Teachers urged to monitor students’ mental health, hidden struggles

____________________

As schools reopen this Monday, the Ministry of Education and Sports has directed teachers to play a more active role in identifying and managing the mental health challenges and social vices faced by students.

Speaking at the inaugural Patrons Conference during the launch of the Generation Next (GN) Trybe at Reach A Hand Uganda offices in Kampala, Henry Ssemakula, Principal Education Officer in the Department of University Education and Training, emphasised that schools, which host students for over 270 days a year, must do more than deliver academic content.

“Students are facing issues like teenage pregnancies, early marriages, substance abuse, and most importantly, mental health challenges," he said.

“Over the last three years, we’ve lost too many young lives over matters that could have been resolved through empathy and support.”

Unseen battles in the classroom

Ssemakula highlighted several harrowing incidents, including a boy who jumped from a school building after being told to cut his hair, and a girl who burned herself when her parents transferred her to another school, separating her from her boyfriend.

In another case, a girl died by suicide after being forced to study a subject combination she didn't choose.

“These cases are preventable. Listening to students is key,” he noted.

Substance abuse and cyberbullying are also growing concerns. Some students, he said, are falling victim to online debt traps or emotional turmoil caused by digital harassment.

For girls, the lack of menstrual hygiene products remains a barrier to consistent school attendance, turning a natural biological process into a burden.

To help address these issues, the Ministry now requires all schools to appoint senior men and senior women teachers, along with dedicated counsellors responsible for student guidance and wellbeing.

These staff members are tasked with creating safe spaces where students can speak openly about their problems.

Curriculum reforms and safe schooling

Ssemakula also called on schools to embrace the new lower secondary curriculum, which includes information on sexual and reproductive health.

He emphasised that every school must follow ministry guidelines not only in education delivery but also in mental and physical health support.

“Our guidelines now allow any responsible teacher to serve as a senior man or woman, unlike before when only older staff were appointed,” he said.

The Ministry is also promoting the use of music, dance, and drama as tools to communicate values and life skills to the youth.

However, he criticised the overly demanding schedules of some schools, where lessons start at 5 am and end at 11 pm, leaving students exhausted and stressed.

“This contradicts the guidelines that emphasise mental health. Overloading students does more harm than good.”

He reminded school administrators to accommodate teenage mothers, allowing them to return to school after childbirth.

“While pregnant girls shouldn’t bring their babies to school, the guidelines make room for them to continue with their education after maternity leave. They can even transfer to a different school to avoid stigma.”

Violence, cults, and silent traditions

Ssemakula expressed concern over harmful traditions, such as bullying of freshmen, which often go unreported.

“We had an incident in Rakai where students burned down a dormitory, causing loss of life. These practices must be stopped.”

He encouraged the involvement of external counsellors and peer educators who can help students discuss difficult topics like addiction and mental health without fear of judgement.

Spiritual welfare, he added, should not be overlooked. “Some students get involved in cults. Teachers must remain observant and create open environments for all students.”

To the students, Ssemakula delivered a candid message: “You’re young now, but adulthood is around the corner. Use your energy wisely. Avoid fights and vandalism. Engage in sports and constructive activities instead.”

He urged them to use their talents and technological access for personal and national development.

Support from religious and academic leaders

Rev. Nathan Mugalu advised teachers to adopt the social-ecological model when addressing student issues, examining influences on the individual, family, community, and school levels.

“We must empower peer groups and school clubs. A teacher can't be everywhere, but student-led support groups can fill that gap,” he said.

Luke Senkabirwa, a teacher at Bishop Cipriano Kihangire Senior Secondary School, noted the value of peer-to-peer support.

“We often see depression among students due to age differences. Thankfully, we have a fully-fledged counselling team and guided peer sessions to address these problems.”

As a Christian institution, his school also provides spiritual support through a chaplain, helping students navigate emotional highs and lows.

The GN Trybe Initiative

Humphrey Nabimanya, CEO of Reach A Hand Uganda, emphasised that today’s youth lack empathy, patience, and willingness to dialogue.

“We must imagine what society will look like in ten years with the rise of AI and changing values.”

Through GN Trybe, the organisation plans to train peer educators to relate with Generation Z and guide them towards becoming responsible citizens.

“We want to build a movement that will shape an informed and empowered generation in the next decade,” he said.