Ghanaian schools must intentionally position themselves as sanctuaries, providing safety, care, and a sense of belonging for all learners. This transformation moves beyond traditional academic instruction to create environments where every individual feels secure and valued. The call emphasizes that learning cannot thrive if students' foundational needs, such as safety and emotional well-being, remain unmet.
This critical shift addresses the experiences of vulnerable learners, including those from disadvantaged backgrounds or those experiencing emotional distress. Many public school students in Ghana lack essential resources like books, stationery, and uniforms. A significant gap exists in the government's school feeding program, which currently excludes junior high school students. These adolescents, undergoing rapid development, often face hunger, severely impacting their concentration and learning ability.
The vision of schools as sanctuaries aligns with Maslow's hierarchy of needs, where physiological and safety needs are paramount for self-actualization. In Ghana, this approach fits into broader discussions about equitable education and social support systems. The United Nations (2022) highlights the importance of schools being responsive to global trends and fostering inclusive environments. This includes providing recognition, representation, and respect for marginalized cultures and groups, as asserted by Young (1990).
Faith Aku Dzakpasu, an honouree of the JoyNews Impact Makers Awards, Education Category, 2026, articulated this vision. She stated that schools must rise beyond their traditional roles to become places where every learner finds refuge. This refuge extends beyond academic challenges to include emotional, social, and psychological burdens. Her perspective underscores the necessity of a holistic approach to education.
Moving forward, policymakers and educators must consider implementing more inclusive and sustainable support systems within schools. This includes establishing reliable food systems to ensure learners have consistent access to nourishment. Adopting a trauma-informed approach, as suggested by McInerney and McClinden (2015), will also be crucial. This involves empowering learners, providing unconditional positive regard, and maintaining high expectations while offering necessary support. These steps will ensure that schools truly serve as pillars of community well-being and academic success, fostering a generation of resilient and engaged citizens.