Understanding and resolving student conflicts: Perspectives and strategies in senior high schools across the Volta Region of Ghana

Abstract

AbstractThis study investigates the dynamics, sources, and resolution strategies of student conflicts in senior high schools across the Volta Region of Ghana. Despite the implementation of various conflict resolution and peer mediation programs, challenges in effectively managing student disputes remain prevalent. These conflicts often stem from interpersonal and academic tensions, exacerbated by a complex mix of socio‐cultural backgrounds, economic disparities, and personal beliefs. Our analysis reveals significant gender differences in conflict experiences and resolutions, highlighting the need for gender‐sensitive and culturally informed approaches. The study employed a quantitative research design, utilizing a structured questionnaire to gather data from a representative sample of 661 students. The findings indicate that interpersonal conflicts with peers and academic‐related issues are the most common, with conflicts involving violence and guns being comparatively rare. Gender‐specific differences were notable in responses to conflicts involving school administration and cultural or ethnic disparities. The research underscores the importance of adopting comprehensive, culturally sensitive conflict resolution programs that are tailored to the unique socio‐cultural and educational context of the Volta Region. By addressing these nuanced needs, the study aims to enhance the educational landscape and foster an atmosphere conducive to effective dispute resolution. The findings contribute to the discourse on implementing effective, culturally responsive conflict resolution mechanisms in Ghanaian senior high schools, advocating for strategies that support the holistic development of students.