New research reveals culturally responsive teaching improves confidence, participation and social skills among young learners without affecting academic development
For years, Ghana’s education conversations have largely focused on examination performance, literacy, numeracy and access to schools. However, a new study into early childhood education is challenging the country to look deeper into the foundation years of learning and reconsider how children are introduced to knowledge.
The research, titled “The Impact of Culturally Responsive Teaching Practices on the Social and Emotional Development of Early Learners in Diverse Classrooms in Ghana,” has found that incorporating local languages, cultural experiences, indigenous knowledge and community-based learning approaches into kindergarten classrooms can significantly improve children’s social and emotional development.
The findings and broader conversations around the future of early childhood education in Ghana are expected to take centre stage on Thursday, July 23, 2026, at 9:00 a.m. at Tomreik Hotel, where education stakeholders, researchers, policymakers and industry partners will gather to examine the implications of the research.
The study, jointly led by Professor Winston Kwame Abroampa and Professor Paul Sarfo Mensah, with the Institute for Rural Development and Innovation Studies, KNUST, was supported through a two-year grant from the International Development Research Centre (IDRC) and its partners.
At the heart of the research is a question that has become increasingly important as Ghana prepares children for a rapidly changing world: are classrooms recognising the experiences, languages and cultures children bring from home?
The study argues that early childhood education goes beyond teaching children letters, numbers and academic skills. It is also about building confidence, emotional control, cooperation, communication, responsible decision making and a sense of belonging.
To explore this, the study examined sixteen kindergartens across eight districts in the Ashanti and Greater Accra Regions, using a quasi-experimental approach to assess whether culturally responsive teaching practices could improve children’s social and emotional development.
Teachers in selected schools received training and coaching in culturally responsive teaching, social-emotional learning and gender-responsive practices, while comparison schools continued with conventional teaching approaches.
The findings reveal a striking shift in how children engage with learning. Across the study sample, children with weak social-emotional skills reduced from 32 per cent to just 2 per cent, while those demonstrating strong social-emotional skills increased from 10 per cent to 37 per cent.
Children in intervention schools also recorded stronger outcomes, with 41 per cent achieving strong social-emotional skills compared to 33 per cent in comparison schools.
Beyond the numbers, the study highlights the human stories behind the data. Teachers, parents and community members reported that children who were previously quiet or withdrawn became more confident, willing to participate and more expressive when lessons connected with languages, stories, games and cultural experiences familiar to them.
However, the research also raises important questions about how culturally responsive teaching can be sustained, especially in linguistically diverse urban classrooms where children come from different language and cultural backgrounds.
Beyond the classroom, the research also raises broader questions about Ghana’s long-term investment in human capital. As economies become increasingly driven by skills, innovation and adaptability, the foundation built during the early years of education has implications for the quality of the future workforce.
For businesses and policymakers, improving social and emotional skills among young learners represents an investment in developing individuals who can communicate effectively, collaborate, adapt to change and participate meaningfully in the economy later years. The findings therefore position early childhood education not only as a social priority but also as part of the wider conversation on building Ghana’s human capital and economic competitiveness.
As Ghana continues to rethink how children are prepared for the future, the study is expected to deepen conversations around the role of culture, language and identity in shaping early learning experiences. The findings provide new evidence for policymakers, educators and stakeholders seeking approaches that not only improve classroom participation but also strengthen the social and emotional foundations of the next generation.
The central question remains: in preparing Ghana’s children for the future, are classrooms making enough room for the cultures, languages and experiences they already carry?
