“We carry too many burdens”: Lived experiences of girls’ schooling in Ghana, a critical look at barriers, gender norms, and institutional perspectives

Background Girls continue to face barriers to sustained school participation and learning, despite Ghana's steady progress in school enrolment across basic education. Although poverty and poor facilities are highlighted by quantitative empirical research, little is known about how girls face these obstacles and how educational institutions respond to them. The lived experiences of girls and the perspectives of coordinators of the School Health Education Program (SHEP) are explored in this study, with particular emphasis on how institutional and sociocultural factors shape attendance and wellbeing. A qualitative descriptive methodology was utilised. Data were collected through forty-three focus group discussions (FGDs) with schoolgirls aged 9-17 years and key informant interviews (KIIs) with SHEP coordinators across six districts in Ghana, purposively sampled to represent northern, middle, and southern zones. Semi-structured guides explored experiences of schooling, menstruation, domestic responsibilities, community norms, and institutional responses. Discussions were conducted in English, transcribed, and thematically analysed using the Dedoose software. Results Four interrelated themes emerged. First, unfriendly school environments limited attendance, as girls reported insufficient WASH facilities, absence of sanitary products, and anxiety regarding potential embarrassment during menstruation. Secondly, gendered domestic labour and time poverty limited participation, as many learners missed school or arrived late due to household chores and caregiving responsibilities. Third, cultural expectations and constrained aspirations, including early marriage, initiation rites, and parental preference for boys’ education, shaped girls’ perceptions of restricted futures. Fourth, classroom experiences during menstruation were characterised by anxiety, discomfort, and reduced participation, with stigma and fear of leakage undermining concentration and engagement. SHEP coordinators acknowledged these challenges but highlighted resource limitations, weak referral systems, and limited training as barriers to effectively supporting girls. Conclusions The lived experiences of girls reveal that educational exclusion extends beyond infrastructure to include stigma, gender norms, and cultural expectations, exacerbated by weak institutional solutions. A multi-sectoral approach that integrates gender-responsive WASH, household sensitisation, community norm transformation, and enhanced school support systems is crucial for creating an environment conducive to girls’ educational success. This study underscores the necessity of integrating social and cultural factors into educational and public health initiatives, prioritising the lived experiences and perspectives of girls.