How schools can talk about mental well-being

A student who used to be top of the class suddenly stops handing in homework. Another laughs loudly all day but sits alone at lunch. A third falls asleep in every morning lesson. A fourth gets into fights more often than before.

Teachers see these changes every day. Often, they're treated as discipline problems: "lazy," "rude," "not serious." Sometimes that's true. But sometimes, these are signs that a young person is struggling inside — with stress, sadness, worry, grief, family problems or something harder to name.

In many African schools, mental health is rarely discussed. Yet young people face enormous pressures: exams, family expectations, poverty, social media, relationships and uncertainty about the future.

How can schools talk about mental well-being in ways that are helpful, respectful and realistic?

Note: This article is general information for educators and families. It's not a substitute for professional mental health care.

Why this matters

• WHO estimates that about one in seven adolescents aged 10–19 worldwide experiences a mental health condition — and many go unrecognised and untreated.
• Half of all mental health conditions start by age 14, according to WHO.
• In many African countries, there are very few mental health professionals. WHO's Mental Health Atlas shows the African Region has among the lowest numbers of mental health workers per population in the world.

This means schools — where young people spend much of their time — are important places for noticing problems early and building healthy habits.

About 1 in 7 young people aged 10–19 experiences a mental health condition. (WHO, Adolescent mental health fact sheet) Half of mental health conditions begin by age 14. (WHO)

What is mental well-being?

Mental well-being isn't just the absence of illness. WHO describes mental health as a state of well-being in which a person can cope with the normal stresses of life, learn and work well, and contribute to their community.

Everyone has mental health, just like everyone has physical health. Sometimes it's good; sometimes it's not. Talking about it should be as normal as talking about a headache or a broken arm.

Why it's hard to talk about in many schools

• Stigma: mental health problems may be seen as weakness, madness, spiritual attack or bad behaviour.
• Lack of words: many languages don't have simple, common terms for anxiety or depression — or those words carry shame.
• Lack of training: teachers aren't trained to recognise or respond to mental health issues.
• Big classes: 60–80 students make individual attention hard.
• Few services: even when a problem is noticed, there may be nowhere to refer the student.
• Cultural beliefs: families may prefer religious or traditional responses.

These challenges are real. But small steps can still make a big difference.

Joke break: A teacher asked her class, "Who here has ever felt stressed?" Every hand went up — including the headmaster's, who happened to be passing by the window. It was the best start to a well-being lesson she ever had.

Step 1: Make it normal to talk about feelings

Schools can make feelings part of everyday language:

• Start the week with a short "check-in": "On a scale of 1 to 5, how are you feeling today?" (Students can write it privately.)
• Use stories, proverbs, songs and drama to explore emotions.
• Teach words for feelings in local languages and in French or English.
• Share that everyone feels stressed, sad or worried sometimes — including teachers.

"There is no health without mental health." — a principle promoted by WHO and many global health leaders

Step 2: Teach coping skills

Young people can learn practical skills to handle stress:

• Breathing exercises: slow breathing (in for 4, hold for 4, out for 4) helps calm the body.
• Problem-solving: break problems into small steps.
• Talking: identify trusted adults and friends.
• Physical activity: sport, dance, walking.
• Sleep: good sleep habits. See Why rest matters for people building busy lives.
• Healthy use of phones and social media.
• Gratitude and reflection: writing down good things that happened.

These skills are sometimes taught as "life skills" or "social and emotional learning" (SEL).

Step 3: Train teachers to notice signs

Teachers don't need to be psychologists. But they can learn to notice warning signs:

• Sudden drop in grades.
• Withdrawal from friends and activities.
• Constant tiredness or sleeping in class.
• Big changes in mood or behaviour.
• Frequent absences.
• Talking about feeling hopeless or worthless.
• Unexplained injuries.

When teachers notice these signs, the first step is simple: a private, kind conversation. "I've noticed you seem different lately. Is everything OK? I'm here if you want to talk."

WHO and partners have developed programmes to support this. For example, WHO's Helping Adolescents Thrive (HAT) initiative offers guidance for promoting adolescent mental health, and WHO's mhGAP programme trains non-specialists to recognise and manage common mental health conditions.

Step 4: Create a referral path

Schools should know where to send students who need more help:

• School counsellors or guidance teachers (if available).
• School nurses or local health centres.
• Psychologists, psychiatrists or mental health NGOs in the area.
• Helplines (where available in your country).
• Trusted religious or community leaders who work respectfully with health services.

Make a simple list and share it with all staff. When a student is at risk of harm, schools must act quickly and involve appropriate professionals and families (while considering the student's safety).

Step 5: Deal with bullying and exam pressure

Two big sources of stress in schools are bullying and exams.

Bullying:

• Clear anti-bullying rules, known by everyone.
• Safe ways for students to report (including anonymously).
• Consistent consequences and support for both victims and bullies.
• Attention to online bullying on WhatsApp, TikTok and other platforms.

Exam pressure:

• Teach study skills and time management.
• Talk openly about exam stress and coping.
• Remind students that their value isn't a single score.
• Work with parents to reduce extreme pressure.

See Learning beyond exams: projects children remember for ways to make learning less about one big test.

Step 6: Involve families and communities

Parents and guardians are key. Schools can:

• Hold parent meetings about adolescent well-being.
• Share signs to watch for at home.
• Encourage open, non-judgemental conversations.
• Respect cultural and religious beliefs while encouraging professional help when needed.

Community leaders, religious leaders and health workers can help reduce stigma and support families.

Step 7: Look after teachers too

Teachers face heavy workloads, large classes, low pay and stress. A stressed teacher has less energy to support students. Schools can:

• Create peer support groups for teachers.
• Offer training in stress management.
• Recognise and appreciate teachers' efforts.
• Reduce unnecessary admin where possible.

Teacher well-being and student well-being are connected.

Examples of approaches in Africa

• Friendship Bench (Zimbabwe): developed by psychiatrist Dixon Chibanda, it trains lay health workers (often older women known as "grandmothers") to provide talk therapy on a park bench. Research published in JAMA in 2016 found it reduced symptoms of depression. The model has been adapted for young people and in other countries.
• School-based life skills programmes in several African countries teach coping, communication and decision-making.
• Youth-led mental health groups on campuses and online are helping reduce stigma.

These examples show that community-based, low-cost approaches can work.

What students can do for each other

• Be a good friend: listen without judging.
• Notice when someone seems different.
• Encourage a friend to talk to a trusted adult.
• Don't share private struggles as gossip.
• Stand up against bullying.
• Tell an adult immediately if a friend talks about harming themselves.

Read How young people can care for their well-being.

Starting small: a 30-day plan for a school

Week 1: Staff meeting on student well-being; agree on warning signs and a referral list. Week 2: Introduce weekly check-ins in classes. Week 3: Hold one lesson on stress and coping skills per class. Week 4: Parent meeting; launch an anonymous suggestion/concern box. Then: review, adjust, continue.

Talking helps

Mental well-being can feel like a difficult topic for schools. But silence doesn't make problems disappear — it makes them harder to see. Schools that talk openly, teach coping skills, notice early signs and know where to refer students can make a real difference in young lives.

It starts with a simple question, asked kindly: "How are you — really?"

If you or someone you know is struggling, please reach out to a trusted adult, a health centre or a mental health professional in your area.

Keep reading: What makes health information easy to trust?, Why local mentors can change a young person's future, and our Health & Well-being section.

Questions

How common are mental health problems among young people?

WHO estimates about 1 in 7 adolescents aged 10–19 experiences a mental health condition.

What can teachers do about student mental health?

Make it normal to talk about feelings, teach coping skills, notice warning signs, have private supportive conversations and refer students to appropriate help.

What is the Friendship Bench?

A Zimbabwean programme where trained lay health workers provide talk therapy, shown in research to reduce depression symptoms.