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

• Published date: 01 December 2024
• Author: Sedem Nunyuia Amedome, Ilfiandra,Uman Suherman
• Date: 01 December 2024
• DOI: http://doi.org/10.1002/crq.21446

RESEARCH ARTICLE

Understanding and resolving student conflicts:

Perspectives and strategies in senior high

schools across the Volta Region of Ghana

Sedem Nunyuia Amedome | Ilfiandra | Uman Suherman

Department of Guidance and Counseling, Universitas Pendidikan Indonesia, Bandung, Indonesia

Correspondence

Sedem Nunyuia Amedome, Department,

of Guidance and Counseling, Universitas

Pendidikan Indonesia, Jl. Dr. Setiabudi

229 Bandung West Java 40154, Bandung,

Indonesia.

Email: snamedome@upi.edu;

samedome@htu.edu.gh

Abstract

This study investigates the dynamics, sources, and reso-

lution 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, exacer-

bated by a complex mix of socio-cultural backgrounds,

economic disparities, and personal beliefs. Our analysis

reveals significant gender differences in conflict experi-

ences and resolutions, highlighting the need for

gender-sensitive and culturally informed approaches.

The study employed a quantitative research design, uti-

lizing 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 compara-

tively rare. Gender-specific differences were notable in

responses to conflicts involving school administration

and cultural or ethnic disparities. The research under-

scores the importance of adopting comprehensive, cul-

turally sensitive conflict resolution programs that are

tailored to the unique socio-cultural and educational

context of the Volta Region. By addressing these

Received: 9 March 2024 Revised: 7 July 2024 Accepted: 7 August 2024

DOI: 10.1002/crq.21446

Conflict Resolution Quarterly. 2024;42:289–305. wileyonlinelibrary.com/journal/crq © 2024 Wiley Periodicals LLC. 289

nuanced needs, the study aims to enhance the educa-

tional 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 sup-

port the holistic development of students.

1|INTRODUCTION

1.1 |Background statement

In the dynamic and culturally diverse Volta Region of Ghana, senior high schools have a signifi-

cant impact on the intellectual and social growth of young individuals (Ahedor, 2019). These

institutions serve as hubs where students from different backgrounds come together, bringing

with them a range of experiences, beliefs, and expectations. While the presence of diverse back-

grounds enhances the educational environment, it can also lead to challenges, such as conflicts

that may arise due to broader social, economic, and cultural tensions. Having a strong grasp of

conflict resolution is crucial in these settings to ensure a positive learning environment and fos-

ter students' personal development. Studies have shown that when conflicts are handled skill-

fully, they can actually improve the overall effectiveness and efficiency of schools (Gyan, 2014).

The Volta Region of Ghana is characterized by a rich tapestry of cultures, languages, and

traditions. This diversity, while enriching the educational experience, also presents unique chal-

lenges in managing conflicts. The cultural dynamics, including traditional values, community

norms, and ethnic compositions, play a significant role in shaping students' perceptions and

responses to conflicts (Bormann, 2015). It is crucial to develop conflict resolution mechanisms

that are not only general but also culturally responsive to the specific needs and characteristics

of the Volta Region (Nugent, 2000). This paper aims to fill this gap by proposing tailored, com-

prehensive conflict resolution strategies that are deeply informed by the local cultural context

(Codjoe et al., 2005).

Senior high schools in Ghana are still encountering persistent challenges in the field of

effective conflict resolution, despite the widely acknowledged significance of this matter.

According to a number of studies (Gyan, 2014; Gyan & Tandoh-Offin, 2014; Kumah

et al., 2023), conflicts in these schools are primarily handled by disciplinary committees, which

frequently rely on punishments and suspensions as a means of resolution. The utilization of this

method, although extensively employed, is not devoid of its constraints, such as the presence of

time lags in achieving a resolution and the possibility of introducing bias (Sam, 2020). In the

Central Region for instance, administrators have observed that the utilization of disciplinary

committees has proven to be insufficient in resolving conflicts. These conflicts can stem from a

variety of factors, including religious disparities and the improper application of policies. As a

result, the resolution process becomes more complex and challenging (Gyan & Tandoh-

Offin, 2014). The importance of effective conflict management in educational institutions is

highlighted by the potential disruptions to teaching and learning, strained relationships, and

decreased school productivity that can result from poorly managed conflicts (Gyan, 2014).

290 AMEDOME ET AL.