In recent years, there has been growing concern over the behavioural patterns of Senior High School (SHS) students in Ghana. Commonly cited issues include indiscipline, superficiality, declining academic seriousness, disrespect for authority, substance abuse, premature sexual activity, and an obsession with wealth and fame. While the Free SHS policy introduced in 2017 has often been targeted as the root cause of these trends, this viewpoint neglects the broader societal shifts that have shaped this generation of students. To better understand and address the challenges posed by these behavioural trends, it is necessary to explore several interrelated factors.
1. Generational Shifts: Age and Cultural Discontinuity
Most of the current SHS students were born after the year 2000 and belong to what is often referred to as Generation Z. This generation is characterised by its immersion in digital technology, fast-paced communication, and global cultural exposure. These students have grown up in a world vastly different from that of their predecessors—marked by rapid technological advancement, greater exposure to international media, and declining influence of traditional values.
Their worldview is shaped by modern cultural references rather than the communal, hierarchical, and respect-oriented ethos that traditionally defined Ghanaian society. For instance, the use of slang, informal interactions with elders, and prioritisation of self-expression over conformity often reflects a generational misunderstanding rather than outright disrespect.
2. Transformations in Parenting Post-2000
Parenting styles in Ghana have also evolved significantly since the early 2000s. Factors such as dual-income households, urban migration, and the increasing cost of living have altered the nature of parental engagement. Parents are now often busier and less available to provide the close supervision and moral instruction that characterised earlier generations.
Moreover, modern parenting tends to be more permissive, with greater emphasis on negotiation rather than authority. This shift—while well-intentioned—has often led to reduced discipline, blurred boundaries, and a lack of accountability among adolescents. The generational communication gap between parents and their children exacerbates this problem, making it harder for parents to influence their children’s values and decisions effectively.
3. Social Media and Digital Influence
The omnipresence of social media platforms such as TikTok, Instagram, YouTube, and Snapchat has profoundly influenced the mindset of today’s SHS students. Unlike previous generations, these students are constantly exposed to curated lifestyles, celebrity culture, and online trends that often promote materialism, instant gratification, and performative behaviour.
Without critical media literacy education and parental oversight, many students internalise these messages without understanding their constructed and sometimes harmful nature. The lack of censorship or guidance in digital spaces has led to increased exposure to sexually explicit content, drug use, and risky behaviour, which students may seek to emulate in real life.
4. Declining Role of the Traditional Family System
Historically, Ghanaian society placed high value on communal living and the extended family system, which helped reinforce norms, discipline, and social responsibility. However, modernisation and urbanisation have contributed to the fragmentation of this social structure. The rise of the nuclear family and individualistic lifestyles has led to diminished community involvement in child-rearing.
In the absence of strong communal and familial supervision, young people may feel less accountable to societal norms. The weakening of intergenerational ties means fewer opportunities for mentorship and value transmission from elders to the youth, increasing the likelihood of behavioural deviance.
5. Inadequate Support Structures Within Schools
While the Free SHS policy has increased access to secondary education across the country, it has also brought challenges related to infrastructure, teacher-student ratios, and student support systems. Overcrowding in classrooms, lack of adequate counselling services, and under-resourced schools make it difficult to provide holistic education that supports not just academic but also emotional and moral development.
Teachers, who are often overburdened, may not have the capacity to address behavioural issues effectively or to serve as mentors in the way they did in the past. The lack of structured character education and psychosocial support within schools leaves many students without guidance in navigating adolescence responsibly.
6. Economic Pressures and the Allure of Quick Success
In a society where youth unemployment is high and economic mobility appears limited, many young people are increasingly drawn to alternative paths to success—often glorified on social media and in popular culture. The glorification of fraudulent wealth (“sakawa”), celebrity status, and luxurious lifestyles without reference to hard work and integrity has created a distorted value system among the youth.
This pressure to achieve material success quickly can lead to frustration, truancy, and engagement in risky behaviours, as students may lose faith in the long-term value of education and discipline.
Conclusion
The behavioural trends observed among SHS students in Ghana today cannot be adequately explained by attributing blame solely to the Free SHS policy. Rather, they reflect broader societal changes encompassing generational shifts, changes in parenting, digital influences, a weakening family system, institutional constraints in schools, and economic challenges.
To respond effectively, a multi-stakeholder approach is required. Parents must be empowered to engage more actively in their children’s development, schools must be resourced to provide both academic and psychosocial support, and policymakers must design youth programs that promote values, resilience, and civic responsibility. Addressing these issues holistically offers a more sustainable path toward nurturing well-rounded, morally grounded students who can contribute meaningfully to Ghana’s future.
Dr. Ibn Kailan Abdul-Hamid
Administrative Secretary
University Teacher's Association of Ghana
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