On September 29 2025, a video showing a female student and the Assistant Headmaster of KNUST Senior High School in a compromising situation went viral. The video, which has since been taken down from most websites, has raised concerns and questions about abuse of power, the vulnerability of female students, and the responsibility of institutions to create safe learning environments for the girl child. This case, however, is not an isolated one. It highlights a deeply concerning trend of misconduct within Ghana's schools. According to BBC News Pidgin, the Ghana Education Service (GES) has dismissed at least nine teachers for similar sexual and immoral acts since November 2018. This report explores the KNUST SHS incident, analyzes the public and official reactions, and examines the broader implications for the protection of the girl child.
Following the viral 16-second video of the assistant headmaster of KNUST SHS, Mr. Charles A. Aidoo and his alleged 13-year-old student in an inappropriate position, the public was outraged, and discussions around harassment and gender-based misconduct were ignited. Ghana Technical and Vocational Education and Training (TVET) issued a statement condemning the act, describing it as “a gross violation of trust, an abuse of authority, and a direct attack on the values of dignity and safety that every school must uphold.” It is a violation of the very code of conduct he swore to uphold. According to Part III, Section 9(f)(ii) of the GES code of conduct, "Any staff who has carnal knowledge of any female or male pupil/student of any age, with or without his/her consent, shall be guilty of professional misconduct." This rule leaves no room for ambiguity and underscores the severity of the offense. This subsequently led to the removal of Mr. Aidoo from his position, pending further investigation.
This incident highlights the persistent risks faced by girls in academic environments, especially where power imbalances exist between male teachers and female students. When such misconduct occurs, it can lead to psychological trauma, loss of trust in educators, and fear of reporting due to stigma or retaliation. These are not isolated fears but reflect a continental crisis, with one study showing up to 47% of girls in six African countries reporting sexual harassment. The situation in Ghana is particularly worse, where research indicates that for as many as 48% of female adolescents, their first sexual experience was forced (Sen et al., 2002).
Advocates for gender equality have stressed that girls’ education thrives only in safe spaces. The violation of that safety undermines not just the affected student’s well-being, but the confidence of all young girls pursuing education in similar settings. It is no wonder that the Ministry of Education has since intensified its campaign against sexual harassment in schools since November 2024, but the recent public outcry suggests it is not enough.
The Ghanaian public expressed widespread outrage, demanding justice and accountability. On X (formerly Twitter), one user wrote, “Teachers are supposed to protect the girl child, not exploit her”. This is shameful and must be addressed.” Another remarked, “This is why we need stronger laws on teacher-student relationships and better supervision in schools.” Those laws exist, but who is enforcing them? The safety of the girl child is in the balance as long as we continue to shield the abusers, those who are supposed to teach, mentor and keep her safe. Former UTAG President, Professor Charles Ofosu Marfo, also commented on the issue, emphasizing that educators must maintain professional boundaries and uphold moral integrity. TVET, supported by education activists and women’s rights groups, has called for comprehensive reforms, including mandatory gender-sensitivity training, the establishment of clear reporting mechanisms, and counselling support systems for students who experience or witness abuse.
This case has renewed discussions about the role of institutions in protecting vulnerable students, especially girls in boarding and senior high schools. It demonstrates the need for strict enforcement of child protection policies, routine monitoring of staff behaviour, and confidential channels for students to report misconduct safely. Without secure and safe reporting channels, victims of harassment may be scared to report, knowing how powerful their abusers are. Despite the campaigns led by the Ministry of Education, GES, T-TEL, and the Ministry of Gender, Children, and Social Protection, this problem is far from getting solved, but the recent demands from the public might yield some positive results. Beyond the disciplinary actions, educators and policymakers must collaborate to create a culture where respect, equality, and dignity are central to every school’s values.
The KNUST SHS incident serves as a painful reminder that the safety of the girl child must never be compromised. Protecting female students from any form of harassment or exploitation is not optional; it is a moral and institutional duty.
Authorities must ensure justice for the victim while implementing preventive measures to rebuild trust in the education system. Every girl deserves to learn in an environment that respects her dignity, safeguards her well-being, and empowers her to reach her fullest potential.
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