Absence of Changing Rooms and Its Implications on Practical Physical Education Lessons in Senior High Schools in Ghana

Abstract

This qualitative study examines how the lack of changing rooms affects the practical physical education classes in senior high schools in Ghana. This study was conducted in the Eastern region of Ghana, involving 26 students and 10 physical education teachers who participated in semi-structured interviews, focus groups, and observations. The results show that, while PE teachers struggle with teaching, student engagement and safety issues, students suffer from major discomfort, embarrassment and reduced participation due to the lack of changing facilities. Psychosocial disorders such as anxiety, low self-esteem and bullying were also identified in the study. The solutions suggested by participants were gender neutral facilities, training of staff, awareness campaigns and inclusive policy changes. The results highlight the urgent need for policymakers to prioritise investment in physical education facilities and infrastructure to promote student participation, well-being, and holistic development. The study adds to the debate on educational infrastructure and on participation in physical education by stressing the value of a safe, welcoming and stimulating learning environment. The study concludes that adequate changing facilities should be provided in Ghanaian secondary schools as a fundamental issue of equity, dignity and quality of education.