Vol. 7 No. 1 (2026): Educational Access, Well Being, Resources, and Participation in African Contexts

Education does not take place in isolation from the institutional, social, cultural, and material conditions that shape learners’ experiences. Questions of who is able to participate meaningfully, whether educational environments are safe and supportive, whether schools possess the resources required to function effectively, and how individuals and communities engage with educational and developmental processes remain central to the pursuit of equitable and quality education. Volume 7, Issue 1 (2026) of the International Journal of Psychology and Education (IJOPE) brings together five empirical studies that engage these concerns across basic, tertiary, and community settings in Ghana and Nigeria.

Although the studies address different populations and problems, they share an important underlying message: educational outcomes and human development are shaped not only by individuals, but also by the quality of the systems, services, resources, relationships, and institutional practices surrounding them. From communication access for deaf university students and the prevention of gangsterism among undergraduates to school financing, youth participation in community development, and pupils’ interpretations of bullying, the articles collectively invite readers to look beyond surface-level explanations and examine the contextual conditions that enable or constrain meaningful participation.