Indiscipline in Our Senior High Schools: A Ticking Time Bomb

In recent years, social media is rife with shocking videos of students partaking in acts of violence and moral decline-often among their peers. These incidents are not isolated; they signal an increasing trend of lawlessness among the youth. Meanwhile, we remain passive, observing the disintegration of our nation’s future. Have we lost our grip? Where did we go astray as a country?

It is so pathetic that our schools that were once considered places of education, growth, and moral development have metamorphosed into environments that foster unruly behaviour. Our teachers, once seen as authority figures, now navigate their classrooms with uncertainty. They lack the power to enforce discipline. They find themselves marginalized. They confront a rebellious student body emboldened by distorted interpretations of child rights and pervasive Western influences that cripple our traditional values. But how did we arrive at this juncture?

The Decline of Discipline

Years ago, discipline was a hallmark of the Ghanaian educational system. Many of us can remember how teachers commanded respect and authority, and the mere mention of a teacher’s name could deter the most troublesome student. These disciplinary acts were corrective rather than punitive, shaping individuals into responsible and respectful citizens.

Reflecting on your own school experiences, did such discipline mould you positively? Were you punished unjustly, or were the measures intended for your betterment? The discipline of the past aimed to instil core values: respect for authority, the importance of hard work, and awareness of the consequences of one’s actions.

Today, however, that framework is largely absent. When teachers attempt to assert authority, they face potential legal action, public condemnation, transfers or dismissals. The simple act of discipline is regarded as a violation of a student’s rights. Yet, what about the rights of other students who deserve a safe learning environment? What about the rights of teachers to preserve order in their classrooms?

Misunderstood Child Rights and Western Influences

It is essential to affirm that child rights are vital; no child should experience abuse or unfair treatment. However, there is a prevalent misunderstanding of these rights. Protecting children from harm does not equate to eliminating discipline. The right to education encompasses the right to learn in an environment that values respect and order. Allowing students to disrespect teachers and harm peers does not safeguard their rights. It rather jeopardizes their fortunes.

With grief, I hasten to say that, the infiltration of Western cultural values has contributed marginally to the menace. Media glorifies defiance, and social media incentivizes outrageous behaviour through likes and shares. Seeking approval, students mimic these actions without understanding their implications. As a country we need to understand that our adorable values and expectations are distinct from the West-why then are we adopting incompatible systems to induce tears in the eyes of mother Ghana?

The Perils of Inaction

An undisciplined generation will disrupt not only education but also the nation’s capability to uphold law and order. What kind of leaders will we develop? If students cannot show respect for their teachers today, how will they respect laws in the future? If they can engage in harmful behaviour towards peers without repercussions, what will deter them from greater societal crimes?

Oh yes! the signs are already apparent-escalating youth crime rates, increasing drug abuse in schools, and a general disregard for authority indicate a society losing its sense of discipline. The peace we currently enjoy is tenuous; without urgent intervention, we risk descending into chaos.

Restoring Discipline:

Where do we go from here? The solution lies in a balanced strategy that honours child rights while restoring educators’ authority. Discipline should be viewed as an avenue for correction and guidance-an opportunity to nurture responsibility, not as abuse.

• Empower Teachers: Educators should be equipped with the authority and resources to enforce discipline without fear. Clear policies must distinguish between acceptable disciplinary actions and abuse.
• Reassess Child Rights Policies: Government and educational stakeholders must re-evaluate child rights policies to prevent misuse. While protecting children from abuse is critical, such protections should not hinder teachers’ ability to discipline.
• Encourage Parental Involvement: Discipline begins at home. Parents should actively foster values of respect and responsibility. Schools can only reinforce what is instilled at home; are parents neglecting their responsibilities, leaving education institutions to manage the fallout?
• Affirm Cultural Values: We should reaffirm our cultural principles that advocate respect for authority and community welfare. This doesn’t mean entirely rejecting Western influences, but rather adapting them in ways that uphold our societal foundations.
• Promote Media Literacy: Students must learn to use technology responsibly and identify the dangers of glorifying negative behaviours. Schools should implement media literacy programs to help students recognize the difference between entertainment and real-life consequences.

Conclusion:

Our country stands at a pivotal moment. We can choose to overlook the growing indiscipline in our schools, hoping it will resolve itself, or we can take purposeful measures to change the current trajectory. What type of nation do we wish to build? One filled with responsible citizens who respect authority and uphold societal values, or a country overrun by individuals who face no repercussions for their actions?

The time for action is now. We owe it to ourselves, our children, and future generations to restore discipline within our schools, empower our educators, and reinforce the values that have sustained our nation for years. If we neglect to act today, what future will we leave behind?

 

WRITTEN BY: WISDOM KOUDJO KLU, EDUCATIONIST/COLUMNIST, GREATER ACCRA REGION.

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