Student attacks on students

Last week, this column’s reflection was on the troubling rise in reports of students attacking their teachers – a crisis that has shocked both parents and educators alike. 

On the February 19, a violent skirmish took place in the Central Region between students of Obrachire Senior High Technical School and Swedru School of Business (SWESBUS). Students were not just fighting.

Some were vandalised on video, their uniforms torn, bodies bruised from stones being hurled at them, and dignity violated in a moment of chaos that was broadcast widely on social media.

These viral videos prompted anger and an urgent question: What has happened to our children and to our schools?

Sadly, this disturbing incident took place the day before the world marked World Day of Social Justice – a day dedicated to promoting fairness, dignity and human rights.

The timing of this incident alone exposes a painful contradiction; while the world is pushing for social justice, some of our schools and students are yet to cultivate the values which are promoted on that day.

This is not an isolated event. In fact, it is the third reported case of student-on-student violence in 2026 alone, and the year has barely begun – just 55 days in.

Reports

In 2025, there were multiple reports of violence resulting in fatalities in a space that should represent camaraderie, youthfulness, and healthy competition.

Violence in schools is not merely a disciplinary issue. It reflects deeper problems such as unresolved anger, poor emotional literacy, weak disciplinary systems, and inadequate support for students’ psychological wellbeing. 

When we fail to discipline appropriately, teach empathy, self‑control, and respect for others, we fail our youth and betray the values we ask them to uphold.

In schools, social justice means the creation of a safe learning environment, respect for every child’s rights whilst teaching them responsibility and accountability, conflict resolution, and the availability of support systems for emotional, mental, and social development.

In past cases of school violence (whether against teachers or peers) consequences have usually included suspension after investigations, parental hearings, involvement of disciplinary committees and the Police sometimes.

These punishments treat the behavior but not the cause.

Students who are suspended often return to the same environment without any structured support or opportunities for meaningful change. 

Physical attacks leave psychological scars that can affect academic performance, self‑esteem, and future relationships. 

Normalised

When violence becomes normalised in learning environments, the consequences are profound.

For students, there is repeated exposure to aggression. 

This increases the risk of trauma, poor academic performance, absenteeism, and school dropout.

It also weakens students’ ability to manage conflict healthily.

Schools that tolerate or inadequately address violence may perpetuate a culture in which young people see power and dominance as acceptable means of settling disputes. This corrodes moral and civic values that are essential for democratic participation and peaceful coexistence.

High-profile incidents of school violence draw negative attention internationally and can affect foreign perception of a nation’s social stability and educational quality.

The violence in our schools is an urgent national concern – not just an educational one.

The JHS and SHS curriculums should include programs on conflict resolution and social‑emotional learning.

Teachers should be trained in restorative justice practices that teach students to repair harm and rebuild relationships.

There should be trained counselors in every school, and public conversations on values, respect and dignity should dominate our airwaves.

Violence has no place in schools, whether it is directed at teachers or students themselves.

School environments must feel safe with children valued, and empowered to learn and grow.

Our nation’s future depends on this for academic excellence, and also for churning out peaceful and just citizens worthy of global respect.

The writer is a Child development expert/ Fellow of the Zero-To-Three Academy, USA.

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Vandalism, verbal abuse, and