Prioritizing mental health in educational institutions in Uganda is essential for ensuring that students feel understood and cared for. It is also a way of fostering Understanding and Care for Students. – Immaculate Kisembo
In recent years, the significance of mental health in educational settings has gained increased attention, particularly in Uganda. As you may know, Mental health plays a crucial role in enabling students to thrive academically and socially. When educational institutions prioritize mental health, they create an environment where students feel understood and cared for, ultimately leading to improved outcomes. When parents are cautious about the mental health state of their children it bridges the communication gap and fosters dialogue.
Creating room for children to speak and be listened to. In the event it is not happening at home, this makes schools instrumental. As a teacher, I have found much fulfillment in knowing my students through their family background stories and life issues. Some of these conversations give them an opportunity to share their challenges as children. It is always a time of dialogue to listen more and allow them to express what they think about given situations in their lives. Everyone needs to be listened to.
Sometimes it is the overrated needs that they feel are so important but when lines of communication are open it is an opportunity to dialogue and reach a good consensus and avoid self-destructing behaviors and decisions that are common among our young people who feel not listened to in other words they develop the I don’t care attitude thinking no one cares about them and what matters for them.
In Uganda, the prevalence of mental health issues among students is alarming. According to a study by the World Health Organization (WHO), approximately 20% of adolescents in Uganda experience mental health challenges, yet only a small fraction receives the necessary support (WHO, 2021). This gap highlights the urgent need for educational institutions to implement comprehensive mental health programs that can address the unique needs of students. They can be social, financial, environmental, family, etc.
One effective approach is the integration of mental health education into the school curriculum. Programs that educate students about mental health can help reduce stigma and encourage open conversations. For instance, the Uganda Ministry of Education and Sports has initiated various programs aimed at promoting mental well-being among students, emphasizing the importance of peer support and counseling services (Ministry of Education and Sports, 2022).
Moreover, providing access to trained mental health professionals within schools is vital. Research indicates that when students have access to counselors or psychologists, they are more likely to seek help and discuss their challenges (Kibira et al., 2020). Schools such as St. Mary’s College Kisubi, Holy Cross Lake View among others have successfully integrated mental health services, offering students a safe space to express their feelings and concerns.
It’s Important for teachers to also train through or attend seminars and conferences that equip them with knowledge and skills on mental health. This could be one good bridge of communication in the school between teachers, students, and parents.
Furthermore, community involvement is essential in fostering a supportive environment for students. Engaging parents and guardians in mental health awareness initiatives can create a holistic support system for students. Programs that encourage family participation, such as workshops and seminars, can equip parents with the tools to understand and support their children’s mental health needs (Kiggundu, 2023). This could also be done during school AGMs and PTA meetings.
My stand is that prioritizing mental health in educational institutions in Uganda is essential for ensuring that students feel understood and cared for. By implementing mental health education, providing access to professional services, and involving the community, schools can create a nurturing environment that supports students’ well-being. As we move forward, it is crucial to continue advocating for mental health initiatives that will empower students and foster their overall development.
References:
– Kibira, S. P., et al. (2020). The Role of School-Based Mental Health Services in Uganda. Journal of Mental Health Policy and Economics.
– Kiggundu, E. (2023). Family Engagement in Mental Health: A Study from Uganda. African Journal of Educational Studies.
– Ministry of Education and Sports. (2022). National Policy on Mental Health in Education. Kampala: Government of Uganda.
– World Health Organization. (2021). Mental Health in Adolescents: A Global Perspective. Geneva: WHO.
About the Author
Immaculate Kisembo is an English Language teacher at HCLV S.S.S with a specialization in Linguistics, dedicated to the fields of language documentation and preservation. With a strong passion for research and academia, she continuously seeks to explore the intricacies of language and its impact on society. An avid reader, Immaculate finds joy in immersing herself in books, and when she’s not lost in a story or expressing herself through song, she is actively involved with Laudato Youth. Here, she is a publications editor, writes about mental health and digital storytelling, aiming to raise awareness and foster understanding in these important areas.
