New Study Reveals Growing Demand for Religious Inclusivity in SHSs
A nationwide assessment on religious accommodation in Senior High Schools has shown a marked preference among students for multi-faith educational settings rather than single-denomination institutions.
The study, carried out from December 2024 to December 2025 by the SANNEH Institute across several regions, revealed that thousands of students consistently indicated that schools with diverse religious representation offered more enriching social interactions and enhanced emotional support.
Addressing participants at a stakeholder forum organised by the Institute, Prof. John Azumah, Executive Director of the SANNEH Institute, stated that mandatory involvement in certain religious practices heightened anxiety levels and, in some instances, intensified tensions within school communities.
He noted that the results reflected “an increasing demand among students for inclusive school environments that acknowledge varied religious identities and safeguard emotional well-being.”
A significant number of respondents said they preferred interfaith school environments because such spaces fostered tolerance, minimised feelings of exclusion, and encouraged friendships that cut across religious boundaries.
The report further disclosed that over 90 per cent of students maintained friendships with peers from different faith traditions, despite having limited understanding of religions other than their own — underscoring the role of multi-faith schools in strengthening social harmony and peaceful co-existence.
Nevertheless, the research identified substantial knowledge deficits, with more than 80 per cent of students and school administrators admitting they had little or no familiarity with other religious beliefs.
Some participants reported feeling confused during compulsory worship sessions of other faiths, while others recounted distressing experiences linked to deliverance programmes or unfamiliar rituals in mission-affiliated schools.
Prof. Azumah stressed the importance of establishing national guidelines to ensure that religious activities within schools remain respectful, optional, and supportive of students’ psychological health.
“We must guarantee that engagement in religious activities is voluntary and that no learner feels excluded or traumatised on the basis of their faith,” he emphasised.
The findings also revealed shared concerns among students from different religious backgrounds. Muslim students in Islamic institutions expressed apprehension about how Christian colleagues were treated, while Christian students in mission schools called for equitable treatment of their Muslim counterparts.
Proposals presented to the Ghana Education Service and the Ministry of Education centred on enhancing inclusiveness.
These recommendations include providing designated and supervised worship areas, making participation in religious observances optional, and ensuring equal access to leadership positions for students irrespective of religious affiliation.
The study further advocated for clear, documented and consistently enforced policies to eliminate ambiguity and prevent discriminatory practices.
Hajia Katumi Natogmah Attah, Greater Accra Regional Director of Education, praised the initiative, noting that such research is vital in advancing peaceful co-existence in both mission and secular institutions where Christians, Muslims and traditionalists learn together.
“Studies of this nature are critical in shaping policy direction and promoting harmony within our schools,” she stated.
