System Responsiveness to the Psychosocial and Mental Health Needs of Children in Ethiopian Primary Schools: The Case of Gondar City, Northwest Ethiopia Needs.

Yemataw Wondie,Tesfaye Tadele

doi:10.3389/fsoc.2021.573306

Abstract

Background: Ethiopia is the second most populous nation in Africa with children and adolescents constituting more than 40% of the population. Evidence shows the onset of significant degrees of mental illnesses is detectable in this age range. For such early identification to be made there should be a system responding to those needs. Objective: The objective of this study was to explore the extent to which the education system is responsive to the psychosocial and mental health needs of children in primary schools through putting appropriate professionals in place, raising teachers’ awareness and putting in place viable policies and guidelines. Methods: An exploratory qualitative study was conducted in public and private primary schools in Gondar city Data was collected through focus group discussions from seventeen participants drawn from both schools and key informant interviews with two experts from the zonal Department of Education. A thematic qualitative data analysis was employed. Themes were identified with the help of the Nvivo 12 plus software. Results: We found teachers’ mental health awareness is very low with parameters such as magnitude, case identification and support. There is an exception in terms of causal attributions of mental illness that matches with scientific literature. Psychosocial support and mental health resources are not available and schools do not provide capacity building mental health trainings for teachers which might help them to identify, handle and make referrals of mental health cases. We also found the Ethiopian education policy and other guidelines do not address the issue of mental health at primary school level. Conclusion: The Ethiopian education system is not responsive to the psychosocial and mental health needs of children in primary schools. Implications: Arresting minor impairments before they become major disabilities is vital. Investing in childhood mental health enables a healthy and productive society to be cultivated. The Ethiopian education system should therefore respond to the psychosocial and mental health needs of children in primary schools.

Highlights

Studies show 20% of children and adolescents have at some point experienced mental health issues in the form of social, emotional and behavioral difficulties (Loades and Mastroyannopoulou, 2010)
We found no difference between the focus group discussions (FGDs) teacher discussants from the community and public schools when it comes to such understanding in regards to psychological problems and mental illness
Teachers’ awareness about the psychosocial and mental health conditions of school children was assessed by their relative perception of the degree of the problem, their experience in identifying children with the conditions, and their knowledge about causal attributions and treatment options they may consider for such children

Summary

Introduction

Studies show 20% of children and adolescents have at some point experienced mental health issues in the form of social, emotional and behavioral difficulties (Loades and Mastroyannopoulou, 2010). Mental illness among young people have significant association with bad school performance, a low level of social interaction, trouble with the law, higher school dropout and teenage pregnancy rates (Breslau et al, 2008). The school system and teachers are significant parties to activities aimed at promoting childhood mental health and treating mental disorders, especially in low- and middleincome countries (Patel et al, 2008). Evidence shows the onset of significant degrees of mental illnesses is detectable in this age range. For such early identification to be made there should be a system responding to those needs

Methods

Results

Discussion

Conclusion