Development and validation of a school-based mental health education programme for in-school adolescents in Lagos, Nigeria

Abstract

An increasing prevalence of mental health challenges among adolescents, with its onset identified in early/mid-adolescence, has called for global concern. Mental health disorders account for most of the leading causes of adolescent disease burden. Its impact, as measured by the financial cost and the overall risks on adolescents, families, and the community, cannot be overemphasized, especially among Low Middle-Income Countries like Nigeria. The study aimed to determine adolescents' knowledge, attitude, and mental health status and explore stakeholders' perspectives as well as documented literature on school-based mental health programmes. Then, use the information to develop and validate a school-based mental health education programme for adolescents in the school setting. A sequential, multi-method study design involving six objectives, all in three phases, was employed in this study. Phase one entailed baseline data identification involving a quantitative survey to determine the knowledge, attitude, and mental health status of in-school adolescents, qualitative exploration of stakeholders' perspectives through in-depth interviews and a scoping review to determine international literature on school-based mental health education programme. In phase two, the findings from phase one were merged to create overlapping themes. These themes identified domains from which the school-based mental health education programme was developed. In the third phase, a group of experts validated the programme's content for relevance and clarity through two rounds of Delphi. A pool of 50 items under six domains was generated for the second round of the school-based mental health education programme after the content validity was carried out. Evidence from the scoping review revealed that a theoretical framework is optional in developing a school-based mental health education programme. Also, most programmes reviewed used the universal level of intervention for comprehensive coverage. Although not all mental health programmes were part of the school curriculum, break time and after-school hours were used by some facilitators in delivering mental health education programmes. In determining the knowledge, attitude, and mental health status of in-school adolescents in Nigeria, the findings showed that only a quarter of the in-school adolescents had high knowledge of mental health. The age of in-school adolescents (p=0.005) and their class (p<0.001) were the socio-demographic information significantly associated with the attitude of in-school adolescents. Five themes and fifteen subthemes emerged from the in-depth interviews that explored stakeholders' perspectives. Overlapping themes from the scoping review, data sources from the quantitative survey, and qualitative interviews generated the domains for the designed school-based mental health education programme for adolescents. The school-based education programme was subjected to validation by a group of experts to ensure the relevance and clarity of the items in the programme. The overall scale level content validity index (S-CVI) for the second round of Delphi was 0.90. The school-based mental health education is designed based on evidence, with good content validity as regards relevance and clarity. Hence, the programme can improve adolescents' knowledge and attitude towards mental health.