“We would like to have some playing time here too” – Ghanian students push back at essentialist teachers and cognitive focused curriculum in resource rich school

Despite extensive research highlighting the benefits of play in education, many educators still perceive it as a distraction from “real” academic work. Existing studies on play have largely overlooked learners’ perspectives, focusing instead on the views of parents, educators, and policymakers. Grounded in Michael Schiro’s curriculum theorisation, this qualitative case study explores how students in a resource-rich public school in Ghana perceive and experience play. Over one school term, we engaged 14- to 15-year-old students and teachers through interviews, observations, and photo elicitations. Our findings reveal that while abundant resources can enhance learning, they may also unintentionally restrict play opportunities, creating tensions between students’ holistic development and curriculum priorities. These contradictions underscore the need for a balanced approach to education. We call on educators to rethink curriculum design and prioritise holistic learning experiences that acknowledge adolescent students’ right to play as an essential part of their growth.