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

1. Introduction

Crime is a major social problem in many countries, including Ghana (Amagnya, 2022). Crime affects everyone, but young people are particularly vulnerable as both victims and perpetrators of criminal activities (Finkelhor & Dziuba-Leatherman, 1994). To address this problem, many countries such as the United Kingdom, United State of America, Japan, Kenya, South Africa and Australia have implemented crime prevention education programs in schools to provide students with the knowledge and skills needed to prevent and respond to crime-related issues. The ‘Crime Prevention Through Sports’ Program in Kenya is a proactive initiative that harnesses the power of sports to instill essential life skills in students (Ekholm, 2013). Through this program, young people are not only engaged in positive activities but also gain valuable insights into personal safety, conflict resolution, and teamwork. By utilizing sports as a teaching tool, the program not only fosters discipline among participants but also educates them about the consequences of criminal behavior, promoting a sense of responsibility and accountability. The collaborative approach involving schools, local sports organizations, and community leaders ensures that the program reaches its full potential in shaping the next generation with the skills and awareness needed to prevent crime and contribute positively to society (Komilovich, 2020).

The National Crime Prevention Council (NCPC) in the United States plays a crucial role in addressing crime prevention through its diverse educational initiatives (Ciorbaru, 2018). One of its notable programs, ‘McGruff Safe Kids’, is designed to equip children with the knowledge and skills needed to ensure their safety and prevent victimization (Péter, 2008). Covering topics such as stranger danger, internet safety, and bullying prevention featured on this program empowers young learners with essential life skills. Schools across the nation collaborate with the NCPC to seamlessly incorporate these programs into their curricula, promoting a culture of safety awareness among students. The NCPC’s efforts not only educate young people about potential risks but also actively engage them in taking proactive measures to protect themselves and create safer communities.

Also, according to Tilley and Laycock (2018), Crime Reductions Initiatives (CRI) in the United Kingdom serves as a valuable partner in the fight against crime by working closely with schools to develop and execute crime prevention education programs. These programs go beyond mere awareness-raising; they are comprehensive educational efforts aimed at enlightening students about the potential risks associated with criminal activities and the severe consequences that can follow. CRI’s collaborative approach extends to assisting schools in formulating strategies to create and maintain safe environments within their premises. Moreover, by promoting responsible behavior among students, CRI contributes to cultivating a culture of personal responsibility and community safety, thereby making a substantial impact in mitigating crime-related issues within the educational context and beyond (Allard et al., 2012).

Furthermore, the Australian Federal Police (AFP) has taken proactive measures to address crime prevention through a comprehensive suite of school-based education programs (Teesson et al., 2012). These initiatives tackle a wide spectrum of critical topics, including personal safety, cyber safety, and drug awareness, which are particularly relevant in today’s society. Through collaborative partnerships with schools, the AFP effectively integrates these programs into the educational curriculum, ensuring that students receive valuable knowledge and skills to navigate the complex challenges they may encounter. By equipping students with the tools necessary to make informed decisions and stay safe, the AFP’s efforts contribute significantly to building a more aware and resilient generation capable of safeguarding themselves and their communities from various forms of criminal threats.

Japan’s ‘Safety Education Program’ is a vital government initiative that prioritizes the well-being of its students (Yamamoto, 2020). By concentrating on educating young learners about personal safety, disaster preparedness, and crime prevention, this program equips them with the knowledge and skills needed to protect themselves and their communities. Beyond merely imparting practical skills, the program instills a profound sense of responsibility and preparedness among students, empowering them to take proactive measures to mitigate risks and prevent crimes. In a nation prone to natural disasters, this holistic approach not only ensures the safety of individuals but also contributes to building a resilient and vigilant society capable of effectively responding to a range of challenges, whether they be personal safety concerns or broader community-based emergencies (Kitamura, 2014).

In South Africa, programs like ‘Youth Crime Watch’ play a pivotal role in combating the pervasive issue of crime and violence (World Bank, 2012). These initiatives serve as proactive platforms for educating students on the principles of crime prevention, personal safety, and social responsibility. Importantly, they go beyond the classroom, promoting community engagement and inspiring active involvement from students in crime prevention efforts. By fostering a sense of collective responsibility and empowering the youth to take action, these programs aim not only to raise awareness but also to drive tangible change in communities plagued by crime (Roestenburg & Oliphant, 2012). In a nation grappling with high crime rates, such initiatives serve as beacons of hope, equipping young South Africans with the knowledge and motivation to become advocates for safer neighborhoods and contributing to the broader effort to address crime-related challenges.

In Ghana, crime is a pervasive problem, particularly in urban areas like the Accra Metropolitan Area (Appiahene-Gyamfi, 2003). High rates of crime have a significant impact on individuals, communities, and the economy (Kearney et al., 2014). While there have been efforts to address this issue through various law enforcement strategies, crime prevention education has been recognized as a crucial component in the fight against crime (Ciorbaru, 2018; Crawford & Evans, 2017; Gomment, 2020). Crime prevention education aims to equip individuals with the knowledge, skills, and attitudes needed to prevent crime and promote safety. The Ghanaian government has recognized the importance of crime prevention education and has implemented various initiatives to promote it. One such initiative is the introduction of crime prevention education in schools such as the ‘Youth Crime Watch Ghana’. The program aims to teach students about crime prevention, personal safety, and community policing. Crime prevention education programs may have been integrated into the curriculum of Ghanaian schools, including senior high schools. However, the effectiveness of these programs in improving students’ knowledge and attitudes towards crime has not been extensively studied. This study aims to address this research gap by investigating the impact of crime prevention education on senior high school students’ knowledge and attitudes towards crime. The study sought to achieve the following objectives;

1. Explore the participants’ perspectives on the effectiveness of crime prevention education in enhancing students’ knowledge and attitudes towards crime.

2. Examine the challenges in the crime prevention education programs in the school.

2. Literature review

2.1. Review of concepts

Crime prevention is a set of strategies and activities designed to reduce the likelihood of crime occurring. It involves identifying and addressing the root causes of crime, such as poverty, lack of education, and social disorganization. Crime prevention education programs can play a critical role in promoting crime prevention by providing students with information and skills related to identifying and avoiding risky situations, reporting crime, and engaging in proactive measures to prevent crime (Tilley, 2014).

Education is a fundamental aspect of human development and is essential for promoting social, economic, and political well-being (Shavkidinova et al., 2023). Education can play a critical role in preventing crime by providing individuals with knowledge, skills, and attitudes that promote positive behaviors and attitudes (Soviz & Chavooshi, 2019). Crime prevention education can enhance students’ understanding of the causes and consequences of crime, as well as their ability to engage in effective crime prevention strategies (Hansmann, 2010).

Knowledge refers to information and understanding that is acquired through learning and experience. In the context of crime prevention education, knowledge is a critical component of promoting positive attitudes and behaviors related to crime prevention. By providing students with accurate information about the causes and consequences of crime, crime prevention strategies, and ways to stay safe, crime prevention education can enhance students’ knowledge and understanding of crime-related issues (Araújo & Davids, 2011).

Attitudes refer to individuals’ positive or negative evaluations of objects, people, or situations. Attitudes are critical in shaping behavior, as they influence how individuals perceive and respond to different situations. Crime prevention education can influence students’ attitudes toward crime by promoting positive attitudes and beliefs about crime prevention and safety (Pickens, 2005).

Behavior refers to the actions or reactions of individuals in response to different situations. Behavior is influenced by a range of factors, including knowledge, attitudes, social norms, and self-efficacy. Crime prevention education can promote positive behavior related to crime prevention and safety by providing students with the knowledge, skills, and attitudes needed to engage in effective crime prevention strategies (Kollmuss & Agyeman, 2002).

2.2. Theoretical framework

The theoretical framework for this study is based on the social learning theory, which emphasizes the role of social interaction and observation in the development of behavior and attitudes. Social learning theory suggests that individuals learn from their social environment, including their interactions with others, the media, and institutions such as schools. Crime prevention education can be seen as a form of social learning, where individuals are exposed to information, skills, and attitudes that can help them prevent crime and promote safety.

Bandura and Walters (1977), social learning theory posits that individuals learn by observing and imitating the behavior of others, as well as through direct instruction and reinforcement. Crime prevention education programs can provide students with direct instruction on crime prevention strategies, as well as opportunities to observe and practice these strategies in a supportive learning environment. Through this process, students can acquire knowledge, skills, and attitudes that can help them prevent crime and promote safety. The strength of social learning theory is its emphasis on observational learning and the role of the social environment in shaping behavior and attitudes. In the context of this research, this theory is highly relevant as it helps explain how crime prevention education, a form of social learning, influences students. By observing and imitating positive behaviors and attitudes related to crime prevention in an educational setting, students can acquire knowledge, skills, and attitudes that enable them to prevent crime. The theory’s emphasis on direct instruction and reinforcement aligns well with the structured nature of educational programs, making it a robust guide for understanding the impact of education on crime prevention.

Moreover, the social cognitive theory (Bandura, 1986) suggests that individuals can learn and change their behavior through self-efficacy, or the belief in their ability to perform a specific behavior successfully. Crime prevention education programs can help build students’ self-efficacy by providing them with opportunities to practice and master crime prevention strategies. Additionally, crime prevention education can help build students’ confidence and belief in their ability to prevent crime, which can lead to changes in their behavior and attitudes. Social cognitive theory introduces the concept of self-efficacy, emphasizing an individual’s belief in their ability to perform specific behaviors successfully. In the study, this theory is particularly relevant because crime prevention education aims to enhance students’ self-efficacy by providing them with opportunities to practice and master crime prevention strategies. Additionally, it can help build students’ confidence and belief in their capacity to prevent crime, which may lead to positive changes in their behavior and attitudes. The focus on self-efficacy in social cognitive theory complements the idea that education empowers individuals with the skills and confidence to prevent criminal behavior.

This study also makes use of the idea of planned behaviour (Ajzen, 1991), which contends that people’s attitudes, subjective norms, and perceived behavioural control affect their intention to engage in a certain behaviour. Crime prevention education programs can influence students’ attitudes towards crime by providing them with accurate information about the causes and consequences of crime, as well as the effectiveness of crime prevention strategies. Additionally, crime prevention education programs can influence students’ subjective norms by promoting positive social norms around crime prevention and safety.

Conclusively, the social learning theory, social cognitive theory, and theory of planned behavior provide a theoretical foundation for understanding the potential impact of crime prevention education on senior high school student’s knowledge and attitudes toward crime in the Accra Metropolitan Area of Ghana. These theories suggest that crime prevention education can influence students’ knowledge, skills, attitudes, and behavior related to crime prevention and safety. By using these theories to guide the study’s analysis and interpretation, this study provides valuable insights into the effectiveness of crime prevention education programs in a Ghanaian context.

2.3. Empirical literature

Several empirical studies have been conducted on the impact of crime prevention education on senior high school student’s knowledge and attitudes towards crime. Some of the relevant studies are elaborated below.

A study by Adu and Adjei (2018), in Ghana found that crime prevention education had a significant positive impact on students’ knowledge of crime-related issues. The study also found that students who received crime prevention education were more likely to report crime incidents than those who did not receive such education. Moreover, a study by Obarisiagbon and Akintoye (2019), in Nigeria found that crime prevention education had a significant positive impact on students’ knowledge and attitudes towards crime. The study also found that students who received crime prevention education were more likely to engage in proactive measures to prevent crime than those who did not receive such education. Furthermore, a study by Brown and Benedict (2002) in the United States found that crime prevention education had a positive impact on students’ attitudes toward crime. The study also found that crime prevention education was effective in promoting positive behaviors related to crime prevention, such as reporting suspicious activities and engaging in community-based crime prevention initiatives.

In a nut shell, these studies suggest that crime prevention education can have a significant positive impact on senior high school students’ knowledge and attitudes towards crime. Crime prevention education can enhance students’ understanding of crime-related issues, promote positive attitudes towards crime prevention, and encourage students to engage in proactive measures to prevent crime. These findings support the importance of integrating crime prevention education into school curriculums as a strategy for promoting crime prevention and safety among youth.

There have been several empirical studies conducted on the challenges to crime prevention education programs in schools. Some of the relevant studies are: A study by Churchill and Kieckhefer (2018), in the United States found that one of the main challenges to implementing crime prevention education programs in schools was a lack of funding and resources. The study also found that there was a lack of trained professionals to implement crime prevention education programs. A study by Crutcher (2019), in Australia found that one of the challenges to implementing crime prevention education programs in schools was lack of support from school administration and staff. The study also found that there was lack of clarity on the roles and responsibilities of different stakeholders involved in implementing crime prevention education programs. Moreover, study by Mauerberg-DeCastro et al. (2020), in Brazil found that one of the challenges to implementing crime prevention education programs in schools was lack of collaboration and coordination among different government agencies and stakeholders involved in crime prevention.

Conclusively, these studies suggest that implementing crime prevention education programs in schools can be challenging due to a variety of factors, including lack of funding and resources, lack of support from school administration and staff, lack of collaboration and coordination among different stakeholders, and lack of awareness and clear guidelines for implementing such programs. These findings highlight the importance of addressing these challenges to effectively implement crime prevention education programs in schools.

3. Methodology

3.1. Research design

This study employed a phenomenology design. Phenomenology is a research design that focuses on understanding individuals’ experiences and perceptions of a particular phenomenon or concept (Kafle, 2011). It was used to explore how senior high school students understand and perceive crime prevention education. Using the phenomenological design, the researcher sets aside his preconceptions and biases to fully immerse himself in the participants’ experiences and perceptions. The goal of phenomenology is to develop a rich, detailed understanding of the phenomenon being studied from the participants’ perspectives. By using a phenomenological approach, the researcher gained insight into the students’ understanding of crime prevention education, how it impacts their knowledge and attitudes towards crime, and the challenges associated with its implementation.

3.2. Research subject and object

The population consists of the entire group of students attending St. John’s Grammar senior high school of Ghana. Understanding the ‘Relevance of Crime-Related Matters in Ghana’ would consist of the students enrolled at the St. John’s Grammar senior high school in Ghana. The study aimed to explore the perspectives, experiences, and understanding of crime-related matters among these specific students. The population encompassed all the students attending St. John’s Grammar senior high school during the time of the study.

The concepts of data saturation, rather than statistical power or degrees of significance, are what decide the sample size in qualitative research. When a researcher reaches data saturation, they cease gathering data since the fresh data are no longer producing fresh themes or insights (Braun & Clarke 2021). To guarantee that the data gathered is sufficiently comprehensive and diverse, it is generally recommended to strive for a sample size of at least 10–20 participants for phenomenological investigations (Marshall et al., 2013). For this investigation, 15 participants from the St. John’s Grammar Senior High School were selected purposively for the study. Ethical issues were factored into account when choosing participants. Researchers were transparent about the research’s objectives, the data collection process, and the potential risks or benefits associated with participation. Participants willingly agreed to take part in the study without any form of coercion or pressure. They understood that they can withdraw from the study at any time without negative consequences. Consent was taken from the headmaster for participants who were minors.

3.3. Data collection instruments and procedure

Data was collected using semi-structured interviews with the students to gather in-depth information about their experiences and understanding of crime-related matters. The interviews consisted of a set of predetermined questions and topics while allowing flexibility for participants to provide detailed responses. The questions focused on their perceptions of crime, personal experiences, knowledge about crime prevention, challenges to crime prevention education, and any relevant social or cultural factors that influence their understanding. The researcher obtained necessary ethical approvals and permissions from relevant authorities, including the school administration and the student’s parents or guardians. The researcher identified and recruited participants for interviews, ensuring diverse representation based on factors such as gender, grade level, and academic performance. The researcher conducted the interviews in a comfortable and confidential setting within the school premises. Audio and video recording devices, with participants’ consent, were used to capture the discussions and ensure accurate data transcription. Furthermore, the researcher took detailed field notes during observations, documenting relevant behaviors, interactions, and contextual factors.

3.4. Method of data analysis

The collected data was transcribed and organized to ensure data confidentiality and anonymity. Data was processed using Nvivo and analyzed using qualitative analysis techniques such as thematic analysis, identifying key themes, patterns, and insights related to the student’s understanding of crime-related matters.

4. Results and analysis

Thematic analysis was employed to analyse the participants’ perspectives on the effectiveness of crime prevention education in enhancing students’ knowledge and attitudes towards crime and examine the challenges to implementing crime prevention education programs in schools.

Ojective One: The Participants’ Perspectives On The Effectiveness Of Crime Prevention Education in Enhancing Students’ Knowledge and Attitudes Towards Crime

Findings

In a thematic analysis of the students’ perspectives on the effectiveness of crime prevention education in enhancing students’ knowledge and attitudes towards crime, the following themes emerged from the analysis of students responses:

Theme one: Positive Attitudes Towards Crime Prevention Education

All participants expressed appreciation for the inclusion of crime prevention education. They acknowledged the relevance of such education in raising awareness and promoting safety among students. All students mentioned feeling empowered and confident in their ability to protect themselves and make informed decisions. Among the 15 students, below are the speech of two of them.

Participant 5: I really appreciate the crime prevention education we receive in our school. It’s important to know how to stay safe and protect ourselves from potential dangers.

Participant 2: Having crime prevention education is a great initiative. It has made me more aware and cautious about my surroundings.

Participant 5: mentioned that the feeling has been empowered, which is a crucial aspect of crime prevention education. When individuals are equipped with the knowledge and skills to protect themselves, they gain a sense of confidence and security. This not only enhances their personal safety but also contributes to a more resilient and self-reliant society. Participant 2 emphasized how crime prevention education has made them more aware and cautious about their surroundings. This heightened awareness is key in reducing the risk of becoming a victim of crime. When individuals are alert and cautious, they can avoid potentially dangerous situations and make informed decisions.

Theme two: Improved Knowledge and Awareness

Twelve (12) Students reported an increase in their knowledge and understanding of various crime-related topics, such as personal safety, cybercrime, and substance abuse. They recognized the importance of being informed about potential risks and dangers in their communities. Students mentioned specific crime prevention strategies they learned, such as self-defense techniques and identifying warning signs. Among the 12, below are the reported speech of 2 of them.

Participant 7: Through crime prevention education, I have learned about different types of crimes and their consequences. It’s eye-opening to know what risks are and how to avoid them.

Participant 4: I feel more knowledgeable about cybercrime and how to protect myself online. Crime prevention education has equipped me with important information that I didn’t have before.

‘Improved Knowledge and Awareness’, reveals a notable impact of crime prevention education on students’ understanding of various crime-related topics. This improved knowledge and awareness have important implications, and the responses of Participant 7 and Participant 4 provide insights into how these educational programs have been beneficial.

Theme three: Practical Application of Learned Strategies

Seven (7) students shared instances where they were able to apply the knowledge and skills gained from crime prevention education in real-life situations. They mentioned taking precautionary measures, such as securing personal belongings and avoiding unsafe areas. Some students recounted situations where they intervened or reported suspicious activities, showcasing their proactive approach to crime prevention. However, eight students admitted the practical unusage of this education.

Participant 1: I remember using the self-defense techniques we learned in a situation where I felt threatened. It gave me the confidence to protect myself and escape safely.

Participant 6: Thanks to the crime prevention education, I have become more cautious about securing my belongings and avoiding risky areas. It’s reassuring to know I can take preventive measures.

Theme four: Impact on Attitudes and Behaviors

All participants expressed a positive shift in their attitudes towards crime, with an increased sense of personal responsibility and vigilance. They reported being more cautious, observant, and mindful of their surroundings. Some students noted changes in their behavior, such as being more assertive in refusing to participate in illegal activities or influencing their peers to make safer choices.

Participant 11: Crime prevention education has changed my attitude towards crime. I now understand the importance of personal responsibility and being proactive in ensuring my safety.

Participant 8: I used to be less aware of my surroundings, but after receiving crime prevention education, I’ve become more vigilant and mindful. It has influenced my behavior for the better.

Objective Two: The Challenges To Crime Prevention Education Programs In School.

In a thematic analysis of the students’ perspectives on the challenges to crime prevention education programs in school, the following themes emerged from the analysis of students responses:

Findings

Theme five: Limited Resources

Seven (7) participants reported that limited resources hinder crime prevention education program in the school. This reveals a significant challenge faced by students in the context of crime prevention education programs in schools. The findings indicate that insufficient resources and materials can hinder the effectiveness of these programs.

Participant 1: Our school has insufficient resources and materials to effectively teach and demonstrate crime prevention strategies. This makes it difficult for us to fully grasp and apply the concepts.

Theme six: Limited Relevance:

Three (3) students responses raise the issue of programs not being tailored to the specific context and realities of the students, which in turn may contribute to limited practical applicability.

Participant 10: Sometimes, the crime prevention education programs are not tailored to our specific context and realities. We need programs that directly address the types of crimes prevalent in our community such as corruption, forced labour.

Theme seven: Inadequate Training:

Theme seven, ‘Inadequate Training’, highlights a critical challenge within the context of crime prevention education programs in schools as highlighted by two (2) participants. The finding suggests that some teachers may not have the necessary training and expertise to effectively deliver the content, which can impact student engagement and learning outcomes.

Participant 4: Sometimes teachers give the training and not all teachers are adequately trained in crime prevention education. As a result, some struggle to effectively deliver the content and engage students in meaningful discussions.

Theme Eight: Limited Student Engagement

Theme Eight, ‘Limited Student Engagement’, highlights an important challenge in the context of crime prevention education programs. The finding by ten participants suggests that some students do not perceive the significance of the education, leading to disengagement significantly as a result of peer pressure

Participant 13: Honestly, some students don’t take crime prevention education seriously. They view it as just another subject and don’t see the importance of studying what you wont be graded on. They say they are not done reading other perceived important subjects like science and maths and this has influenced some of them not to join.

Theme Nine: Limited Collaboration

Theme Nine, ‘Limited Collaboration’, underscores a critical challenge in crime prevention education programs within the school context. As asserted by nine participants, the finding suggests that there is insufficient collaboration between the school, parents, and community stakeholders, hindering the effectiveness of these programs.

Participant 15: There isn’t enough collaboration between our school, parents, and community stakeholders. Crime prevention education should involve everyone working together to create a safer environment.

5. Discussions

The findings provides valuable insights into participants perspectives on the effectiveness of crime prevention education in enhancing their knowledge and attitudes toward crime. In terms of positive attitude towards crime prevention education, the findings indicates a positive reception and recognition of the value of crime prevention education. Participants acknowledge that education is a powerful tool for personal safety. They recognize that being informed and educated about crime prevention is vital in today’s world, where individuals need to be vigilant and proactive in protecting themselves. Also, the participants indicate that crime prevention education empowers them. It provides them with knowledge and skills that boost their self-confidence and ability to respond to potential threats effectively. This empowerment may lead to individuals feeling more in control of their own safety. Again, the acknowledgment of the importance of knowing how to stay safe implies that individuals who receive this education are more likely to be aware of their surroundings and potential dangers. This heightened awareness can contribute to better decision-making and personal safety. The recognition of the importance of crime prevention education suggests that participants are taking a proactive approach to their own safety. They understand that waiting for law enforcement or others to intervene may not always be sufficient and that they can play a significant role in preventing and mitigating risks.In summary, the participants’ expressions of appreciation and recognition for crime prevention education imply that they understand the significance of being informed and proactive when it comes to personal safety. It highlights the positive impact that such education has had on individual student by empowering them with the tools to protect themselves and make informed decisions.

The participants also highlighted the improved knowledge and awareness they have gained through crime prevention education. They mention learning about different types of crimes and their consequences, as well as becoming more knowledgeable about cybercrime and online safety. This demonstrates that crime prevention education has successfully imparted important information and increased the participants’ understanding of potential risks. Also, this signifies that these programs are not limited to personal safety but also cover a wide range of criminal activities. Discussing different types of crimes and their consequences may help students become more informed and responsible citizens.Participants highlights a specific area where they have gained knowledge – cybercrime. In an increasingly digital world, this knowledge is extremely valuable. Cybercrime prevention is essential as it not only safeguards individuals but also their personal information and digital assets.The responses from the participans imply that crime prevention education empowers students with practical information. It equips them with tools and strategies they can apply in their daily lives. This empowerment fosters a sense of self-reliance and readiness to address potential risks. In conclusion, the improved knowledge and awareness reported by the students participating in crime prevention education underscore the significance of these programs in equipping individuals with the knowledge, skills, and awareness needed to address various safety concerns.

Regarding the practical application of learned strategies, the participants shared instances where they have applied the self-defense techniques or preventive measures they learned. This indicates that the education provided practical knowledge that they were able to utilize in real-life situations. It suggests that crime prevention education has equipped them with valuable skills and strategies to protect themselves. Also, this reveals the tangible impact of crime prevention education on students’ ability to apply their knowledge and skills in real-life situations.The responses of participants demonstrate that crime prevention education empowers students to respond effectively in real-life situations. They recount situations where they used the self-defense techniques and precautionary measures they learned, which contributed to their confidence and safety. Participants highlight the application of knowledge in personal safety and security. This is a fundamental aspect of crime prevention. When individuals are equipped with practical strategies to secure themselves and their belongings, they become less vulnerable to potential dangers and theft.The mention of students taking preventive measures, such as avoiding risky areas and reporting suspicious activities, showcases a proactive approach to crime prevention. This is a significant outcome of crime prevention education, as it contributes to the overall safety of the community. Participants comments indicate that they now have greater confidence in their ability to handle potentially dangerous situations and take steps to prevent them. This sense of confidence and reassurance is an essential aspect of personal safety and crime prevention.It is worth noting that not all students reported being able to practically apply what they learned. Eight students admitted to not being able to practically use the education. Participants reported not coming across instances which needs practical demostration.

In summary, the practical application of knowledge and skills gained from crime prevention education is a critical outcome that demonstrates the value of these programs. It empowers students to take a proactive approach to personal safety and crime prevention.

Furthermore, participants discuss the impact of crime prevention education on their attitudes and behaviors. They mention a shift in their attitudes towards crime, with an increased sense of personal responsibility and proactivity in ensuring their own safety. They also highlight a heightened sense of vigilance and mindfulness in their everyday lives. This suggests that crime prevention education has not only increased their knowledge but also influenced their attitudes and behaviors related to crime prevention. Also, it highlights the transformative effect of crime prevention education on students’ attitudes and behaviors. This theme reveals that such education not only imparts knowledge and practical skills but also fosters a positive shift in the mindset and actions of the students. Participants’ comments indicate a positive shift in their attitude towards crime. They now understand the importance of personal responsibility and taking proactive measures to ensure their safety. This shift in attitude is a fundamental outcome of crime prevention education, as it promotes a sense of individual and collective responsibility for safety.Students reported becoming more cautious, observant, and mindful of their surroundings. This heightened vigilance and mindfulness contribute to their personal safety and may also enhance the overall security of the community.The students mentioned changes in their behavior, such as being more assertive in refusing to participate in illegal activities or influencing their peers to make safer choices. These behavioral changes are significant, as they reflect a proactive approach to crime prevention and a commitment to promoting safe behaviors within their social learning circles.Again, the impact on attitudes and behaviors suggest that crime prevention education empowers students not only with knowledge and skills but also with the motivation to act on what they have learned. This personal empowerment is a key outcome, as it may encourage individuals to actively contribute to crime prevention efforts.The positive shift in attitudes and behaviors aligns with the development of responsible citizenship. Students are not only more responsible for their own safety but also for the safety of others. This reflects a sense of community and social responsibility. Furthermore, the mention of students influencing their peers to make safer choices is a powerful outcome of crime prevention education. It highlights the potential for a ripple effect, where educated students can have a positive influence on the behaviors and attitudes of their peers, further promoting a culture of safety.

In summary, the impact on attitudes and behaviors resulting from crime prevention education highlights the transformative potential of these programs. They not only impart knowledge and practical skills but also foster a sense of personal responsibility, vigilance, and a proactive approach to promoting safety.

This is consistent with the findings of Adjei et al. (2018) in Ghana who found that crime prevention education had a significant positive impact on students’ knowledge of crime-related issues. The study also found that students who received crime prevention education were more likely to report crime incidents than those who did not receive such education. Furthermore, Ngozwana et al. (2020) study on action learning for crime prevention: implications for community safety found a positive impact of crime prevention education on the attitude and behavior of community members which collaborates with the findings of this research on the impact of crime prevention education on pariticipants attitude and behavior. Also, the participants shared instances where they have applied the self-defense techniques or preventive measures they learned indicating the possession of limited fear.

These findings suggest that participants in the study have not only learned self-defense techniques and preventive measures but have also applied them in real-life situations, demonstrating a reduced fear of crime. This aligns with Ortegon-Sanchez et al. (2013) study, which emphasizes the importance of local safety campaigns and education in reducing both fear and the incidence of crime. The practical application of learned strategies appears to contribute to a sense of empowerment and safety among the participants.

The responses from students in the thematic analysis on the challenges to crime prevention education programs in schools shed light on various issues that hinder the effectiveness of such programs. Below are brief discussions on these responses.

Several students mentioned the limited resources as a challenge. Insufficient materials and tools hinder their understanding and practical application of crime prevention strategies. Adequate resources are essential to support effective learning. Participants response highlights the crucial role of resources in delivering effective crime prevention education. This limited resources can affect the quality and comprehensiveness of the educational experience. Effective teaching often involves practical demonstrations of concepts, especially in the context of crime prevention. Shortage of materials may impede the ability to illustrate and practice these strategies, limiting the students’ ability to fully grasp the concepts. The shortage of resources may affect the learning outcomes of students in the long run. When they are unable to engage with hands-on activities and practical demonstrations, their ability to internalize and apply the knowledge may be compromised. Crime prevention education requires well-equipped learning environments. These school environments should provide access to materials and resources that facilitate effective teaching and learning. Insufficient resources may hinder the achievement of educational objectives.

In summary, the lack of resources is a significant challenge to the effectiveness of crime prevention education programs in schools. This finding emphasizes the need to address resource disparities and advocate for adequate support to ensure that students receive a comprehensive and hands-on education in crime prevention.

Some students felt that the crime prevention programs did not address the specific types of crimes prevalent in their community. They emphasized the need for programs tailored to their local context to enhance their relevance and applicability. The participant’s response underscores the importance of ensuring that crime prevention education programs are relevant to the specific context and challenges faced by students. Generic or one-size-fits-all programs may not effectively address the unique needs. Tailoring programs to address the types of crimes prevalent in the community is crucial. By doing so, students can better relate to the content and see its direct applicability to their daily lives. Relevant education is more likely to be absorbed and put into practice. The link between relevance and practical usability is evident in the finding. When programs are designed to address local crime issues and provide real-life scenarios, students are more likely to come across situations where they can practically apply what they have learned.

In summary, the limited relevance in crime prevention education programs may hinder their practical applicability and effectiveness.

Students highlighted instances where teachers struggled to explain crime prevention concepts clearly. This lack of expertise hindered their understanding and engagement with the subject matter, emphasizing the importance of well-trained educators. Participants response underscores the importance of adequate training for educators responsible for teaching crime prevention education. Proper training ensures that teachers can effectively convey the content and engage students in meaningful discussions. Inadequate teacher training may affect the quality of education delivery. Teachers with limited skills and knowledge may struggle to effectively communicate key concepts, diminishing the overall impact of the program. Engaging students in meaningful discussions and promoting active learning are crucial for the success of any educational program. When teachers are inadequately trained, it can hinder their ability to create an engaging and interactive learning environment.

In summary, the theme of inadequate training underscores the importance of ensuring that educators are properly trained in crime prevention education. Adequate training is vital for effective content delivery, student engagement, and positive learning outcomes

Students mentioned that some of their peers did not take crime prevention education seriously. Despite being aware of the consequences of certain behaviors, these students succumbed to peer pressure, which negatively impacted the overall effectiveness of the programs. Students response underscores the challenge of some students not recognizing the importance of crime prevention education. Understanding the relevance of this education is fundamental to student engagement. Student engagement is crucial for the effectiveness of any educational program. When students are actively involved and invested in the subject matter, they are more likely to absorb and apply the knowledge and skills.

In summary, limited student engagement in crime prevention education is a significant challenge that can impact the effectiveness of these programs.

Students emphasized the importance of collaboration between the school, parents, and community stakeholders in crime prevention efforts. They suggested that involving all relevant parties would create a more comprehensive and coordinated approach to addressing the challenges. Students response emphasizes the essential role of collaboration in crime prevention education. Effective crime prevention often requires a multi-faceted approach involving schools, parents, and the broader community. A holistic approach to education acknowledges that students are influenced by their school, home, and community environments. Collaboration ensures that all these environments are aligned in promoting safety and crime prevention. Parents and families play a crucial role in reinforcing the lessons learned at school. When they are actively involved in crime prevention education, students are more likely to apply the knowledge and skills in their daily lives.

A study by Kieckhefer et al. (2018) in the United States found that one of the main challenges to implementing crime prevention education programs in schools was a lack of funding and resources which collaborated with the findings of this study. Also, Taylor and Adelman (2000), asserted that schools, homes, and communities must collaborate with each other if they are to minimize problems and maximize results in relation to an observed minute collaboration which concur to the findings of this study on limited collaboration. A study by Paraman and Hussain (2022) collaborates with this study’s findings on peer pressure influence on not recogning the effectiveness of the education.

6. Conclusions and recommendations

The study findings reflect a positive reception and perceived effectiveness of crime prevention education. Positive attitudes, improved knowledge, practical application, and attitudes and behaviors influence, demonstrate the multifaceted benefits of crime prevention education in enhancing students’ understanding of crime-related matters and their ability to protect themselves. Furthermore, the responses provide valuable insights into the challenges faced by students in crime prevention education programs. They highlight inadequate resources, inadequate training for teachers as instructors providing the eduction, limited student engagement and limited collaboration. 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.

7. Limitations of the study

Despite the valuable insights gained from this study, several limitations need to be acknowledged:

1. Sample Size, Scope and study subject: The study focused on a specific group of participants attending St. John’s Grammar Senior High School, limiting the generalizability of findings to a broader context. Expanding the participant pool and considering various geographical locations could provide a more comprehensive understanding. Students were majorly explored in this study which sets to limit the views of teachers on the subject.

2. Cultural Context: The study’s findings are grounded in the Ghanaian cultural context, which might differ significantly from other regions. Cultural factors can influence motivations and practices, suggesting that findings might not be universally applicable.

3. Qualitative Nature: As a qualitative study, the findings provide rich insights into crime-related matters, but quantitative data might offer a more comprehensive perspective on the subject.

8. Suggestions for further study

Further studies may be conducted to examine the long-term effects of crime prevention education programs on students’ knowledge, attitudes, and behaviors. This can provide insights into the sustained effectiveness of these programs and their influence on student’s lives beyond their school years. Also, studies may be done to explore the perspectives of teachers regarding the challenges they face in delivering crime prevention education and their recommendations for improving program implementation. This can provide a comprehensive understanding of the barriers and facilitators encountered by educators and inform strategies for better supporting them in their roles. Furthermore, comparative studies across different cultural and socio-economic contexts can be conducted to explore the universality of challenges faced by students in crime prevention education programs. This can shed light on the cultural factors that influence program effectiveness and help tailor interventions to specific contexts.

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.