Abstract
Support interventions within an educational psychology framework can potentially improve adolescents’ lives by enhancing their coping abilities, academic achievement, and mental health. However, the global prevalence of mental health issues among adolescents is significant, standing at 14%, indicating a need for greater recognition and addressing of the problem. This study aimed to assess the prevalence of mental health problems among learners aged 13 to 19 in the Tshwane South District of the Gauteng Department of Education, considering various factors such as gender, age, race, school type, socioeconomic status, and geographic location. The study also aimed to identify the associated risk and protective factors that hinder or promote adolescent mental health. A mixed methods study using both quantitative and qualitative approaches was conducted in a sequential explanatory design.
In the first quantitative phase of the study, a multistage cluster sampling method was used to select seven primary schools, seven secondary schools, and two LSEN schools (Technical Occupational). A total of 715 learners participated in the study and completed the Child and Youth Mental Health Profiler System questionnaire (CYMHPS). The CYMHPS includes various standardized mental health assessments and a COVID-19 questionnaire. The quantitative data analysis was performed using SPSS 27.0, utilising descriptive and inferential statistics.
In the second and qualitative follow-up phase of the study, a multilevel sampling approach was employed to select one learner sample and one educator sample. The learner sample involved ten learners selected from a single LSEN school using a nested-critical case sampling method. The educator sample included seven educators selected from five different schools in the Tshwane South District using a maximum variation sampling method. Data collection for educators involved telephone and in-person interviews, while the learner sample participated in individual interviews and focus groups. The qualitative data analysis used Reflexive Thematic Analysis, allowing for a reflective exploration of emerging themes from the data.
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The integrated findings revealed that common mental health problems among the participants included depression, anxiety, substance use, conduct problems, anger, suicidal ideation and attempts, and ADHD-related symptoms. Various risk factors were identified across the biopsychosocial domains. Biological risk factors included age, gender, race, and sleeping problems. Psychological risk factors included academic achievement and self-concept, poor body image, systemic moral decay, lack of vision for the future, despair, and hopelessness. Social risk factors encompassed socioeconomic circumstances, adverse childhood experiences, single-parent households, peer problems, community violence, gender inequality, cultural gender norms, systemic barriers to substance use prevention, negative social learning, parents’ knowledge, insight, and skills, the influence of social media, and educational barriers.
Protective factors identified in the integrated findings included younger age, male gender, self-worth, emotional regulation, coping activities (physical exercise and constructive leisure activities) and prosocial behaviour. In the social domain, the protective factors were peer, parental, and educator support and support from mental health care workers. The qualitative findings identified protective factors that were hope, a positive mindset, a growth mindset, future career aspirations, a sense of agency, cognitive coping and regulation strategies (such as anger control and controlling ruminative thinking), positive social learning, and spirituality. Based on these findings, the researcher incorporated Engel’s biopsychosocial and Snyder’s Hope theoretical perspectives in developing mental health support interventions for adolescents in the Tshwane Education District.
Keywords: Biopsychosocial theory, Hope theory, mental health, protective factors, risk factors, support interventions, Tshwane public schools.