Introduction
In a world where mental health is increasingly recognized as a critical component of overall well-being, access to mental health services remains unevenly distributed. This disparity is particularly pronounced in lower-and middle-income countries (LMICs), where structural and cultural barriers limit access to professional psychological treatments. A recent study titled "Lessons learned from conducting mental health intervention research in schools in the global south: Our experiences in South Africa and Kenya" sheds light on innovative approaches to overcoming these challenges through school-based interventions.
The Context: Mental Health Challenges in LMICs
Most young people globally reside in LMICs, where they face heightened risks for mental disorders due to factors such as poverty and trauma exposure. In South Africa, for instance, 42% of children have experienced maltreatment, and 82% have witnessed victimization. Similarly, in Kenya, about half of school-going adolescents exhibit elevated symptoms of mental health problems. These statistics underscore the urgent need for effective mental health interventions in these regions.
School-Based Interventions: A Promising Solution
Schools, being widely attended, offer a unique opportunity to provide accessible mental health support. The study highlights two key programs: the "4 Steps To My Future" (4STMF) in South Africa and the "Shamiri" intervention in Kenya. Both programs are informed by cognitive behavioral therapy (CBT) principles and are designed to be scalable and culturally sensitive.
4 Steps To My Future: A South African Initiative
In South Africa, the 4STMF program was developed to address the lack of culturally appropriate interventions for young adolescents. This CBT-informed, psycho-educational intervention focuses on enhancing self-esteem, promoting helpful thinking, developing emotional regulation skills, and empowering goal-focused action. Conducted in partnership with Community Keepers, the program has shown promising results in terms of feasibility and acceptability.
Shamiri: Thriving in Kenya
The Shamiri intervention in Kenya combines growth-mindset, gratitude, and value affirmation into a single treatment protocol. Delivered by near-peer lay-providers, this program has demonstrated significant reductions in depression and anxiety symptoms among Kenyan adolescents. The intervention's success is attributed to its community-based delivery model, which increases access and reduces stigma.
Key Learnings for Practitioners
- Partnerships are Crucial: Collaborating with local organizations enhances the sustainability and scalability of interventions.
- Adaptability is Key: Programs must be flexible to adapt to the realities of implementation in diverse school environments.
- Measure What Matters: Use culturally adapted measures to capture outcomes that are meaningful to all stakeholders, including academic performance and social relationships.
- Incentives and Co-Creation: Aligning incentives and involving school staff in the design process fosters ownership and buy-in.
Conclusion
The study provides valuable insights into the development and implementation of school-based mental health interventions in LMICs. By focusing on scalability, cultural sensitivity, and stakeholder involvement, practitioners can enhance the effectiveness of their programs and contribute to improved mental health outcomes for children globally.
To read the original research paper, please follow this link: Lessons learned from conducting mental health intervention research in schools in the global south: Our experiences in South Africa and Kenya.
