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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025

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Social, Academic, and Psychological Impacts of Ghana’s COVID-19
Measures on University Students: A Human Security Perspective

Owusu Sekyere Kwarteng

Department of Political Science Education, University of Education, Winneba, Ghana

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000269

Received: 12 October 2025; Accepted: 19 October 2025; Published: 10 November 2025

ABSTRACT

This study examines the social, academic, and psychological impacts of Ghana’s government COVID-19
measures on university students through the lens of the Human Security and Securitization framework. Many
scholars, the world over, have debated about the limitations and issues associated with securitizing public issues
by governments. By situating the analysis within these theoretical frameworks, the study seeks to explain how
securitizing the educational sector during COVID-19 by the Ghanaian government bred some unintended
consequences in students academic performance, social interactions, and psychological wellbeing of university
students. The study employed a quantitative descriptive survey to collect data from 100 Political Science students
at the University of Education. Krejcie & Morgan’s (1970) table recommends that a population of 1,700 requires
a sample size of 315, however, due to logistical constraints, voluntary participation, and limited time for the
study, the researcher was only able to gather responses from 120 students, ultimately receiving 100 valid
responses. In selecting the participants, the researcher used simple random sampling coupled with a departmental
list and a random number generator. Findings of the study revealed that, socially, students maintained peer
connections through virtual channels, thereby mitigating risks associated with isolation. Academically, students
faced challenges with respect to the Online Management Systems introduced coupled with limited internet
access. Psychologically, high levels of stress, anxiety, and depression were recorded due to lack of mental health
support. While the Government’s measures were laudable, they insufficiently addressed human security
concerns. The study recommends investments in virtual learning infrastructure, subsidizing internet costs, and
integrating telehealth services in university systems.

Keywords: COVID-19, human security, university students, Ghana, social effects, academic effects,
psychological effects.

INTRODUCTION

World history consists of harsh or forceful, extreme, and rigorous happenings that acted as a turning point across
various realms. Among these, the year 2020 would be remembered for COVID-19, which seriously turned the
world upside down (Kiran, 2020). The outbreak, caused by the novel severe acute respiratory syndrome
coronavirus 2 (SARS-CoV-2), emerged in Wuhan, China, in late 2019 and rapidly evolved into a global crisis.
On March 11, 2020, the World Health Organization (WHO) declared COVID-19 a pandemic, marking the
beginning of one of the most significant public health emergencies in recent history (Asante & Mills, 2020). By
the end of March 2020, the virus had spread to over 178 countries, with confirmed global cases surpassing
780,000 (Johns Hopkins University, 2020).

Although African countries initially recorded fewer cases as compared to Europe and the Americas, they soon
faced significant challenges where their social, economic, and political lives were altered to suit the demands of
the pandemic’s prevention (Asante and Mills, 2020). On March 12, 2020, Ghana confirmed its first cases of
Covid-19 involving two individuals returning from Norway and Turkey (Frempong et al., 2021). In response,
the government implemented a number of containment measures, which included closing down schools,
cracking down on public gatherings, border restrictions, and targeted lockdowns in targeted hotspot areas
(Frempong et al., 2021).

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While these measures were laudable to flatten the transmission of the virus, they also had profound implications
for education. On March 6, 2020, the University of Washington led the way by shifting from traditional face-to-
face to online learning in response to COVID-19. Several institutions followed suit, and by late March, most
universities had either suspended classes or shifted to online instruction (Weeden & Cornwell, 2020). Following
global protocols, the Ghanaian government abruptly shifted education from face-to-face to virtual learning.
However, as observed by Agormedah et al. (2020) and Henaku (2020), the Ghanaian context presents a challenge
of internet connectivity, limited access to digital devices, and the absence of robust institutional e-learning
infrastructure.

Beyond technological constraints, the social and psychological dimensions presented by the pandemic on
students are underexplored. Measures such as social distancing disrupted established peer networks,
extracurricular engagement, and informal learning environment, which are critical in students’ well-being and
success (Singh & Singh, 2020; Pietrabissa & Simpson, 2020). Moreover, mental health issues became more
pronounced, with students reporting heightened anxiety, reduced motivation, and increased financial stress
(Saladino et al., 2020; Wang et al., 2020).

In this context, the present study addresses the academic, social, and psychological impact of Ghana’s Covid-19
measures on students in the Political Science Department at the University of Education, Winneba (UEW).
Specifically, it seeks to address these questions: (1). How did the government’s COVID-19 measures affect
students socially? (2) How did these measures impact students’ academic experience virtually? (3) What were
the psychological consequences of these measures on students?

By situating the analysis within the human security framework, this study contributes to the emerging body of
literature on higher education resilience in crisis contexts. The findings provide practical insights for Ghanaian
policymakers and university administrators, while also offering lessons relevant to other higher education
systems facing similar infrastructural and socio-economic constraints. Moreover, the study brings to light the
limitations of securitization theory when applied to real-world policy contexts.

Theoretical Framework and Literature Review

Theoretical Framework: Human Security Theory& Securitization Theory

The Human Security theory provides an inclusive framework for analyzing various dimensions of harmful
threats to human well-being, shifting away from the traditional state-centric focus of security paradigms. The
1994 Human Development Report issued by the United Nations Development Programme (UNDP) defined
human security as “safety from chronic threats and from sudden, hurtful disruptions in the normal rhythms of
life” (UNDP, 1994, p. 22). This new concept of understanding human security is very important, as it
encompasses a wider range of threats, such as territorial integrity, to include people’s livelihood, dignity, health,
and survival. The framework identifies seven interrelated components: economic security, food security, health
security, environmental security, personal security, community security, and political security (Anderson-
Rodgers & Crawford, 2018; Nkang & Bassey, 2022). These dimensions collectively emphasized on the
importance of safeguarding humans from both immediate and structural vulnerabilities.

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Health security as one of the components of the framework focuses on the protection of human beings from
diseases and unhealthy lifestyles. Positive social relations and networks are crucial for individual well-being, as
they are supported by personal and community security.

The COVID-19 pandemic, which is caused by the SARS-CoV-2 virus, represents a clear case of a human
security threat due to its concurrent disruption of multifaceted dimensions of life. Policies enacted by
governments to contain the virus include lockdown, school closures, and restrictions on public gatherings and
border controls. While these interventions were to safeguard lives, they also had far-reaching impacts on the
academic, mental health, and social life of students.

In Ghana, the human security paradigm becomes evident. March 12, 2020, the country recorded its first two
COVID-19 cases, signaling a swift governmental action to contain the virus. These measures included the
closure of all institutions, with universities included, the suspension of public events, and the imposition of
partial lockdown within the hotspot of Kumasi and Accra (Frempong et al., 2021). While this swift response was
laudable, it raises concerns with other aspects of human security, which include academic continuity, economic
stability for students and families, and access to social support and networks.

By integrating the human security framework and the theory of securitization, the study analyzes the intersection
of student welfare and protective state measures during COVID-19. More specifically, this integrated framework
allows for a comprehensive analysis of the social, academic, and psychological consequences of Ghana’s
pandemic response on university students, placing these effects within the broader debate on the resilience of
higher education during crises.

Securitization Theory

In addition to the human security framework, this study employs the Securitization Theory propounded by
Buzan, Wæver, and De Wilde (1998). The theory explains how issues are constructed as existential threats,
enabling leaders (securitizing actors) to justify extraordinary measures that go beyond normal political routines.
It is when an issue is presented as posing an existential threat to a designated referent object (traditionally, but
not necessarily, the state, incorporating government, territory, and society) with exceptional policies such as
lockdowns, curfews, and restrictions on movement become legitimized (Wæver, 1995; Baele, 2020).

In the Ghanaian context, COVID-19 was farmed as an existential threat to national survival and security.
Through a series of public addresses, the President of Ghana used securitizing language where he labeled the
virus as a threat, thus justifying the drastic action of closing schools, stopping public gatherings, and social
distancing. These decisions aligned with the logic of securitization as protective measures. However, the
measures designed to protect individuals produced unintended consequences, particularly in education. School
closures and social distancing exacerbate social isolation and psychological distress and isolation coupled with
the psychological impact of lockdown.

This response, while grounded in Human Security and securitization, simultaneously reflects the adverse impacts
on education and student welfare.

LITERATURE REVIEW

The literature review of the study takes into account the global and Ghanaian perspective of pandemic and Covid-
19 interventions and its effect, particularly on student's mental health, social and academic domains. It relies on
existing studies which contextualizes the research within the literature and highlights the gaps that the current
research attempts to fill.

Pandemics: Definitions and Characteristics

The determination of disease events as endemic, epidemic, or pandemic relies on both the number of cases
observed relative to expectations and the geographic spread of the disease (Grennan, 2019). An epidemic refers
to the occurrence of a disease within a community or region in excess of what is normally expected, whereas a

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pandemic is an epidemic that has crossed several countries and continents and affected a large portion of the
population (Morens et al., 2009). In other words, a pandemic is an epidemic which is global in nature. The word
“pandemic” comes from the Greek word pan (all) and demos (the people) which means a severe and widespread
outbreak (Honigsbaum, 2009).

Historical precedents have demonstrated the disruptive potential of pandemics. The 1918 influenza pandemic is
regarded as one of the deadliest recorded in history, killing an estimated 50 million people worldwide within
months (Worobey et al., 2019). Other notable examples include the 1831–1832 cholera pandemic and the 1889
influenza pandemic. Pandemics are characterized by their widespread geographic reach, high attack rates, and
contagious nature, often leading to significant mortality and morbidity.

COVID-19 fits this profile. First detected in Wuhan China in December 2019, it rapidly spread across other
countries, prompting the World Health Organization to declare it a pandemic on March 11, 2020. The virus,
primarily a respiratory disorder, has an incubation period of 2 to 14 days, with symptoms comprising of fever or
chills, difficulty breathing, cough, fatigue, body pains, headache, loss of taste or smell (Lauer et al., 2020; Center
for Disease Control and Prevention, [CDC], 2022)

Measures against COVID-19

Governments the world over, adopted different preventive measures rooted in public health recommendations
and national contexts. Some of these measures included frequent hand washing, wearing of masks and
maintaining social distancing (Guner et al., 2020). Singapore also developed a system of Community Isolation
Facilities for mild-symptom patients alongside the digital contact tracing application Trace Together (El
Guerche-Seblain et al., 2021). Italy imposed fines up to 3,000 euros and penalties of up to five years in prison
for those who violate it while in the United Kingdom, failure to comply with restrictions was punishable by a
fine of £1,000, and failure to pay could lead to imprisonment (Cifuentes-Faura, 2022).

A review of available literature suggests that quarantine is the most effective method in reducing both the number
of infected and dead (Pan et al., 2020; Iwasaki et al., 2020). According to El Guerche-Seblain et al., (2021)
Taiwan combined early measures of universal mask usage, border control, and strict quarantine measures with
the use of data and digital technologies, thereby avoiding a complete lockdown situation, even as a neighboring
country to China.

In Ghana, containment measures include closing of borders, partial lockdowns in Kumasi and Accra and
nationwide disinfection of markets. Emphasizing on the importance of these interventions, the President of
Ghana asserted in his speech “We know how to bring the economy back to life. What we do not know is how to
bring people back to life” (The Presidency, 2020). This then necessitated the springing up of measures to help
in the prevention against the virus. The government also implemented WHO-endorsed antigen testing protocols
and provided PPE to health workers (Africa CDC, 2020). However, the partial lockdown was lifted in April
2020 even as cases continued to rise, raising questions about balancing health security with economic and social
considerations (Gyasi, 2020).

Student Mental Health and COVID-19

Mental health is an important yet overlooked aspect of student wellbeing. Even before the COVID-19 pandemic,
one in five college students have experienced one or more diagnosable mental disorders worldwide (Auerbach
et al., 2016). The literature suggests that restrictive measures such as quarantine, isolation, and social distancing,
have an impact on psychological wellbeing of people as well as emotional reactions to pandemic itself (Talevi
et al., 2020; Mayo Clinic Staff, 2021). Studies conducted during the pandemic consistently reported increased
anxiety, depression and distress among students (Wang et al., 2020; Essadek & Rabeyron, 2020).

In China, a study conducted by Zhang et al., (2020) in a University concluded that over 20% of the students
reported at least one form of mental distress in line with previous acute emergencies during the pandemic.
Similarly, in France, Essadek and Rabeyron (2020) reported that depression levels were at 43%, anxiety at
39.19% and distress at 42.94% with scores much higher than those normally observed in the student population

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(Verger et al.,2010). In the Ghanaian educational setting, Oti-Boateng et al., (2022) found that an elevated fear
of COVID-19 was associated with increased depression, anxiety and stress levels of students in the present study,
and this is in congruence with emerging research from other populations during this pandemic

These findings emphasize the importance of integrating mental health support into emergency education
responses, including tele-counseling services and targeted outreach to vulnerable student groups.

COVID-19 and Education

Globally, more than 1.2 billion children are out of the classroom, and 186 countries are affected by the closure
of schools as of 29th April 2020 (Li & Lalani, 2020). The main educational methodology employed in Ghana is
face-to-face classroom teaching for almost all basic schools and second cycle institutions and some tertiary
institutions such as the colleges of education (Henaku, 2020, p. 55). In order not to disrupt the academic process,
host of universities in the country resulted to online teaching and learning i.e. University of Ghana, Wisconsin
International University College, University of Education, Ashesi University and Kwame Nkrumah University
of Science and Technology all resorted to e-learning platform for engaging students in academic activities, with
Lecturers mandated to develop their model and upload it on e- learning platform to ensure effective instructional
discourse (Anaba, 2020a; Agormedah et al., 2020).

The sudden transition, however, exposed to educators the inequities in access to technology and reliable internet
connectivity specifically for students in rural areas (Henaku, 2020; Owusu-Fordjour et al., 2020). Recognizing
this, some student Unions like the University of Cape Coast Student Representative Council President
admonished Management of the university to give students internet data packages to help them participate in
online studies (Anaba, 2020b).

In response to these broader challenges, the Government of Ghana introduced distance and remote learning
programmes for all students in order to support academic continuity (Abdul-Salam, 2020). About 9.2 million
and 500,000 learners from the basic and tertiary levels have been affected respectively (Ministry of Education,
2020). These figures highlight the extent to which the pandemic disrupted academics in Ghana.

COVID-19 and Social Isolation

Social isolation according to Zavaleta et al. (2017) refers to “the inadequate quality and quantity of social
relations with other people at the different levels where human interaction takes place (individual, group,
community and the larger social environment)”. Humans are inherently social and the quality of personal
relationship influences our well-being (Office for National Statistics, 2011). Ghana’s Covid-19 measures
disrupted already existing social networks thereby replacing in person interactions with virtual communications.
According to Bezerra et al. (2020) the most widespread measure by the authorities was social distancing,
generally understood by the population and the media as social isolation. Rather than connecting people, these
restrictive measures are creating rivalries and arousing discord between people (Pietrabissa et al., 2020, p.2).

Empirical studies have shown that prolonged periods of isolation, even less than 10 days, can have long-term
effects, with the presence up to 3 years later of psychiatric symptoms (Brooks et al., 2020). With measures that
restrict social networks, students are at risk. According to Bazera et al., (2020), the impact of isolation is different
according to the comfort and structure, where the space (housing) can make a big difference, whether or not in
isolation, but also in the conditions of isolation.

Research Gap

While prior studies, (e.g., Weeden & Cornwell, 2020; Agormedah et al., 2020; Henaku, 2020), focused on the
transition to remote learning during COVID-19, limited attention has been given to how the containment
measures by Ghana’s government affected students holistically in the sphere of social, academic and
psychological well-being. By situating the study in Human Security and Securitization theory, the study
addresses this gap by examining the social, academic and psychological effects of Ghana’sCovid-19 response
on university students, thereby offering insights that are both local relevant and have broader applicability.

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METHODS

Research Design

The study employed a descriptive survey design which is effective in obtaining systematic information from a
large group of respondents within a defined population (Creswell, 2014). It enabled the researcher to collect
numerical data on the social, academic and psychological effect of Ghana’s Covid-19 measures on students at
the Political Science Department, University of Education, Winneba (UEW).

Population

The Population for this study comprised all Level 300 and 400 students in the Political Science Department of
the UEW during the 2020/2021 academic year, summing up to 1,700. This group was purposefully selected
because they had experienced both prior pandemic teaching and learning (face to face) and pandemic teaching
and learning (virtual learning)

Sample and Sampling Procedure

The sample size used in this study was determined using the Krejcie and Morgan’s table (1970) which indicates
that a population of 1,700 requires a sample size of 315. Due to logistical constraints and the voluntary nature
of participation and the limited time of the study, the researcher was able to collect data from 120 students.

With the 120 questionnaires distributed, only 100 respondents returned their questionnaire which represents
83.3% response rate. The simple random sampling technique was used. According to Creswell (2014) with
simple random sampling, each individual in the population has an equal probability of being selected. A
departmental list was used and random selection was achieved using a random number generator

Research Instrument

A structured questionnaire was developed and organized into four sections:

1. Demographic Information: age, gender, and educational background

2. Social Impacts: Questions that measure peer interaction and social engagement.

3. Academic Effects: Items on remote learning effectiveness, access to resources, and academic performance.

4. Psychological Effects: Questions assessing anxiety, stress, depression and emotional wellbeing

Responses in Sections 2–4 were captured on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly
Agree).

Validity and Reliability of the Instrument

Content validity was established through expert review by two lecturers from the Department of Political Science
and one from the Department of Psychology and Education at UEW. A pilot test with 15 students outside the
main sample produced with feedback informing revision to improve clarity and coherence of the questionnaire
items.

Data Collection Procedure

After obtaining departmental permission, questionnaires were administered during lecture periods with
assistance from two trained research assistants. Respondents were briefed on the study’s purpose and assured of
confidentiality. Respondents averagely took 10 minutes to answer the questions on the questionnaire and
immediately they were done, it was collected to ensure completeness.

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Data Analysis

Analysis was done after screening, editing and coding the responses with rationalization using Statistical
Package for Social Sciences (SPSS) version 26. Descriptive statistics, frequencies and percentages were used to
present the analyzed data. Results were also presented in tables and figures with each objective analyzed
separately.

Ethical Considerations

In research, these are a set of principles that are considered appropriate for the researcher to take into
consideration (Arifin, 2018). The study thus conformed to ethical principles including informed consent,
voluntary participation and confidentiality. Both physical and electronic data were stored securely.

RESULTS AND DISCUSSION

The information in this chapter is based on data gathered from respondents about issues related to Ghana’s
Government Covid-19 measures and its impact on education in relation to the objectives of the study, linking
them to Human Security theory and relevant literature

Demographic Characteristics of Respondents

The demographic data includes age, gender and educational background.

Figure 1 shows that males (that is the half in blue), comprised 54% of respondents, while females (that is the
half in red) made up 46%, indicating a near gender balance

Table 1 Age Distribution of Respondents (N = 100)

Age Group Frequency Percentage (%)

18–23 46 46.0

24–29 48 48.0

30–35 6 6.0

Total 100 100.0

Field work, 2024.

As shown in Table 1, respondents were predominantly aged between 24–29 years (48%), followed closely by
those aged 18–23 years (46%). Only 6% aged 30–35 years. From the study, it is evident that respondents in the
age bracket of 24 to 29 constitute a greater proportion and it is in a typical university age range, reflecting a
population highly engaged in academic activities.

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Table 2 Educational Level of Respondents (N = 100)

Educational Level Frequency Percentage (%)

SHS 2 2.0

Tertiary 98 98.0

Total 100 100.0

Field work, 2024.

With respect to the table above, students that are in Tertiary constitute 98% of the respondents and with that of
students from the Senior High School (SHS), they constitute 2% of the respondents. This means that, findings
reflect the experiences of students in the University.

Social Effects of COVID-19 Measures

Under the first research question, the study examined how Ghana’s government COVID-19 measures affected
students socially.

Table 3 Enough Time to Study and Ability to Reach Out to Friends (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 10 10.0

Agree 28 28.0

Neutral 18 18.0

Disagree 26 26.0

Strongly Disagree 18 18.0

Total 100 100.0

Field work, 2024.

Table 3 shows that out of the 100 respondents who took part in the survey, 10% of them strongly agreed with
the hypotheses, 28% of them also responded that they agreed with the hypothesis with 18% adopting the neutral
position. 26% of the respondents disagreed with the hypothesis and 18% of them chose the strongly disagree
option. According to Pietrabissa and Simpson, (2020) Covid-19did not impact students negatively socially but
made them look out for avenues like using social media and other virtual means to connect with friends for
academic and social engagement.

It also corroborates with Pancani et al., (2021), who found out that who indicated that people can gain social
support through online contacts, protecting them from the adverse effect of isolation and Waytz and Gray (2018)
who pinpointed that online social connections can replace the supportive effect of face-to-face interactions
during uncertainty. However, it contrasts with Owusu-Fordjour et al., (2020) who asserts that learning alone in
the house has been proven to be very ineffective due to distractions.

Table4 Home Conduciveness During COVID-19 Lockdown (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 40 40.0

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Agree 28 28.0

Neutral 16 16.0

Disagree 6 6.0

Strongly Disagree 10 10.0

Total 100 100.0

Field work, 2024.

The findings of this study revealed that respondents agreed to the fact that home was conducive in time of the
pandemic which in turn facilitated learning because 40 respondents representing 40% of the 100 respondents,
strongly agreed to the statement, 28 constituting (28%) of the respondents also agreed to this statement.
Nonetheless, 16 (16%) respondents chose neutral, 6 (6%) and 10 (10%) strongly disagree and disagree
respectively. The findings here align with that of Bazera et al., (2020), who clearly indicated that the comfort
and structure of the space (housing) can make a big difference, whether or not in isolation, but also in the
conditions of isolation. This is in contrast with the study conducted by Owusu-Fordjour et al., (2020) who states
that many homes in developing countries do not provide an adequate learning environment hence students are
therefore obliged to learn either in the living room or their bedrooms which is very ineffective.

Academic Effects of COVID-19 Measures

The second research question explored the academic effects of the government’s measures on academics.

Table 5 Challenges with the University’s Learning Management System (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 28 28.0

Agree 49 49.0

Neutral 13 13.0

Disagree 10 10.0

Total 100 100.0

Field work, 2024

Table 5 shows that 49% of respondents agreed or strongly agreed that they faced challenges with the University’s
Learning Management System (LMS). This is consistent with Agormedah et al. (2020), who report that students
were largely unprepared for remote learning transitions due to limited prior exposure to e-learning platforms.

Table 6 Fruitful Adjustment to Remote Learning (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 2 2.0

Agree 28 28.0

Neutral 36 36.0

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Disagree 26 26.0

Strongly Disagree 8 8.0

Total 100 100.0

Field work, 2024

The findings of this study revealed that respondents couldn’t agree nor disagree on the statement that they had
fruitful adjustment to remote learning because 2 respondents representing 2% of the 100 respondents strongly
agreed to the statement, 28 constituting (28%) of the respondents also agreed to this statement. Nonetheless, 36
(36%) respondents chose neutral, 26 (26%) chose disagree option with 8 (8%) opting for the strongly disagree
option.The reason respondents were not decisive with this statement is based off of many factors and according
to Owusu-Fordjour et al., (2020) students did not have adequate or conducive learning environment hence
students are therefore obliged to learn either in the living room or their bedrooms; Henaku (2020); Saavedra
(2020); OECD (2020a) also in their studies stated that access to devices such as computers remains a major
challenge for students as schools have moved teaching and learning online due to the COVID-19. These factors
made respondents not too sure to choose as to if remote learning was fruitful for them during the pandemic.

Table 7 Access to Constant Internet for Online Learning (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 2 2.0

Agree 22 22.0

Neutral 28 28.0

Disagree 32 32.0

Strongly Disagree 16 16.0

Total 100 100.0

Field work, 2024

The findings of this study revealed that respondents disagree with the statement that they had access to constant
internet connection for online learning because 2 respondents representing 2% of the 100 respondents strongly
agreed to the statement, 22 constituting (22%) of the respondents also agreed to this statement. Nonetheless, 28
(28%) respondents chose neutral, 32 (32%) chose the disagree option with 16 (16%) opting for the strongly
disagree option.

The findings here align with that of the study conducted by Agormedah et al., (2020) which stated that students
in economic and financial distress are more likely to have poor or no internet access - because they cannot afford
the cost of a laptop/computer or the internet connection or because they live in regions or neighborhoods with
low connectivity. Also, Henaku (2020) which states that internet connectivity is one of the main challenges faced
by students who due to the COVID-19 pandemic are schooling from home. Owusu-Fordjour (2020) also asserted
this finding in his study by saying the majority of households in Ghana do not have internet access which had
led to an online learning platform rolled out by the Ministry of Education in Ghana being suspended because
majority of the students do not have access to internet.

Psychological Effects of COVID-19 Measures

The third research question addressed psychological impacts.

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Table 8 University’s Provision of Mental Health Facilities (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 3 3.0

Agree 11 11.0

Neutral 14 14.0

Disagree 32 32.0

Strongly Disagree 40 40.0

Total 100 100.0

Field Work, 2024

Table 8 shows that only 14% of respondents agreed or strongly agreed that the University provided mental health
facilities during the pandemic, with 72% disagreeing or strongly disagreeing. This is consistent with Essadek
and Rabeyron (2020) and Auerbach et al. (2016) who states that significant proportion of students probably
required psychological support during the Covid-19 pandemic… because the high distress scores suggest that
the virus and the confinement have favored the emergence of post-traumatic stress symptoms. In addition, the
work of Auerbach et al., (2016) also support this finding and states that, university counseling centers should set
up options to continue to provide college students with counseling services at a distance (i.e., telemental health
counseling) within the constraints of the pandemic outbreak.

Table 9 Stress, Anxiety, and Lack of Motivation to Learn (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 24 24.0

Agree 47 47.0

Neutral 13 13.0

Disagree 12 12.0

Strongly Disagree 4 4.0

Total 100 100.0

Field Work, 2024

Table 9 indicates that 71% of respondents agreed or strongly agreed that they were stressed, anxious, and lacked
motivation to learn. This aligns with Essadek and Rabeyron (2020) which states that Covid-19 significantly
increased levels of depression, anxiety and distress…. note that 47.2% of students reported difficulty
concentrating and 14.86% reported self-harming or suicidal thoughts. In addition, Wang et al., (2020) states that
majority of participants (71.26%) indicated that their stress/anxiety levels had increased during the pandemic.
This contributed to why students had no motivation to learn.

Table 10 Depression Due to Family Financial Insecurities (N = 100)

Response Option Frequency Percentage (%)

Strongly Agree 16 16.0

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Agree 48 48.0

Neutral 18 18.0

Disagree 14 14.0

Strongly Disagree 4 4.0

Total 100 100.0

Field Work, 2024

The findings of this study revealed that respondents agreed that they were depressed because of the financial
insecurities of their families which made it difficult for them to concentrate during remote learning, because 16
respondents representing 16% of the 100 respondents strongly agreed to the statement, 48 (48%) of the
respondents also agreed to this statement. Nonetheless, 18 (18%) respondents chose neutral, 14 (14%) chose a
disagree option with 4 respondents, (4%) of them opting for the strongly disagree option. The findings here align
with that of the study conducted by Essadek and Rabeyron (2020) which states that students with financial
insecurities also had higher scores for depression. In addition, Auerbach et al., (2016) study also asserted that
many college students lost their on-campus jobs due to the evacuation, and the pending issue of room and board
fees can aggravate their financial hardship and mental health outcomes. These factors made students depressed
which made it difficult for them to concentrate during remote learning.

DISCUSSION

The Human Security framework emphasizes the protection of individuals from threats to their survival,
livelihood, and dignity. In this study, the social, academic, and psychological challenges documented reflect
vulnerabilities that extend beyond immediate health concerns. Socially, while many students adapted through
virtual interaction, others faced isolation risks due to limited face-to-face engagement. Academically,
infrastructure and resource deficits such as unstable internet and LMS challenges compromise educational
continuity, threatening the economic security dimension of human security. Basically, it is through some form
of education i.e. either formal or informal that provides knowledge for employment, helping individuals to earn
a living. Psychologically, the absence of adequate mental health support services, compounded by financial
insecurity, undermined students’ well-being, aligning with the personal security dimension.

Beyond human security, the findings as understood through the securitization theory (Buzan, Wæver, & de
Wilde, 1998), explains how issues are framed as existential threats requiring extraordinary measures. White
Ghana’s COVID 19 response was motivated by public health protection at the expense of educational and
psychological welfare of students. By prioritizing virus containment through school closure and social
distancing, the state shifted students rights to a more securitized field where normal welfare mechanisms were
suspended.

Thus, the human security and securitization theory provides a holistic explanation of how Ghana’s COVID-19
measures produced overlapping vulnerabilities in the education sector. While securitizing COVID-19 was
crucial for national survival, it unintentionally bred some unintended consequences that are divergent from
human security components.

These findings reinforce the argument that crisis response policies must holistically address multiple facets of
human security, ensuring that public health measures do not inadvertently exacerbate vulnerabilities in other
domains.

CONCLUSION

Conclusion

This study examined the social, academic, and psychological effects of Ghana’s government COVID-19
measures on university students, using the Human Security framework as the guiding theoretical lens. The

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analysis revealed that while some students adapted socially through virtual communication channels, a
significant proportion faced academic disruptions and psychological distress.

Socially, most students-maintained contact with peers through online means, aligning with prior research that
underscores the supportive potential of virtual networks during isolation (Pietrabissa & Simpson, 2020; Pancani
et al., 2021). However, these findings contrast with studies highlighting the limitations of home-based learning
environments in developing contexts (Owusu-Fordjour et al., 2020).

Academically, the study found substantial barriers to effective learning, including technical challenges with the
Learning Management System, insufficient adjustment to remote learning, and poor internet connectivity. These
issues echo the findings of Agormedah et al. (2020), Henaku (2020), who documented infrastructural and
preparedness gaps in transitioning to online education.

Psychologically, the absence of adequate mental health facilities, increased stress and anxiety, and financial
insecurities significantly undermined students’ well-being. The results are consistent with Essadek and Rabeyron
(2020) and Auerbach et al. (2016), who emphasize the compounded effect of financial hardship and mental
health stressors during crises.

Overall, the findings suggest that Ghana’s COVID-19 policy responses, while necessary from a public health
standpoint, did not sufficiently safeguard students’ broader human security needs, particularly in the domains of
economic (educational), and personal security.

RECOMMENDATIONS

Drawing from the study’s findings and the Human Security framework, the following recommendations are
proposed:

Enhance Virtual Learning Infrastructure

Universities should invest in robust and user-friendly Learning Management Systems, accompanied by adequate
training for both students and faculty to ensure seamless adoption and utilization (Agormedah et al., 2020).

Expand Affordable Internet Access

The Ministry of Education, in collaboration with telecommunications providers, should subsidize internet
packages for students and explore the establishment of community-based learning hubs with reliable
connectivity (Henaku, 2020; Owusu-Fordjour, 2020).

Integrate Mental Health Services into University Systems

Institutions should establish permanent mental health units equipped to provide in-person and virtual counselling
services, aligning with global best practices for supporting student well-being during crises (Auerbach et al.,
2016; Essadek & Rabeyron, 2020).

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