Exploring The Effectiveness of Mental Health Support Programs for Students within Private Schools in Karachi, Pakistan

Abstract

Mental Health issues are rising concerns among students, specifically in urban areas like Karachi. School environments are a vital place to connect and address students’ psychological, emotional, and behavioural issues with structured programs. This study delved into the effectiveness and challenges of school-based mental health programs in the private schools of Karachi at the secondary level, for the successful implementation of these programs, in the schools where these programs are not implemented. To evaluate the effectiveness of school-based mental health support programs for both administrators and teachers in private schools of Karachi, Pakistan. To identify the challenges and barriers in the implementation of effective mental health programs in schools. A qualitative research design was used, involving 20 secondary school administrators and teachers of private schools in Karachi through semi-structured interviews. This study employed Albert Bandura’s Social Emotional Learning and Bronfenbrenner’s Ecological Systems theory as the theoretical framework. Thematic analysis was used to analyze the data. This study’s findings reveal that school-based mental health programs positively impact students’ lives by regulating emotional, self-expression, prosocial behaviours, and teacher-student interactions. An inclusive environment with trained teachers and a holistic curriculum is crucial, while barriers include limited parent involvement, cultural stigma, inadequate teacher training, and the absence of a structured curriculum. The findings underscore the importance of school-based mental health programs when implemented in a structured and supportive environment. To ensure their sustainability and impact, stronger collaboration is needed between schools, government agencies, and organizations that are engaged in running structured mental health programs for schools.