An exploration of pupils' lived experiences of education within Ghana’s inland water communities

For pupils in Ghana’s rural inland water communities, having access to education is constrained by several challenges. From 2015 to 2023, thirty-three (33) pupils have died whilst crossing rivers and lakes to access education in Ghana. Considering the pertinent nature of the pupils’ vulnerabilities, this study explored the lived experiences (motivations and deterrents) of pupils who cross the Volta Lake and the Sene River to attend school in the Sene East District. Push and pull factor theory guided this inquiry. The study is situated within the phenomenological qualitative inquiry domain. 19 pupils participated in a face-to-face interview. Responses from participants were transcribed and thematically analysed. In terms of deterring experiences, the findings revealed that cultural beliefs, unfavourable weather conditions, community isolation and transportation challenges deterred pupils from crossing the lake to attend school. In terms of motivating experiences, the findings revealed that support from stakeholders, future goals, and educational opportunities inspired the pupils to cross the Volta Lake and the Sene River to access education. This study highlighted how rural inland water communities’ educational challenges uniquely differ from general rural education issues, particularly within the Ghanaian context. This geographical specificity helps distinguish inland water communities’ educational needs from broader rural education challenges. The study advances theoretical understanding by extending the application of push-pull theory beyond its traditional usage in migration studies to specifically examine educational access decisions in rural inland water communities.