Data for Development: How School Health Surveys Are Shaping Ghana’s Education

John is a sixteen-year-old student at Atiavi-Agbodekor Roman Catholic Basic School in Ghana’s Volta Region. After school, he works as a commercial tricycle rider to earn an income. The steady flow of cash has exposed him to peer pressure, with friends urging him to engage in transactional sex as a supposed marker of manhood. John admits that this has been his lifestyle for over a year, but he is increasingly worried about the consequences.

His experience reflects the reality of many adolescents who, while striving to succeed academically, face pressures that put their health and future at risk. Peer influence, economic hardship, and social expectations often drive students toward behaviors that compromise their safety and well-being. These risks—ranging from sexually transmitted infections to violence and emotional distress—can erode their ability to concentrate, remain in school, and achieve their aspirations.  Concerns such as rising HIV infections among adolescents, incidents of school-based violence, and the need to measure the impact of health education investments all depend on robust data. According to the Ghana AIDS Commission, new HIV infections among adolescents aged 10–19 accounted for 11.9 percent in 2024, compared to 10.8 percent in 2022. Reports of school violence have also increased in recent years.

Such challenges highlight the importance of gathering reliable evidence on student health and school health systems. Without credible data, the struggles of young people like John remain hidden, and policies risk missing the mark. Recognizing this, the United Nations in Ghana—led by UNESCO and WHO—together with national partners, supported two major nationwide surveys between 2023 and 2024: the Global School-based Student Health Survey (GSHS) and the Global School Health Policies and Practices Survey (G-SHPPS).

Together, the GSHS and G-SHPPS reached 438 primary and secondary schools nationwide. The GSHS was conducted in 38 scientifically selected schools, engaging 3,973 learners aged 13–17. It examined nutrition, physical activity, mental health, hygiene, substance use, sexual health, violence, and protective factors—providing a standardized picture of adolescent health challenges. In parallel, the G-SHPPS was implemented in 400 schools, with headteachers and school leaders contributing data on health services, learning environments, food and nutrition, physical education, governance, and resources.

The findings are expected to guide ministries and stakeholders in designing targeted interventions on issues such as substance use, oral hygiene, and mental health support. They will also strengthen the integration of health into education, recognizing that student success depends as much on well-being as on academic performance. Regular implementation of such surveys establishes benchmarks for tracking progress across both sectors.

Leadership for this national process has come from within Ghana’s education system. Theresah Oppong Mensah, Director of the School Health Education Programme at the Ghana Education Service, serves as principal investigator and chairs a steering committee comprising representatives from GES, the Ghana Health Service, the Ministry of Education, and WHO. She explains: “From my perspective, the GSHS exercise is more than a survey; it is a voice for young people and a compass for evidence-driven decision-making. The partnership with these UN agencies reflects a shared commitment to fostering healthy learning environments and securing a brighter future for Ghana’s adolescents.”

A national report is now being prepared for dissemination to stakeholders. Its findings will guide school health and adolescent health programming, establish national priorities, and contribute to global comparisons that support shared learning. The data responds to growing demand from policymakers and partners for evidence that can guide future action, enabling Ghana and its partners to monitor trends, advocate for resources, and evaluate the impact of policies and programmes over time.

Beyond the statistics, the surveys highlight a practical outcome: listening directly to students and educators and translating their experiences into actionable knowledge. Through UN support, national institutions have gathered reliable evidence that can shape healthier learning environments and strengthen the link between education and well-being.

For John, these lessons are personal and empowering, though he admits constant reminders are necessary. “Madam, always educates us not to have unprotected sex to prevent diseases. My boys tell me the girls see me as a clown, and this is really affecting me. Regardless, I see school as the tool to push me to greater heights and not the tricycle I am currently riding. My focus is on education. I think I should start having protected sex to be able to enjoy the fruits of my education.”