Breaking barriers: mental health literacy and stigma in Addis Ababa's schools - a qualitative study in Ethiopia

To explore the mental health literacy of school communities and stigma against students with mental disorders in Ethiopia's specific context.

Qualitative study using in-depth and key informant interview guides.

Nine teaching and psychosocial support staff participants (five men and four women; years of experience ranging between 2 and 35; three school counsellors, two clinical nurses, two special needs teachers, one counselling psychologist and one class principal teacher) were purposefully recruited on the basis of their proximity to the students' academic Journeys and health-related issues.

Key Informant Interviews were conducted with nine participants working at four high schools (two private schools, one affiliated with a church and two public schools, one with a programme for special needs students) in Addis Ababa, Ethiopia.

This study revealed that there is a significant lack of awareness and misconceptions about mental health issues within the school community, and that students suffering from mental disorders often face discrimination and stigma. These factors contribute to delays in seeking care, which may result in poor coping strategies. School-based programmes aimed at promoting mental well-being and reducing the stigma observed at the study sites are inadequate for addressing these challenges effectively.

In this study, we identified key challenges among school communities, as perceived and reported by school-based professionals, including a lack of awareness, misconceptions and notable stigma against schoolchildren with mental disorders. To establish a well-coordinated school mental health system, governance should focus on (1) establishing comprehensive mental health literacy and promotion, (2) reducing stigma and (3) implementing service delivery and/or referral programmes within schools in Addis Ababa. To ensure a holistic and inclusive mental health support in Ethiopian schools, future studies should engage students and their parents directly triangulating these professional observations.