Post-Election Anxiety on Academic Performance Among Senior High School Teachers and Students in Ghana: A Case of Twifo Hemang Lower Denkyira District, Central Region

Elections serve as a fundamental element of democracy and frequently induce strong emotions and political tensions, which can greatly affect societal well-being like education. This research examines post-election anxiety among senior high school teachers and students, specifically in Twifo Hemang Lower Denkyira District in the Central Region of Ghana. It focuses on its psychological, social, and educational consequences. Although there is extensive global research regarding election-related anxiety, there has been limited focus on its impact on educational stakeholders in sub-Saharan Africa. This study addresses this gap by examining the experiences, coping strategies, and educational consequences of post-election anxiety in Ghana. This study employed a qualitative research design based on phenomenology. The study gathered insights from 10 teachers and 15 students through in-depth interviews and focus group discussions. These participants were carefully and purposefully selected to ensure a range of perspectives. Thematic analysis showed that post-election anxiety negatively affected the mental health of both teachers and students, which hampered teacher effectiveness and reduced student engagement and academic performance. Teachers reported feeling emotionally drained and less motivated, whereas students encountered increased anxiety and a diminished ability to concentrate on their studies. Coping strategies differed because teachers often found comfort in social interactions and political discourse, while students had difficulty managing their anxieties. The results highlight the pressing need to incorporate mental health and emotional resilience programs into educational policies because it will help lessen disruptions in the teaching and learning process to preserve academic outcomes. This research illustrates the link between political events and educational well-being, calling for proactive measures to foster a supportive learning environment. Policymakers and educational leaders need to prioritise mental health resources in schools to ensure resilience during election periods. Educational institutions can sustain continuity and promote a more stable and effective academic environment in times of political instability when post-election anxiety is addressed to the barest minimum.