The Role of Social Studies in Curbing Indiscipline Among SHS Students in the Eastern Region of Ghana

Student indiscipline remains a persistent challenge in Ghanaian Senior High Schools (SHSs), undermining learning environments and academic outcomes. Social Studies, as a civic and moral education subject, is designed to shape values, attitudes, and behavior, yet its effectiveness in addressing indiscipline is underexplored. This study examined the role of Social Studies education in influencing student behavior and reducing indiscipline among SHS students in the Eastern Region of Ghana. Specifically, it assessed the relationship between Social Studies exposure, school/teacher support, student attitudes, and reported indiscipline. A cross-sectional survey design was adopted. Using stratified random sampling, 300 SHS students were selected across districts in the Eastern Region. Data were collected through structured questionnaires covering socio-demographics, Social Studies exposure, teacher and school support, attitudes toward discipline, and self-reported indiscipline. Analyses included descriptive statistics, Pearson’s correlations, and multiple regression using the IBM Statistical Package for the Social Sciences (SPSS). Reliability tests confirmed internal consistency of scales (Cronbach’s α = 0.82 for Social Studies exposure; α = 0.85 for indiscipline index). Findings indicated that higher Social Studies exposure scores were associated with lower indiscipline (r = −0.42, p < 0.01). Regression analysis showed that Social Studies exposure significantly predicted reduced indiscipline (β = −0.31, p < 0.01), even after controlling for gender, age, and parental education. School and teacher support also had a strong negative effect on indiscipline (β = −0.27, p < 0.05). Additionally, 72% of respondents agreed that integrating more practical civic activities into Social Studies would further curb misconduct. The study concludes that Social Studies is a vital behavioral intervention tool in Ghanaian SHSs. When combined with teacher role-modeling, clear school rules, and participatory methods, it reduces indiscipline and fosters responsible citizenship. Policy interventions should focus on curriculum reforms, experiential civic activities, strengthened guidance and counseling, and greater parental involvement.