From Setback to Comeback’: A Phenomenological Study of GCE ‘O’ Level Exam Repeaters

ABSTRACT This study examines the lived experiences of Ghanaians who initially failed but later retook the GCE ‘O’ Level examinations, a pivotal educational milestone. Academic failure in Ghana is often stigmatized, with enduring implications for identity, self‐esteem, and family dynamics. A mixed‐methods design combined an online survey and telephone interviews with 83 participants (57.8% female, 42.2% male), most in their 50–60 s. Quantitative data revealed repeated exam attempts, culminating in a 71.1% pass rate. Qualitative interviews captured narratives of distress, including shame, diminished self‐worth, and family labeling, alongside resilience and eventual success. These findings demonstrate that educational setbacks are not only academic but also profoundly social and psychological, influencing how individuals are perceived within their families and communities. The study underscores the importance of compassionate educational and family support systems to mitigate stigma, highlighting the powerful intersection between academic achievement and Ghanaian societal values.