Teachers' Strike Suspended, But Their Psychosocial Well-being Is Non-Negotiable!

"When you can read and write, thank a teacher.”

One day, while travelling, I noticed this statement boldly written in a local language on a tro-tro. Instantly, I felt moved to wish teachers well wherever they may be.

This simple statement shows the great value of teachers to education and society. The ability to read and write, which many people take for granted, is largely the result of teachers’ patience, sacrifice, and dedication.

Teachers have also played a major role in Ghana’s socio-economic development. Over the years, they have trained leaders who have gained international recognition and contributed to almost every sector of the economy.

Recently, Teacher unions suspended their strike following an agreement with the government on new modalities for addressing outstanding concerns over promotions, salary adjustments and allowances.

Chief Executive of the Fair Wages and Salaries Commission (FWSC), Dr George Smith-Graham, said consensus had been reached between the teachers and the government, with both parties signing the agreed modalities.(Myjoyonline.com, 2026). But, underneath these are a critical concern that deserve attention but seem overlooked: The psychosocial well-being of public school teachers.

Matters arising
In Ghana, teachers often seem to be blamed for almost every problem in the learning environment. Whether learners perform poorly, misbehave, or suffer injuries, teachers are often held responsible. The belief is that since teachers are in charge of learners, anything that goes wrong must be their fault.

Their workload is another concern. Beyond teaching, they help keep learners safe, guide them through personal challenges, and sometimes act as counsellors. These responsibilities can cause stress and affect their physical and mental health.

Some basic schools also lack proper sanitation, have damaged buildings, and lack adequate learning materials. These conditions can frustrate teachers. Some even spend their own money to improve teaching and learning. Such pressure can lead to constant worry, frustration, and loss of motivation. In some cases, teachers may decide to leave the profession.

Today, it is even joked that it is difficult for a woman to accept a teacher’s marriage proposal. Though said in jest, this raises questions about society’s perception of teachers and the value placed on their profession.

Some people view teaching as a profession for those who have failed to gain admission to other programmes. Such attitudes can make teachers feel disrespected and affect their confidence and self-esteem.

A few months ago, during a demonstration over unpaid salaries, a nursing mother among the teachers openly said she regretted becoming a teacher. Another teacher remarked, “Teachers are not respected in Ghana at all.”

Sadly, some teachers also face physical abuse from learners and parents. According to GBC Ghana Online (2022), teachers at Our Lady of Fatima Roman Catholic Primary School at Sakaka, a suburb of Tamale, lived in fear following an alleged attack on a female teacher by a parent over the caning of a pupil.

Such incidents can increase the risk of anxiety, burnout, low self-esteem, and constant fear. Negative comments and public criticism can also create bitterness, anger, and frustration among teachers.

UNESCO (2025) reports that teachers experience high levels of workplace stress, including burnout, sleep problems, depression, and anxiety. Large class sizes, low salaries, inadequate resources, and public expectations can make matters worse.

Consequently, some teachers may leave the profession, while others may lose confidence and concentration in the classroom. Margery Mama Akua Tawiah Andah, writing in the Daily Graphic (2026), highlights concerns about teachers feeling less respected and valued. When their efforts are met with criticism rather than support, some may become less willing to share ideas and use their creativity.

Psychosocial support
Psychosocial Interventions: A Handbook (p. 25) defines psychosocial support as actions that address the psychological and social needs of individuals, families, and communities. It may include counselling, emotional encouragement, and financial or practical assistance.

For teachers, psychosocial support means creating an environment where they feel safe, respected, valued, and listened to. It also means helping them manage stress and seek support without fear of unfair treatment. When teachers receive this support, they are better able to focus on their work and help learners reach their full potential.

Way forward
In 2024, staff of the UNESCO International Institute for Capacity Building in Africa (UNESCO IICBA) helped draft a continental strategy on mental health and psychosocial support for teachers. In March 2025, the African Union adopted the Continental Strategy on Mental Health and Psychosocial Support for Teachers in Africa to promote teachers’ well-being across the continent. Ghana can use this strategy to guide action. The Ghana Education Service and school leaders should provide access to counselling and create safe spaces where teachers can discuss their concerns. School authorities should also recognise teachers’ efforts and encourage respectful communication.

Parents and community members must respect teachers and work with them to solve learners’ problems. Disagreements should be handled through proper channels, not threats or physical attacks. Teachers should also be treated as partners in children’s development.

The government and education authorities should improve school facilities, provide adequate teaching materials, reduce unnecessary workloads, and ensure timely payment of salaries. Teachers should be encouraged to support one another through open discussions and school-based support groups. These steps can help reduce stress and create a healthier working environment.

Teachers do more than teach. They guide, protect, encourage, and prepare learners for the future. Paying their salaries and arrears is important, but their emotional, psychological, and social needs must not be ignored.

A teacher who feels respected and supported is better placed to support learners. Psychosocial support must therefore be seen as an important part of building a stronger education system in Ghana.

After all, if we want better learning outcomes for our children, we must also take better care of those who teach them.

WRITTEN BY:
Henry Atta Nyame
Institutional Assessment Practitioner
[email protected]