting to abusive or outdated practices.
Stakeholders argue that:
• Rising enrolment under Free SHS has led to overcrowding in some schools, making supervision more difficult.
• Reduced reliance on corporal punishment has left some teachers uncertain about alternative corrective measures.
• Social media and broader societal behaviour trends are influencing student conduct.
• Parental involvement gaps are affecting behavioural reinforcement outside school.
The Conference of Heads of Assisted Secondary Schools (CHASS) has, at various times, expressed concern about indiscipline in second-cycle institutions and called for stronger support systems for school administrators.
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The tension between parents and teachers
Educator and youth development advocate, Gifty Alanyo, says that the debate often plays out in conversations between parents and teachers.
Parents insist:
• Don’t beat my child
• Don’t yell at them
• Don’t seize their snacks
• It’s traumatic
Teachers respond:
• We don’t beat
• We don’t scream
• We don’t punish
• But they won’t listen
• Rewards are not motivating them anymore
• They say they already have better things at home
In many classrooms, a teacher may stand before 15 to 35 pupils, sometimes more, to teach them.
It is becoming common to learn that while a teacher tries to manage a large class of students; one child disrupts, another refuses instructions, another talks back, some record teachers on their phones, others openly declare, ‘You can’t do anything to me.’
Gradually, respect erodes, structure weakens and the learning process suffers. Well-behaved pupils become distracted.
Teachers grow frustrated, parents become defensive and the child is often left confused.
So, the challenge is finding a balance.
If all consequences are removed, some warn, children may struggle with authority, responsibility and self-regulation.
If punishment alone defines discipline, children may comply out of fear rather than understanding.
The bigger question
Analysts suggest the real question may be whether schools are teaching self-discipline or merely reacting to misconduct.
The goal of discipline, they argue, is not control but character formation.
Effective discipline, they say, requires:
• Clear boundaries
• Consistent and fair consequences
• Emotional safety
• Respect for authority
• Strong collaboration between parents and teachers
Without alignment between home and school, children may quickly learn to exploit divisions.
A national conversation
Recent incidents of indiscipline in some senior high schools have reignited a national debate, with stakeholders calling for reforms that strengthen guidance systems, improve supervision and clarify disciplinary frameworks.
As Ghana’s education system evolves, the conversation continues: how to restore respect, responsibility and accountability among a generation growing up in a rapidly changing social environment – without compromising child rights or teacher authority.
For many observers, the solution lies not in returning to harsh punishment, but in rebuilding a shared understanding between schools and families about what discipline truly means.
MRA/VPO
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Source:
www.ghanaweb.com
