By Abena Anim-Adjei
Project Assistant, Right To Play Ghana

Children at the Street Academy, a school for urban poor, have displayed a notable change in the way they take care of themselves, and the way they interact with each other. 

Constance Quartey, a Right To Play Leader at the Street Academy, has been using Right To Play’s health-focused games with her students for a year and is thrilled with the results she has seen in the children.  “Most of these children, where they’re coming from, you see many dirty things around their area,” she says. “So for me, it is significant that they are playing  games focusing on cleanliness. Many of the games are also centered on malaria prevention, diagnosis and treatment. Now they are ready to cut their fingernails, keep themselves neat, and not to play with dirty things - a sign that shows they are learning a lot from these games,” she said.

Children playing the health game ‘Clean Hands’, a relay race with a goal of washing hands with soap and water in order to teach children how to ensure good hygiene.

Since many of the children come from an unclean environment in the Jamestown and Osu cities of Accra, Constance feels that these children are at a greater health risk than most, and therefore focuses her efforts on leading the children in the sport and play activities that concentrate on building their awareness around good health practices.

The Street Academy was founded in October 1986. Children between the ages of 10 and 18 who cannot afford to pay for schooling can attend the school free of charge. The school provides children with educational opportunities that help them to either learn valuable trade skills or to transition into the formal higher education system.  Either way, the Street Academy provides children and young people with opportunities for growth and a chance to improve upon their poor situation.

For one year, Constance has been bringing Right To Play games to the children of the Street Academy, and she feels confident that the activities have been instrumental to the children’s development. She adds the games in the students’ curriculum every Friday, and also incorporates the games in other classroom activities.  “As a Right To Play Leader, I don’t lead games just for fun,” Constance said. “I lead games because I want children to learn important life skills as well. I do not always get every child exhibiting the improved life skills I want to see, but seeing 20 out of 40 children demonstrating improved life skills, I feel happy that at least by enforcing learning through play, I have had a positive impact on their lives.” 

Constance’s role as a Right To Play leader and the efforts of other trained Right To Play leaders in the school, has certainly had an impact on these children and will continue to help some of Ghana’s least privileged children improve their lives and extend their horizons.