Back to School, But Can We Get There? Transport Barriers Facing Disabled Students in Ghana

As a new school term begins in Ghana, there's a buzz of excitement in the air. However, for many disabled students, "back to school" goes beyond just gathering supplies. It centers on getting there safely, reliably, and with dignity. Transport barriers remain among the most significant yet often ignored challenges to inclusive education. From cracked pavements to vehicles that cannot accommodate wheelchairs, each journey carries stories of resilience—and experiences of unfairness.

School Bus Design & Safety

Most school buses in Ghana are not designed with the needs of physically impaired children in mind.

For example, a typical school bus might lack essential features like wheelchair ramps, low floors, or secure tie-downs. Consequently, many disabled students find themselves excluded from the transportation system entirely.

In rural areas, the absence of accessible vehicles is even more pronounced. Families often have to get creative or resort to risky alternatives. Overcrowded trotros (shared minibuses) and motorbikes can put these students at severe safety risks, particularly those with complex mobility needs.

A call for action is clear: Universal design principles must guide how school transport is procured. Making accessibility a foundational aspect of vehicle design will not only help but reshape future transportation systems.

A dilapidated school bus without wheelchair access that highlights the need for inclusive transportation.

The Distance Dilemma

For children living in peri-urban or remote areas, the trip to school can feel like an endless challenge.

Dirt roads filled with potholes, steep inclines, and absence of sidewalks create exhausting and perilous conditions for children who rely on mobility aids. For instance, a student using crutches may take several more minutes—sometimes even an hour—to travel a route that others complete in a fraction of the time.

During rainy seasons, these roads often become impassable due to flooding, effectively cutting students off from their classrooms. Consequently, fatigue, tardiness, or missing school days becomes common—not due to a lack of will, but a lack of transportation options.

Promising solutions exist. Implementing community-run transport initiatives or subsidized rideshare programs can pave the way for better access. Moreover, urban planning that prioritises accessibility could significantly shorten these distances and enhance safety.

Two men, one in a wheelchair wearing a white shirt, the other in blue, help board a vehicle.

Policy vs. Reality

Ghana’s Disability Act (Act 715) states a clear commitment to making education accessible; however, action has been disappointingly slow.

Currently, few schools collaborate effectively with transport authorities to design safe and inclusive routes. For example, only 10% of schools have reported partnerships with local transport services to evaluate accessibility. This gap between policy and reality places many disabled students in vulnerable situations, struggling to navigate a system that is meant to assist them.

It is crucial for all stakeholders—from government to local communities—to come together. They should advocate for transport provisions that cater to the needs of all students, regardless of physical challenges.

The need for immediate attention and actionable solutions has never been more urgent.

Man assists wheelchair user onto a bus using an accessibility ramp, showcasing inclusive public transport.

Bridging the Gap

There is no doubt that considerable changes are needed to ensure that disabled students in Ghana can access transport easily.

Collaboration among educators, parents, policymakers, and community members is essential for advocating for improved transport systems. All stakeholders should actively seek input from disabled students and their families to comprehend their unique needs and experiences—this will make sure that their voices are not just heard but valued.

With strong advocacy and a genuine commitment to inclusive practices, we can move toward a future where every child can go to school with dignity. The journey should be an empowering experience, not a hindrance to education.

Real Voices from the Ground

Ama, a 10-year-old girl in Tamale, who uses crutches after a childhood injury. Her mother carries her to the roadside every morning to find a motorbike willing to take them to school.

“Some days, no one stops. We wait and wait. By the time we arrive, school has started and Ama feels embarrassed entering late.”

Or Kwame, a 13-year-old boy with visual impairment in Accra:

“I hold my sister’s elbow tight. We dodge cars, holes, and sometimes people don’t move aside. I get bruises just trying to learn.”

These aren’t isolated experiences—they’re part of a wider pattern of exclusion. Sharing these stories helps challenge silence and drive urgent reform.

Parents on the Front Lines

Behind every disabled student is a caregiver doing the impossible—juggling safety, scheduling, finances, and hope.

• Some parents walk miles daily just to escort their child safely to school.

• Others are forced to leave jobs or take lower-paying ones to meet transport demands.

• Emotional stress, guilt, and burnout are real—and rarely discussed.

Let’s honour these unsung heroes and build systems that support, not strain them.

A Call to Action

As Ghana makes progress in educational reforms, it's crucial to recognise the importance of accessible transport for disabled students.

No child should miss out on education because of transportation barriers. By confronting these transport issues directly, we lay the groundwork for a fairer education system that respects the rights and dignity of all students.

Education is a right—but it begins with the journey. Let’s ensure every child has a way to get there. One step at a time.