Assessing Small-Scale Mining and Its Impact on Junior High School Pupils’ Performance at Manwe in the Wa East District, Upper West Region

Small-scale mining has become a dominant livelihood strategy in many rural communities in northern Ghana, offering short-term income opportunities amid declining agricultural productivity and limited formal employment. However, its implications for basic education remain underexplored at the community level. This study assessed the impact of small-scale mining on the academic performance of Junior High School pupils in Manwe, Wa East District, Upper West Region. Guided by Human Capital Theory and household economic perspectives, the study adopted a descriptive cross-sectional mixed-methods design. Quantitative data were collected through structured questionnaires administered to pupils, while qualitative insights were obtained from semi-structured interviews with teachers and parents. Descriptive and inferential analyses were complemented by thematic analysis of qualitative data. The findings reveal that pupils’ involvement in small-scale mining is primarily driven by household poverty, income pressure, easy access to mining sites, and weak enforcement of child labour regulations. Mining participation significantly disrupts school attendance and punctuality, with widespread absenteeism and seasonal withdrawal during peak mining periods. Health-related effects, including physical fatigue, minor injuries, sleep deprivation, and reduced classroom concentration, further constrain pupils’ learning capacity. These attendance and health challenges collectively mediate a strong, negative relationship between mining participation and academic performance, as reflected in reduced study time, poorer examination outcomes, and an increased risk of class repetition. Teachers consistently perceive small-scale mining as a structural threat to education, while parents, though aware of its negative educational consequences, often rationalise children’s participation as an economic necessity. The study concludes that the educational costs of small-scale mining outweigh its short-term livelihood benefits. It recommends integrated interventions that combine education and protection, alternative livelihood support, and strengthened institutional enforcement to reconcile household survival with sustainable educational outcomes in mining-dependent communities.