Secondary teachers' experiences in dealing with adolescent learners displaying mental distress in Gaborone

Abstract

This qualitative, explorative, descriptive and contextual study was aimed at exploring and describing secondary teachers’ experiences in dealing with adolescent learners displaying mental distress in Gaborone. Moreover, recommendations were proposed for the support needed by secondary teachers who interact with adolescents learners in order to curb mental distress in schools. The sampling method that was used to identify 21 secondary school teachers who participated in this study was purposive. Focus group discussions, as well as field notes, were used to collect data, which were analysed using a thematic analysis. An array of factors that could lead to delays in identifying adolescent learners with mental distress, such as large student numbers and insufficient resources to meet their needs, learners showing signs of mental distress not being taken seriously, lack of parental involvement, relegating parental duties and lack of trust were revealed by the findings. The researcher observed that approaches to support, such as policy guides, parental involvement, peer education and life skills training were best suited to address mental distress in schools as noted by participants. The participants shared the various ways they employed to deal with mental distress in adolescent learners, and suggested strategies that they, together with parents and other stakeholders, could engage in to address these factors. The identified strategies provided a contextual way of establishing recommendations to overcome adolescent mental distress. These included, but were not limitted to, the engagement by parents in mental health problems in schools, as well as policy reviews, and restructuring the referral system.