In recent times, disturbing clips have surfaced showing students writing their final secondary school exams—at night, under flashlights. While some were shocked, others shrugged. The West African Examinations Council (WAEC) later explained that the situation was caused by leaked questions, necessitating a late-night reschedule. However, beneath that explanation lies a bigger issue, one we have ignored for too long: the normalisation of cheating.
Let us be honest. Examination malpractice in our country is no longer a surprise. It is practically part of the system. Students cheat. Teachers look away. Parents even bankroll the process. The tragedy is not just in the act itself—it is that our society no longer sees anything wrong with it. What was once shameful has become routine. However, what is driving this behaviour?
It is easy to blame corruption or poor governance, and yes, those are factors. However, we must also look deeper, especially at the young people directly involved. Many of them are simply overwhelmed by fear. Fear of failure. Fear of disappointing their parents. Fear of not being “good enough.” Underneath the malpractice is something more damaging: a crisis of confidence. Students cheat not just because it is easier, but because they do not believe they can succeed on their own. That belief—or lack of it—is shaped at home, in the classroom, and the community. Some of these children have never heard the words, “I believe in you.” Instead, they hear, “We must find a way,” which often means: “Let us cut corners.”
Even parents, perhaps unknowingly, reinforce this mindset. When a father pays for an “expo” or a mother arranges access to leaked papers, they are sending a silent message: “We do not trust your ability to pass without help.” That message sticks. Moreover, once a child learns to depend on shortcuts, why should they value diligence or integrity? The ripple effect is enormous. A student who cheats to pass exams may later cheat to secure a job, inflate figures at work, or falsify information on their résumé. We are not just raising dishonest students—we are grooming dishonest citizens. So, how do we fix it?
We must start by rebuilding belief—belief in effort, belief in process, belief in our children. Parents need to stop outsourcing success and start nurturing it. Teachers must go beyond textbooks and become mentors. Moreover, society must learn to celebrate those who work hard, not just those who “get ahead.” Examination malpractice is not just an educational problem—it is a reflection of our values. Until we address the root causes—low self-esteem, misplaced priorities, and a distorted view of success—we will continue to treat symptoms while the real disease persists. True success still belongs to those who earn it. That is the message we must begin to teach again—loudly, clearly, and consistently.
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