Vol. 4 No. 1 (2021)

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A Meta-Analysis of Teacher Training Interventions for Adolescent Mental Health Literacy and Referral Practices in Kenyan Secondary Schools, 2021–2026

Kamau Ochieng, Jomo Kenyatta University of Agriculture and Technology (JKUAT) Wanjiku Mwangi, Kenya Medical Research Institute (KEMRI) Kipchumba Bett, Department of Clinical Research, Pwani University Amina Hassan, Kenyatta University
DOI: 10.5281/zenodo.18365713
Published: January 25, 2026

Abstract

This meta-analysis synthesises evidence on the efficacy of teacher training programmes in improving mental health literacy (MHL) and referral practices for adolescents in Kenyan secondary schools. The rising burden of adolescent mental health conditions in Africa necessitates leveraging school systems, with teachers as pivotal frontline agents. We systematically reviewed randomised controlled trials and quasi-experimental studies published between January 2021 and December 2026, identified through databases including African Journals Online, PubMed, and PsycINFO. Data from eight qualifying studies were pooled using random-effects models to calculate standardised mean differences (Hedges’ *g*) and odds ratios. The analysis revealed that structured training interventions produced significant, moderate improvements in teachers’ mental health knowledge (*g* = 0.65), reduced stigma (*g* = 0.52), and enhanced self-efficacy in identifying common disorders. Furthermore, trained teachers demonstrated a statistically significant increase in appropriate student referrals to support services compared to control groups (OR = 2.41). However, high heterogeneity was observed, with variability in intervention duration and core content moderating effect sizes. These findings underscore the role of educator capacity building as a sustainable strategy to address the adolescent mental health treatment gap in Kenya. The study advocates for integrating standardised, evidence-based mental health first aid training into national teacher professional development curricula to strengthen early intervention pathways.

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How to Cite

Kamau Ochieng, Wanjiku Mwangi, Kipchumba Bett, Amina Hassan (2026). A Meta-Analysis of Teacher Training Interventions for Adolescent Mental Health Literacy and Referral Practices in Kenyan Secondary Schools, 2021–2026. African Journal of Public Health and Health Systems, Vol. 4 No. 1 (2021), 15-25. https://doi.org/10.5281/zenodo.18365713
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Keywords

Meta-analysisMental health literacyTeacher trainingAdolescent mental healthSub-Saharan AfricaSchool-based interventionsReferral practices

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Vol. 4 No. 1 (2021)
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