On Saturday 21st March 2026, teachers, head-teachers and administrators convened at Makerere University to participate in the School Stakeholders’ Workshop aimed at strengthening their capacity to address students’ mental health and psychosocial challenges.
Hosted by the Centre for Teaching and Learning Support (CTLS) under the College of Education and External Studies (CEES), the School Stakeholders’ Workshop, brought onboard participants involved in the delivery of education services at the different levels; pre-primary, primary and secondary schools.
Some of the key stakeholders included representatives from the Ministry of Education and Sports, the Principal of the College of Education and External Studies-Prof. Anthony Muwagga Mugagga, the Keynote Speaker- Rev. Prof. Dr. Samuel Luboga, Chairperson of the Education Service Commission, the Association of Secondary School Head teachers in Uganda, and Dr. Henry Nsubuga, the Manager of Makerere University Counselling and Guidance Centre.
Mental Prevalence in Uganda
According to statistics, Uganda ranks among the top six countries in Africa with 14 million cases of mental disorders, including a depression rate of 4.6% and anxiety rate of 2.9% (Uganda Association of Psychiatrists 2025, WHO 2017).
Mental health issues in Schools
During the School Stakeholders’ Workshop, several participants revealed that a number of learners and teachers were grappling with mental health issues and psychosocial challenges. Citing the cases reported in the media, the participants noted that mental health issues, stress, depression and substance abuse were on the rise, and in some instances leading to suicide.
Drawing on findings from a recent study, Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University, revealed critical gaps in schools’ ability to respond to complex learner needs such as mental health, bullying, emotional instability, and psychosocial distress. She noted that while 68% of stakeholders reported having some form of training, it was largely limited to peer support and insufficient to address emerging challenges. Dr. Ampaire reported that major gaps were identified in the guidance and counselling (55%) and referral systems (15%).
Topics lined up to build the capacity of School Stakeholders
Informed by the research findings, Dr. Anne Ampaire, the Principal Investigator and her team, introduced the participants to the following topics:
- Overview of Learners’ Mental Health and Psychosocial Challenges -Dr. Anne Ampaire
- Mental Health Literacy and Self Care-Dr. Naomi Namanya
- Mental Health and Counselling: Lived Experiences in Schools-Dr. Henry Nsubuga
- School Community Referral and Support Systems-Bro. Dr. Augustine Mugabo
- Career Pathways and Self-management-Dr. Naomi Namanya
- Crisis and Anger Management-Dr. Anne Ampaire and Dr. Timothy Tebenkana
- Managing Bullying and School Based Violence-Dr. Wilber Karugahe
- Basic Psychosocial Support Services-Dr. Anne Ampaire
Timely intervention and Understanding Mental Health
The Principal. College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Dr. Anne Ampaire, the Principal Investigator, Bro. Dr. Augustine Mugabo, Dr. Naomi Namanya, and Dr. Timothy Tebenkana for partnering with the Centre for Teaching and Learning Support headed by Dr. Dorothy Sebbowa Kyagaba, to organize the School Stakeholders’ Workshop.
The Principal observed that the School Stakeholders’ Workshop was a timely intervention, to empower participants with the required knowledge and skills to manage the mental health issues and psychosocial challenges affecting both the learners and teachers.
Prof. Mugagga disclosed that the problem of mental health was complex, affecting parents and guardians as well. He proposed that engagements on mental health and psychosocial management should bring on board parents and the families of the affected learners.
Prof. Mugagga explained that sometimes teachers, use verbal attacks or abusive statements, that affect the mental health of struggling learners. He mentioned that negative remarks from teachers, could be complicating the mental health challenges such learners could be dealing with both at the school and in the home setting.
To elaborate, Prof. Mugagga shared a personal account of one of his children, who had failed to get good grades because of abusive statements from a teacher. However, when they transferred the child to another school, the child excelled and was among the best students. In a discussion, the child revealed that they were able to excel because at the new school, the teachers were a source of encouragement and support. She pointed out that there is a particular teacher who always mentioned her name in class, an act that made her feel valued, alert, and inspired her to work hard.
Prof. Mugagga informed the participants that he used a personal story to illustrate how empathetic teachers and supportive school environments can transform learners’ outcomes.
Prof. Mugagga, a parent and teacher by profession, called upon the participants, to understand and appreciate that the learners are different, and appealed to teachers to use words that uplift the learners.
Enhancement of Counselling Structures
Expressing concern over the growing pressures faced by both teachers and learners, such as academic stress, depression, anxiety, and cases of suicide, the Deputy Vice Chancellor (Academic Affairs), Prof. Sarah Ssali called upon school administrators and teachers to enhance the provision of counselling services by qualified personnel.
In a speech read by Prof. Mugagga, the Deputy Vice Chancellor (Academic Affairs) emphasized that Makerere University undertakes research in order to come up with strategies aimed at solving problems that affect communities and society in general. She therefore commended the College of Education and External Studies, the Centre for Teaching and Learning Support, and the School of Psychology, for developing the Psycho-Educational Model, that seeks to address challenges in schools.
Proactive and Sustainable School Mental Health Systems
Dr. Anne Ampaire, underscored the urgent need for schools to shift from reactive responses to proactive sustainable systems that safeguard learners’ mental health.
Dr. Ampaire emphasized that mental health challenges are systemic, affecting not only learners but also teachers and support staff. She called for a coordinated, holistic school approach involving both teaching and non-teaching staff, including matrons and security personnel.
She cautioned that without timely intervention, more learners risk dropping out or being exposed to harmful environments.
Mission of the Centre for Teaching and Learning Support (CTLS)
Reflecting on CTLS’ mission of promoting learner-centered teaching and supporting both professional development and community outreach, Dr. Dorothy Sebbowa Kyagaba, highlighted that the workshop provided a key platform for strengthening stakeholder competencies through a psycho-educational approach.
She emphasized the critical role of school stakeholders in providing counselling support, helping learners navigate depression, anger, and career-related challenges, while strengthening family-school-community partnerships.
Holistic Support Strategies to prevent Mental Health Challenges
In the keynote address, the Chairperson, Education Service Commission, Prof. Rev. Dr. Samuel Luboga, described learner mental health as a critical determinant of academic success and long-term well-being. He pointed to the complex challenges facing students today, including academic pressure, family instability, social media influence, substance abuse, and gender-based violence.
He urged educators to adopt the following strategies to mitigate the gap between learners and the administration, and to prevent mental health challenges:
• Spot Warning Signs – Watch out for withdrawal, irritability, absenteeism, and declining grades to identify struggling students early.
• Keep Communication Open – Regular check-ups and mentoring create safe spaces for students to share challenges and build resilience.
• Use Collaborative Support – Teams of teachers, counselors, and administrators provide comprehensive student support.
• Maintain Professional Boundaries – Uphold ethics and transparency while nurturing student development.
• Set Expectations and Model Success – High standards and mentorship inspire students to reach their potential.
• Celebrate Achievements and Involve Families – Recognize student success and engage families to reinforce motivation.
• Support Holistic Well-Being – Encourage physical activity and cater to diverse learning styles to help all students thrive.
He advised educators to commit themselves fully to their students’ development, recognizing that their role extends beyond instruction to shaping resilient, well-rounded, and successful individuals.
Structured Referral Systems and Learners’ Wellbeing
Dr. Augustine Mugabo, Co-Principal Investigator, emphasized that the well-being of the learner strengthens the entire education system.
“Increasing emotional distress, behavioral challenges, and school dropouts are often linked to unaddressed social and psychological issues rather than academic failure alone,” he noted.
Dr. Mugabo identified gaps such as limited counselling services, lack of referral training, and weak collaboration with professional support systems, advocating for a structured, multi-level referral model that connects schools with parents and mental health professionals.
Career Pathways and Self-Management
Dr. Naomi Namanya articulated that forcing students to study subjects that they do not like or are not in position to manage contributes to mental health challenges. Dr. Namanya explained that some teachers and parents dictate to learners on the choice of subjects and/or academic disciplines.
She urged teachers and parents to dialogue with learners on their interests, career aspirations and choices. “The learner has a very important role in the decision of his or her career path,” she said.
Making reference to the ongoing narrative of sciences versus humanities disciplines, some learners who desire to study courses within the humanities disciplines are being stressed.
In support of Dr. Namanya’s argument, Dr. Henry Nsubuga revealed to the participants, that some of the students undertaking subjects within the humanities and social sciences disciplines feel neglected and excluded. Some of them disclosed that during Career Days/Fairs or important academic briefings, the speakers focus on sciences, and at times, there is no expert to talk to them.
Compassionate Counselling, Listening and Mental Health Well being
Dr. Henry Nsubuga, the Director, Makerere University Counselling and Guidance Centre, highlighted that mental health remains a neglected aspect of well-being despite its central role in shaping behavior and outcomes.
“Many learners carry hidden trauma, which significantly affects their performance and emotional stability, he said, stressing the importance of listening and compassionate support.
He pointed out systemic challenges, including weak collaboration among stakeholders, lack of trust in counselling systems, and ethical concerns, calling for more supportive and inclusive school environments.
Managing Bullying and School-Based Violence
Dr. Wilbert Karugahe, a Counselling Psychologist, highlighted various forms of violence, particularly psychological bullying and cyberbullying, which have severe long-term effects, including depression, substance abuse, and criminal behavior.
“No learner should be subjected to bullying. Therefore, schools and stakeholders should prioritize preventive strategies against this vice,” he said.
He advocated for prevention, early detection, and interventions such as Counselling and Cognitive Behavioral Therapy.
Anger and Crisis Management
Dr. Anne Ampaire, explained that anger is a natural and normal human emotion experienced across all age groups, but becomes harmful when it is expressed in unhealthy or aggressive ways.
“Anger can range from mild irritation to extreme intensity, and if not properly managed, it can lead to serious consequences such as violence, self-harm, or suicide,” she noted.
She emphasized that individuals express anger differently through emotional, physical, and behavioral signs, often influenced by stress, lack of proper sleep, and mental exhaustion, particularly in highly demanding school environments.
She highlighted that even young children experience emotional struggles, stressing the importance of guiding emotional development from early childhood through activities such as storytelling and emotional expression, while adolescents require structured support due to hormonal and identity challenges.
She recommended practical strategies such as teaching emotional awareness, using calming techniques such as deep breathing and counting to ten, and creating safe spaces within schools for both learners and teachers to manage stress. She advocated for better preparedness through holistic approaches that include proper rest, nutrition, physical activity, and reduced reliance on medication.
She urged schools to strengthen crisis preparedness systems, train staff effectively, and promote collaboration among educators, parents, and professionals to support emotional well-being and safe learning environments.
Way forward
During the discussion segment moderated by Dr. Timothy Tebenkana, participants emphasized the influence of home environments on learner well-being and called for stronger parental involvement. They highlighted the need for empathy, listening, discipline, improved handling of sensitive cases, and addressing systemic challenges such as academic bias and unhealthy competition among learners.
The workshop reaffirmed the importance of collaborative, structured, and proactive approaches to mental health in schools. Participants were encouraged to apply the knowledge gained to strengthen support systems within their institutions and contribute to creating safer and more responsive learning environments across Uganda.
