A nationwide study on religious accommodation in senior high schools has revealed a strong preference among students for multi-faith learning environments over single-denomination institutions.
The research, conducted between December 2024 and December 2025 by the SANNEH Institute across multiple regions, found that thousands of students consistently reported that schools with mixed religious populations provided richer social experiences and greater emotional comfort.
Speaking at a stakeholder engagement organised by the institute, Prof. John Azumah, Executive Director of the SANNEH Institute, said compulsory participation in certain religious observances increased anxiety and exacerbated tensions on some campuses.
The findings indicated a growing desire for inclusive school cultures that respected diverse religious identities.
Many students said they preferred interfaith environments because such settings promoted understanding, reduced isolation and encouraged friendships across religious lines.
The study revealed that more than 90 per cent of students had friends from different faith backgrounds despite limited knowledge of other religions, reinforcing the view that multi-faith schools foster social cohesion and peaceful coexistence.
However, it highlighted significant knowledge gaps, with more than 80 per cent of students and school authorities reporting little or no knowledge of religions other than their own.
Some students reported feeling lost during compulsory worship of other faiths, while others described trauma associated with deliverance services or unfamiliar rituals in mission-based schools.
Prof. Azumah emphasised the need for national guidelines to ensure that religious activities in schools remained respectful, voluntary, and supportive of students’ emotional well-being.
The study also found mutual concern among students of different faiths.
Muslim students in Islamic schools expressed worry about the treatment of Christian peers, while Christian students in mission schools advocated fair treatment for their Muslim classmates.
Recommendations submitted to the Ghana Education Service and the Ministry of Education focused on strengthening inclusivity.
These include the creation of supervised worship spaces, making participation in worship voluntary and ensuring that all students, regardless of religious background, were eligible for leadership roles.
The study called for clear, documented, and consistently applied policies to reduce confusion and prevent discrimination.
Hajia Katumi Natogmah Attah, Greater Accra Regional Director of Education, commended the research, saying such studies were crucial for promoting peaceful coexistence in both mission and secular schools where Christians, Muslims and traditionalists studied side by side.
Credit-GNA
