African Behavioral Neuroscience | 11 December 2006
The Impact of School-Based Mental Health Clinics on Student Well-being and Academic Performance in Libyan Informal Settlements: A Qualitative Exploration
A, l, i, A, l, -, H, a, y, a, t, ,, S, u, l, a, i, m, a, n, A, l, -, S, h, a, m, a, l, i, ,, H, a, s, s, a, n, E, l, -, K, h, a, i, r, y, ,, A, b, d, u, l, l, a, h, G, h, a, n, i, y
Abstract
Libyan informal settlements face significant challenges in mental health services provision, leading to under-resourced school-based clinics. A qualitative study utilising semi-structured interviews with students, parents, teachers, and local community members. Participant recruitment was conducted through purposive sampling within the target population. Interviews revealed that school-based mental health clinics have significantly improved student engagement and academic performance by addressing emotional barriers to learning. School-based mental health clinics play a crucial role in enhancing student well-being and educational outcomes in Libyan informal settlements. Further research should investigate the long-term effects of these clinics on students' mental health trajectories, with policy recommendations aimed at expanding such services to other regions. school-based clinics, student well-being, academic performance, Libyan informal settlements