Abstract
This study delved into learners' mental health challenges within school settings by investigating teachers’ awareness and recognition of risk factors, as well as their conversance with the need for and nature of institutional psychosocial support to learners, to enhance methods for countering such risks effectively. The use of qualitative research methods facilitated data gathering through questionnaires, individual interviews, and a focus group discussion with educators, grounded in Bronfenbrenner's bioecological systems theory. In formulating answers to the research questions as outlined in the present study, all the data were interpreted and compared in order to discover relationships or similarities that could be used for identifying patterns and themes. Themes were therefore organised around the teachers’ comprehension of learners’ mental health difficulties and psychosocial support provided at schools. Current mental health problems that teachers regarded as concerning, as well as risk and resilience factors were reviewed. The themes were interpreted within the theoretical framework as reflected in the subject literature to ensure the overall coherence of the study.The findings revealed prevalent mental health issues, including depression, anxiety, stress, and social isolation—difficulties that appeared to be compounded by risk factors such as academic pressure and stigma. In the face of these challenges, teachers displayed resilience by fostering supportive relationships that involved parents and facilitated specialised assistance. Effective interventions encompassed peer mentoring, safe spaces, and mental health education. Recommendations advocate for integrated mental health education and early identification and support of at-risk learners through teacher training and collaboration in a peer-mentoring and inclusive educational environment to enhance teacher resilience's key advantage.
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In conclusion, this study endeavoured to enrich the understanding of learners' mental health within schools. Relying on current theory and literature, it sought to contribute to holistic well-being in education.
Keywords: Bioecological systems theory, intervention, learners' mental health, psychosocial support, risk factors, teachers' resilience