Speaker
Description
Background: Adolescents in Kenya face increasing mental health challenges, including academic stress, peer pressure, and socio-economic hardship, compounded by stigma and low mental health literacy. This prevents early detection and timely intervention for mental health problems. To address this gap, Moi Teaching and Referral Hospital (MTRH) and AMPATH, through the Afya ya Akili Mashinani (AYAM) program, implemented a teacher-led, curriculum-based school mental health model that integrates mental health education into existing school programs, builds teacher capacity, and strengthens referral linkages to care.
Methods: We implemented the program in five phases: (1) curriculum adaptation, (2) program implementation, (3) teacher-led curriculum delivery, (4) follow-up, and (5) linkage to care. We adapted the African School Mental Health Curriculum through a participatory process into eight modules covering stigma, mental disorders, and counselling skills. Using a Trainer of Trainers (ToT) model, we trained teachers to deliver the curriculum in schools. We conducted sensitizations in schools and in the community, targeting students, teachers and non-teaching staff. We measured outcomes through attendance records for the teachers' training and sensitization sessions, the number of trained teachers actively delivering the curriculum, students reached and referrals for mental health care.
Results: The program engaged 48 schools, reaching 24,309 students, 8,126 parents, 1,486 teachers and non-teaching staff, and 18,093 community youth through sensitizations. 835 teachers were trained, with 24 schools actively delivering the curriculum. Between July 2024 and March 2025: 12,302 students attended curriculum-based lessons, 4,564 students participated in group counselling, 156 students received one-on-one counselling and 30 students were referred for mental health care. Schools tailored delivery of the curriculum to fit their programs. Integrating the content into guidance and counselling sessions and life skills classes. Teachers reported greater confidence in addressing mental health problems, while students showed improved literacy and increased willingness to seek help. Strengthened school counselling services and referral pathways enhanced access to care.
Conclusion: This teacher-led, curriculum-based model is feasible, acceptable, and effective in improving adolescent mental health literacy, early identification, and access to care in resource-limited settings. It offers a scalable, sustainable approach to adolescents' mental health and demonstrates a need for continued investment in school-based mental health interventions.
