Integrating mental health support into secondary school curriculum in sub-Saharan Africa: Challenges and Opportunities

Emmanuel Dumbuya

doi:10.30574/ijsra.2024.13.2.2481

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Integrating mental health support into secondary school curriculum in sub-Saharan Africa: Challenges and Opportunities

Emmanuel Dumbuya ^*

Njala University, Njala Campus, Sierra Leone, West Africa.

Review Article

International Journal of Science and Research Archive, 2024, 13(02), 2804-2806.
Article DOI: 10.30574/ijsra.2024.13.2.2481
DOI url: https://doi.org/10.30574/ijsra.2024.13.2.2481

Publication history

Received on 06 November 2024; revised on 14 December 2024; accepted on 16 December 2024

Abstract

Mental health issues are increasingly recognized as critical factors affecting adolescents' well-being and academic success. In Sub-Saharan Africa, secondary schools have the potential to play a pivotal role in addressing this challenge. However, efforts to integrate mental health support into school curriculums face several obstacles. This article explores the challenges and opportunities for embedding mental health initiatives into secondary education in the region, offering a framework for sustainable implementation.

Keywords

Mental health; Secondary school curriculum; Sub-Saharan Africa; Adolescents; Cultural barriers; Teacher preparedness

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How to cite this article

Emmanuel Dumbuya. Integrating mental health support into secondary school curriculum in sub-Saharan Africa: Challenges and Opportunities. International Journal of Science and Research Archive, 2024, 13(02), 2804-2806. https://doi.org/10.30574/ijsra.2024.13.2.2481

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