Exactly a week ago, on the 5th if March 2026, I had the honour of accepting an invitation from the management of Grace International Preparatory School to speak with their students about children’s rights in Ghana. It was a meaningful opportunity to educate young learners about the legal protections available to them and to encourage a culture of respect, responsibility, and positive discipline within the school environment.
Understanding the Foundation of Children’s Rights
I began the session by introducing the students to the 1992 Constitution of the Republic of Ghana, the supreme law of the land. I explained that many laws that protect children in Ghana originate from this constitution. One of the most important of these laws is the Children’s Act, 1998 (Act 560), which specifically outlines the rights, protection, and welfare of children.
To help the students understand their place within the law, we started with a simple but powerful definition:
Who is a Child?
Under Ghanaian law, a child is any person below the age of 18. This means that every student present at the gathering is entitled to rights that must be respected and protected.
Key Rights of Children in Ghana
During the engagement, I shared fifteen fundamental rights that every child in Ghana possesses under the law, along with practical examples that the students could easily relate to.
1. Right to Life, Dignity, and Respect
Every child deserves to be treated with dignity. Insulting or humiliating a child in front of peers violates this principle.
2. Right to Education
Children have the right to access education without discrimination. No child should be denied schooling because of family beliefs or background.
3. Protection from Torture or Degrading Treatment
Punishments that leave physical marks or cause emotional trauma violate the law.
4. The Welfare Principle (Best Interest of the Child)
In every decision affecting children—whether by parents, teachers, or institutions—the child’s best interest must always come first.
5. Right to Non-Discrimination
Children must be treated equally regardless of tribe, background, religion, or economic status.
6. Right to a Name and Nationality
Every child has the right to be registered at birth and to have an identity connected to their country.
7. Right to Express an Opinion
Children should be allowed to share their views and be heard, especially in matters affecting them.
8. Right to Live with Parents and Family
Children should remain with their families unless a court determines that doing so would harm the child.
9. Protection from Exploitative Labour
Children should not be forced to work during school hours or engage in labour that interferes with their education.
10. Rights of Children with Disabilities
Children living with disabilities must receive special care and support to ensure equal participation in school and society.
11. Right to Health and Medical Care
A child who becomes sick must receive medical attention without discrimination.
12. Right to Leisure and Social Activities
Play, sports, and cultural activities are important parts of healthy child development.
13. Right to Parental Property or Inheritance
Every child has the right to reasonable provision from their parents’ estate.
14. Protection from Forced Marriage
No child under the age of 18 can legally be forced into marriage.
15. Protection from Physical and Moral Hazards
Adults must protect children from dangerous environments, violence, or harmful content.
What Children Should Do When Their Rights Are Violated
Students were encouraged never to suffer in silence. If they experience abuse or injustice, they should report to trusted adults such as:
• Their headteacher
• A parent or guardian
• A school counsellor
• Another trusted adult
Speaking up is often the first step toward protection.
Rights Come with Responsibilities
While discussing rights, I emphasized an equally important truth: rights and responsibilities go together. Students were reminded that they must:
• Respect their teachers
• Obey school rules
• Study diligently
• Treat others with kindness
A respectful learning environment requires cooperation from both teachers and students.
Addressing Moral Responsibility Among Students
I also used the opportunity to discuss issues of sexual responsibility and personal dignity. The students were encouraged to value themselves and make decisions that protect their future.
Young boys were advised to grow into men who protect and respect women, while girls were encouraged to preserve their dignity and avoid situations that could lead to exploitation. As a symbolic reminder, I distributed cards containing inscriptions promoting modesty and self-respect.
Engaging Teachers on Positive Discipline
The engagement was not limited to students alone. I also shared notes with the school’s management and teachers on effective ways to manage student behaviour in line with Ghanaian law.
Teachers play a vital role in shaping the next generation, and I took a moment to commend their dedication:
“You are indeed the backbone and the builders of a peaceful and responsible society. Ayekoo for the work you do.”
Ghana’s “No Caning” Policy
The Ghana Education Service (GES) officially banned corporal punishment in all pre-tertiary schools in 2017, a policy reinforced by the Positive Discipline Toolkit introduced in 2019.
This means teachers must avoid practices such as:
• Caning
• Kneeling punishments
• Spanking
• Any physical action that causes pain or emotional harm
The policy forms part of the Safe Schools Programme, which seeks to create protective and supportive learning environments.
Teachers are instead encouraged to use positive discipline methods, including:
• Counseling and dialogue
• Verbal warnings
• Assigning constructive duties
• Restorative actions that help students correct their mistakes
Violating this policy may constitute assault and could lead to disciplinary action or prosecution.
The Legal Standard for Discipline
The Children’s Act (Section 14) provides a clear guideline:
Correction of a child must not be unreasonable in kind or degree, considering the age and mental condition of the child.
If punishment causes physical marks or humiliation, it crosses the line from discipline to degrading treatment, which is punishable under the law.
Understanding Children’s Temperaments
To help teachers manage behaviour effectively, I also introduced the concept of different child temperaments:
• Melancholic (Sensitive Child): Responds better to gentle guidance rather than harsh discipline.
• Sanguine (Energetic Child): Benefits from structured tasks that redirect energy.
• Choleric (Strong-Willed Child): Responds well to clear choices and consistent consequences.
• Phlegmatic (Quiet Child): Needs encouragement to participate and express themselves.
Understanding these differences can help teachers apply discipline more effectively and compassionately.
Building a Positive Learning Environment
Teachers were encouraged to adopt practical strategies such as:
• Praising good behaviour immediately
• Setting clear and age-appropriate rules
• Using time-outs or loss of privileges instead of physical punishment
• Listening to children’s concerns and opinions
• Reporting cases of abuse to appropriate authorities
Above all, educators must remember that the law places a duty on them to protect children from harm.
A Call to Empower More Students
I am deeply grateful to the management of Grace International Preparatory School for providing this platform to educate and inspire their students.
Conversations like these empower young people to understand their rights, respect authority, and grow into responsible citizens. I encourage other schools and educational institutions to create similar opportunities for legal and civic education among students.
Until the next opportunity to serve,
My name is Priscilla More, and I remain a proud advocate for positive change. ✨