MENTAL HEALTH LITERACY AMONG TEACHERS IN PUBLIC SCHOOLS IN KENYA: CASE STUDIES OF NYERI NYANDARUA AND MURANG’A COUNTIES
Abstract
Purpose of the study: The purpose of this study was to explore the level of mental health literacy among educators in Kenya.
Introduction of problem statement: The Kenya Mental Health Policy (2015-2030) noted that mental disorder cases in Kenya continue to rise rapidly. Estimates point that 20-25 percent of outpatients seeking primary healthcare present symptoms of mental illness at any one time, while government statistics indicate that at least one in every four Kenyans suffer from a mental illness at one point in their lives. These mental illnesses are evidenced by the rising suicide cases in Kenya and according to police reports, majority of suicide cases are secondary and primary school students who kill themselves in depression-fueled impulses and academic performance related circumstances. Adolescents aged between 13-19 experience intense physical, psychological, emotional and economic changes as they make the transition from childhood to adulthood and this is reported as the peak age of suicide attempts (UNICEF, 2012).
Method/methodology: Phenomenological and ex-post-facto research designs were adopted. Population of the study were 38,380 teachers in the 4,491 public primary and secondary schools in the Central region of Kenya, stratified by county. Simple random and convenience sampling techniques were used to sample 207 teachers from 26 schools in Murang’a, Nyeri, and Nyandarua counties. Data was collected using structured questionnaires, whose reliability were estimated using the Cronbach method for internal consistency. Phenomenological data was analyzed using thematic analysis technique, while quantitative data was analysed using descriptive statistics. Nvivo software was used for analysis and interpretation.
Results of the study: The study found that there was inadequate mental health literacy among teachers in Kenya. There are serious gaps in training of teachers in mental health, and most teachers do not feel confident to handle mental health issues in schools and among their learners. The study further established a significant relationship between social marketing mix and mental health literacy of teachers.
Conclusion and policy recommendation: The study concluded that largely teachers have no requisite capacity to help address mental health challenges among their learners and recommended a robust awareness creation and training in mental health across the teaching fraternity in Kenya.
Keywords: Mental health literacy, Mental illness, Mental health issues, social marketing mix
References
Anderson, M., Werner-Seidler, A., King, C., Gayed, A., Harvey, S. B., & O’Dea, B. (2019). Mental Health Training Programs for Secondary School Teachers: A Systematic Review. School Mental Health, 11(4), 489-508. https://doi.org/10.1007/s12310-018-9291-2
Andrews A, McCabe M, & Wideman-Johnston T (2014). Mental Health Issues in The Schools: Are Educators Prepared? The Journal of Mental Health Training, Education and Practice, 9(4), 261–272. 10.1108/JMHTEP-11-2013-0034
Ball A, Iachini AL, Bohnenkamp JH, Togno NM, Brown EL, Hoffman JA, & George MW (2016). School Mental Health Content in State In-Service K-12 Teaching Standards in The United States. Teaching and Teacher Education, 60(60), 312–320. 10.1016/j.tate.2016.08.020
Balta, S., Emirtekin, E., Kircaburun, K., & Griffiths, M. D. (2020). Neuroticism, Trait Fear of Missing Out, and Phubbing: The Mediating Role of State Fear of Missing Out and Problematic Instagram Use. International Journal of Mental Health and Addiction, 18(3), 628–639. https://doi.org/10.1007/s11469-018-9959-8
Bentley, J. C. (1965). The Teacher’s Role in Mental Health. Educational Forum, 29(2), 199–205. https://doi.org/10.1080/00131726509339357
Bishop, D. C., Giles, S. M., & Bryant, K. S. (2005). Teacher Receptiveness Toward Web-Based Training and Support. Teaching and Teacher Education, 21(1), 3–14. https://doi.org/10.1016/j.tate.2004.11.002
Campbell, F., Blank, L., Cantrell, A., Baxter, S., Blackmore, C., Dixon, J., & Goyder, E. (2022). Factors That Influence Mental Health of University and College Students in the UK: A Systematic Review. BMC Public Health, 22(1), 1778. https://doi.org/10.1186/s12889-022-13943-x.
Cortina MA, Sodha A, Fazel M, & Ramchandani PG (2012). Prevalence of Child Mental Health Problems in Sub-Saharan Africa. Archives of Pediatrics & Adolescent Medicine, 166(3), 276 10.1001/archpediatrics.2011.592 [PubMed: 22393184]
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating Internalization: The Self-Determination Theory Perspective. Journal of Personality, 621(1), 119–142.
Fazel, M., Patel, V., Thomas, S., & Tol, W. (2014). Mental Health Interventions in Schools in Low Income and Middle-Income Countries. The Lancet Psychiatry, 1(5), 388–398. https://doi.org/10.1016/S2215-0366(14)70357-8
Fei, C., & Oyam, D. M. (2024). The Role of Teacher Training in Addressing Student Mental Health Issues in the Classroom. Journal of Teacher Education and Development, 29(6), 125-139. https://doi.org/10.5281/zenodo.12591677
Franklin, C. G. S., Kim, J. S., Ryan, T. N., Kelly, M. S., & Montgomery, K. L. (2012). Teacher Involvement in School Mental Health Interventions: A Systematic Review. Children and Youth Services Review, 34(5), 973–982. https://doi.org/10.1016/j.childyouth.2012.01.027
Giorgi A, P, & Giorgi B (2008). Phenomenological Psychology in Carla Willig WS-R (Ed.), The SAGE Handbook of Qualitative Research in Psychology (pp. 165–178). London: SAGE
Israel, G., (2009). Determining Sample Size, Institute of Food and Agricultural Sciences. Florida: University of Florida.
Johnson, C., Eva, A. L., Johnson, L., & Walker, B. (2011). Don’t Turn Away: Empowering Teachers to Support Students’ Mental Health. Clearing House, 84, 9–14
Jorm, A. F., Korten, A. E., Jacob, P. A., Christensen, H., Rodgers, B., & Pollitt, P. (1997). “Mental Health Literacy”: A Survey of The Public’s Ability to Recognise Mental Disorders and Their Beliefs About the Effectiveness of Treatment. Medical Journal of Australia, 166(4), 182–186. https://doi.org/10.5694/j.1326-5377.1997.tb140071.x
Jörns-Presentati, A., Napp, A.-K., Dessauvagie, A. S., Stein, D. J., Jonker, D., Breet, E., et al. (2021). The Prevalence of Mental Health Problems in Sub-Saharan Adolescents: A Systematic Review. PLOS ONE, 16(5), e0251689. https://doi.org/10.1371/journal.pone.0251689.
Kieling C, Baker-Henningham H, Belfer M, Conti G, Ertem I, Omigbodun O, Rahman A (2011). Child and Adolescent Mental Health Worldwide: Evidence for Action. Lancet. 378(9801), 1515–25. 10.1016/S0140-6736(11)60827-1
Kutcher, S., Wei, Y., & Coniglio, C. (2016). Mental Health Literacy: Past, Present, And Future. Canadian Journal of Psychiatry: 61(3), 154–158. https://doi.org/10.1177/0706743715616609
Kutcher, S., Wei, Y., & Morgan, C. (2015). Successful Application of a Canadian Mental Health Curriculum Resource by Usual Classroom Teachers in Significantly and Sustainably Improving Student Mental Health Literacy. Canadian Journal of Psychiatry, 60(12), 580–586. https://doi.org/10.1177/070674371506001209
Lestari, Y., Latif, S., & Widiastudi, R. (2013). Mengurangi Kecemasan Siswa di Sekolah dengan Menggunakan Teknik Desensitisasi Sistematis. ALIBKIN (Journal Bimbingan Konseling), 2(3), 1–12. http://jurnal.fkip.unila.ac.id/index.php/ALIB/article/view/2084
Mansfield, R., Humphrey, N., & Patalay, P. (2021). Educators’ Perceived Mental Health Literacy and Capacity to Support Students’ Mental Health: Associations with School-Level Characteristics and Provision in England. Health Promotion International, 36(6), 1621-1632. https://doi.org/10.1093/heapro/daab010.
Mbwayo AW, & Mathai M (2016). Association between Hopelessness and Conduct Problem among School Going Adolescents in a Rural and Urban Setting in Kenya. Journal of Child and Adolescent Behaviour, 4(3), 1–4. 10.4172/2375-4494.1000291
Ministry of Education, (2019). Republic of Kenya-Statistical Booklet
Nalipay, M. J. N., Chai, C.-S., Jong, M. S.-Y., King, R. B., & Mordeno, I. G. (2023). Positive Mental Health Literacy for Teachers: Adaptation and Construct Validation. Current Psychology, 43, 4888-4898. https://doi.org/10.1007/s12144-023-04694-y.
Nunnaly, J., & Bernstein, I., (1994). Psychometric Theory (3rd Ed.). New York: McGraw-Hill.
Nyutu PN, & Bertel JM (2012). Perceptions of Teacher Preparation and Attitudes Regarding Students’ Mental Health in Kenya. Advances in School Mental Health Promotion, 5(1), 63–74. 10.1080/1754730X.2012.664863
Osagiede O, Costa S, Spaulding A, Rose J, Allen KE, Rose M, & Apatu E (2018). Teachers’ Perceptions of Student Mental Health: The Role of School-Based Mental Health Services Delivery Model. Children and Schools, 40(4), 240–248. 10.1093/cs/cdy020
Riastiningsih, S., & Sidarta, N. (2018). Tingkat depresi dan jenis kelamin berhubungan dengan perilaku anti sosial pada pelajar SMA. Journal Biomedika Dan Kesehatan, 1(1), 3–9. https://doi.org/10.18051/jbiomedkes.2018.v1.3-9
Ringwalt, C. L., Pankratz, M. M., Jackson-Newsom, J., Gottfredson, N. C., Hansen, W. B., Giles, S. M., & Dusenbury, L. (2010). Three-Year Trajectory of Teachers’ Fidelity to A Drug Prevention Curriculum. Prevention Science, 11(1), 67–76. https://doi.org/10.1007/s11121-009-0150-0
Rosen, A., Mueser, K. T., & Teesson, M. (2007). Assertive Community Treatment—Issues from Scientific and Clinical Literature with Implications for Practice. Journal of Rehabilitation Research & Development, 44(6), 813–825. https://doi.org/10.1682/JRRD.2006.09.0110
Rothi D, Leavey G, Chamba R, & Best R (2005). Identification and Management of Pupils with Mental Health Difficulties: A Study of UK Teachers ‘Experience and Views.
Rothì D.M, Leavey G, & Best R (2008). On the Front-Line: Teachers as Active Observers of Pupils’ Mental Health. Teaching and Teacher Education, 24(5), 1217–1231. 10.1016/j.tate.2007.09.011
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and The Facilitation of Intrinsic Motivation, Social Development, And Well-Being. American Psychologist, 55(1), 68–78. doi: 10.1037110003-066X.55.1.68
Severson, H. H., Walker, H. M., Hope-Doolittle, J., Kratochwill, T. R., & Gresham, F. M. (2007). Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, And Professional Practices. Journal of School Psychology, 45(2), 193–223. https://doi.org/10.1016/j.jsp.2006.11.003
Springer. (2023). Promoting Mental Health Literacy Among Educators: A Critical Review. In SpringerLink. https://link.springer.com/chapter/10.1007/978-3-319-89842-1_9
Ulum, T. S., Kusdaryani, W., & Yulianti, P. D. (2019). Layanan Konseling Kelompok Rational Emotive Behavior Therapy Terhadap Harga Diri Siswa Korban Self Injury. EMPATI-Journal Bimbingan Dan Konseling, 6(2). https://doi.org/10.26877/empati.v6i2.4279
Whitley, J., Smith, J. D., & Vaillancourt, T. (2012). Promoting Mental Health Literacy Among Educators: Critical in School- Based Prevention and Intervention. https://doi.org/10.1177/0829573512468852
Wironika, A.-, Yulianti, P. D., & -, R. (2019). Pengaruh Konseling Kelompok Cognitive Behavior Therapy Teknik Stress Inoculation Training Terhadap Stres Ulangan Siswa. Indonesian Journal of Learning Education and Counselling, 2(1), 90–99. https://doi.org/10.31960/ijolec.v2i1.150
Yildirim, C., Sumuer, E., Adnan, M., & Yildirim, S. (2016). A Sowing Fear: Prevalence of Nomophobia Among Turkish College Students. Information Development, 32(5), 1322–1331. https://doi.org/10.1177/0266666915599025
