Year: 2026
Type: article
Abstract: In order to provide access to formal education for all children in the economy, successive governments, non-governmental organisations (NGOs), and public-spirited individuals have contributed in rescuing trafficked children and reintegrate them into the school system. The attempts have been beneficial although, how these children fare academically in school has not received much research attention. Hence, this study was executed to unravel how these children fare in school in order to close the knowledge gap. To achieve this end, the study explored the academic experiences of these children in basic schools in the Awutu Senya West District of Ghana. The study was underpinned by the Ecological Systems Theory, using these kind of children in schools as well as teachers and heads of school who interact with the children relative to their education. Guided by the interpretivism paradigm and generic qualitative descriptive design, data was generated through semi-structured interviews involving fifteen of these children in school, eight teachers, and four headteachers. The data for the study was collected in the months of June and July 2024. Findings of the study revealed that these students face profound academic challenges upon integration into formal education, including learning delays and trauma-induced behaviour difficulties. Nonetheless, supportive teacher relationships, peer acceptance, and participation in co-curricular activities have largely aided to foster the academic motivation and resilience of these students. The study concludes that these children's academic recovery requires a holistic, trauma-informed approach that integrates psychosocial support with inclusive pedagogical practices. It is, therefore, recommended that trauma-informed pedagogies, cross-sectoral collaboration, and sustained commitment to support through follow-ups need to be taken seriously to ensure educational inclusion and sustainable lifelong learning for these children.
Source: Frontiers in Education
Institution: University of Education
Language: English
Subfield: Development
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,353
OpenAlex ID: W7225731843