The Term Has Started — Where Are the Students?

 

A Wake-Up Call for Schools and Parents

The first week of a new school term should be marked by energy, fresh motivation, and eager learners ready to build on the past term's progress. But in many Ghanaian schools — both public and private — something troubling has become the norm: empty classrooms or half-filled classrooms, and teachers revising or idling as they wait for students to return. While schools officially reopen, the real academic work often stalls as many students return days or even a full week late.

This delay is often encouraged or permitted by parents who believe “serious learning hasn’t started yet.” In some cases, it's rooted in old routines, where the day before reopening was set aside for communal cleaning or weeding — a practice more common in rural or earlier school settings. But times have changed. Today, some schools dive straight into revision or new lessons from Day One. Yet, the culture of delayed resumption lingers — subtly teaching our students that punctuality and readiness are optional.

The Roots of the Delay

Historically, the day before school resumed was reserved for “general cleaning.” Students would report in advance to sweep, weed, and prepare the classroom environment for the new term. In some rural or under-resourced schools, this tradition continues — and often for good reason. Some cite financial constraints, others claim there's “no serious learning” in the first few days, while others simply follow what has become cultural habit.

But what are we sacrificing in this casual attitude toward punctuality?

The Academic and Psychological Cost

For schools that begin teaching or revision immediately, absenteeism in the first week means students fall behind from the start. Teachers are forced to repeat lessons for latecomers, slowing the pace for those who reported on time. The result? A widening gap in academic consistency and discipline. More importantly, students unconsciously learn that it’s okay to delay, to wait, to procrastinate — a mindset that can seep into other areas of life beyond the classroom.

Consistent late resumption affects more than just test scores. It disrupts the momentum of learning, undermines time management, and instils a casual approach to responsibility. These are not habits we want to nurture in our young people, especially in a world that increasingly rewards discipline, initiative, and consistency.

A Collective Responsibility

Addressing this issue requires a joint effort from schools, parents, and even the media. Schools must reinforce policies that encourage full attendance from Day One — including beginning lessons, conducting revision, and communicating expectations clearly. Parents must shift their mindset and take school calendars seriously, resisting the temptation to delay their children’s return for reasons that do not support academic growth. And as a society, we must normalise and celebrate punctuality, not indifference.

The habit of starting late sends the wrong signal to our children — that commitment is optional and that readiness can wait. If we want to raise a generation that shows up prepared and ready to lead, then showing up on time must be part of the training.

The Wake-Up Call

It’s time to reset. The culture of late resumption must give way to a culture of intentional learning. Term has started — where are the students? The answer to that question is not just about attendance. It's about the values we’re passing on, the mindset we’re shaping, and the future we’re preparing our children for.

Let’s show them that the first step matters.