Enhancing Mental Health Literacy in Schools

During this reporting period, the School Mental Health Program has shown encouraging progress, driven by the contribution of two energetic female field students from the University of Dar es Salaam and the University of Tumaini. Their involvement has infused new energy and creativity into the Wellness Club, which had been gradually losing momentum due to limited teacher engagement.

The students’ participation has strengthened the Club’s activities, inspiring their peers to take a more active role in discussions and initiatives promoting mental health awareness and self-care among students. Their enthusiasm has demonstrated the potential of youth leadership in sustaining school-based mental health programs, even in contexts with limited institutional support.

However, several challenges persist. Teachers responsible for guiding Wellness Club activities continue to face heavy academic workloads, leaving little time for extracurricular responsibilities. Moreover, since mental health is not an examinable subject within the national education system, there is limited motivation for teachers to prioritize it. Without incentives or policy-level recognition, mental health activities in schools often depend on the voluntary interest and passion of students themselves.

These experiences emphasize the importance of TEWWY’s ongoing efforts to integrate mental health literacy into school environments, equipping both teachers and students with the skills and resources to foster emotional well-being. In the coming months, TEWWY will continue to strengthen partnerships with schools and universities to promote sustainability, student ownership, and institutional commitment to mental health education.