The lived experiences of St. John’s Grammar senior high school students: understanding the relevance of crime-related matters in Ghana

Abstract

The purpose of this qualitative study is to explore the impact of crime prevention education on senior high school student’s knowledge and attitudes toward crime. The study was conducted using a phenomenological approach, which involve in-depth interviews with a purposive sample of students. The participants were selected based on their involvement in crime prevention education programs and their experiences with crime-related issues. Data was collected using semi-structured interviews, which were audio-recorded and transcribed verbatim. The data was analyzed using a thematic analysis approach. This helped identify themes and patterns in the participants’ responses. The study revealed that students who receive crime prevention education are more aware of crime-related issues and have a better understanding of how to prevent them. Moreover, crime prevention education programs portray limited systematic implementation, and in an age-appropriate manner, to ensure that students receive the right knowledge and skills to deal with crime-related issues. It is recommended that educational authorities may prioritize the development of a comprehensive curriculum model that covers a wide range of crime-related topics, including personal safety, community safety, cybercrime, substance abuse, and more to increase students’ knowledge and awareness of crime prevention strategies and their understanding of the legal and ethical implications of criminal behaviours. Also, the school authority may establish partnerships with community organizations, law enforcement agencies, and relevant stakeholders to enhance the implementation of crime prevention programs. This collaboration can provide additional resources, expertise, and support to address challenges effectively.

Keywords:

• Attitudes
• crime education
• crime prevention
• knowledge
• lived experiences

REVIEWING EDITOR:

• Samuel Adu-Gyamfi, History and Political Studies, Kwame Nkrumah University of Science and Technology College of Arts and Social Science, Kumasi, Ghana

SUBJECTS:

• Culture & Development
• Sustainable Development
• Educational Psychology
• Secondary Education
• Sociology of Education
• Sociology & Social Policy
• Sociology & Social Policy
• Urban Sociology - Urban Studies
• History
• Cultural Studies

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability

Data generated in support of the study results is referenced on the paper but will be made available when requested for by author.

Additional information

Notes on contributors

Ronald Osei Mensah

Ronald Osei Mensah [MPhil, MPA, BA, PGDE], is a Lecturer with the Social Development Section, Centre for Languages and Liberal Studies, Takoradi Technical University and a PhD Candidate with the Department of Sociology and Anthropology, University of Cape Coast, Cape Coast, Ghana. He has cross-cutting research interests in the areas of Criminal Justice Education, Sociology of Law and Criminal Justice, Penology, Sociology of Education, Public Relations and African History. His research philosophy is aligned more towards pragmatism, and has over hundred (100) publications to his credit in both local and international referred journals. His love for Criminology and criminological theories cannot be underestimated.