Involvement of Junior High School Pupils in Illegal Mining Activities and its Influence on Academic Performance: Evidence from Amansie West District, Ghana

This study examines the involvement of Junior High School (JHS) pupils in illegal mining activities and its influence on academic performance in the Amansie West District of Ghana. Anchored on the Social Learning Theory, Ecological Systems Theory, and the Sustainable Livelihoods Concept, the research employed a pragmatist paradigm with a concurrent mixed methods design. Quantitative data were collected from 177 JHS pupils through a closed-ended questionnaire, while qualitative insights were obtained from semi-structured interviews with seven pupils engaged in illegal mining. Findings reveal that while pupils generally acknowledge the importance of education for future success, economic hardship, limited livelihood opportunities, inadequate school infrastructure, peer influence, and weak law enforcement drive their involvement in illegal mining. Engagement in mining was found to contribute to absenteeism, physical exhaustion, reduced concentration, and ultimately lower academic performance, particularly in core subjects such as Mathematics, English, and Science. The study recommends targeted interventions including improved educational infrastructure, enhanced teacher professional development, scholarship schemes, flexible learning schedules, and community awareness campaigns. The findings have implications for policy and practice in addressing child labour in resource-based economies and promoting sustainable education outcomes.