Teachers’ Comprehensive Understanding and Learners’ Mental Health Challenges in Selected Secondary Schools: A Case of Rubaga Division, KCCA, Uganda

Joviah Tugumisirize

doi:10.53103/cjess.v4i6.284

Authors

Joviah Tugumisirize University of Kisubi, Uganda https://orcid.org/0009-0002-1970-9370

DOI:

https://doi.org/10.53103/cjess.v4i6.284

Keywords:

Teachers’ Comprehensive Understanding, Learners, Mental Health Challenges

Abstract

This study examined teachers’ comprehensive understanding and learners’ mental health challenges in selected secondary schools: A case of Rubaga Division, KCCA, Uganda. The study adopted both qualitative and quantitative methods with a cross-sectional design. 10 head teachers, 1 deputy head teacher, and 270 teachers made up the sample of 281 respondents. The results by 74% (mean = 3.85; standard deviation = 1.273) showed a high level of agreement of teachers’ comprehensive understanding based on their abilities to understand that mental health is brain health; that not all behaviours are mental issues but rather stems from parenting; that mental illness affect learners’ academic achievement; and mental illness is always caused by a negative event. Also, evidence on teachers’ abilities to recognize and support learners facing mental challenges confirmed a high agreement by 83% (mean = 4.15; standard deviation.=1.113). Therefore, stakeholders are recommended to support teachers training to gain knowledge of mental health to help the teachers understand what mental health challenges are and ways to identify and possible interventions to support students battling mental challenges. In addition, the study further recommended that schools should make provision for the recruitment of mental health experts who should be at the schools in collaboration with the teachers to support students overcome mental challenges or crises. Also, future researchers should investigate the role of family in managing mental health challenges among students in Uganda.

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