Mental health literacy among secondary school teachers in Africa: a scoping review

Abstract

The global recognition of mental health as a fundamental component of overall well-being is becoming increasingly imperative, particularly in educational settings. Teachers often serve as the initial observers of changes in learners’ behavioural and emotional states. This positions teachers as crucial in the early identification, referral, and support of learners dealing with mental health challenges. However, empirical evidence indicates a deficiency in mental health literacy among teachers, often resulting in insufficient knowledge and a lack of confidence in addressing the mental health needs of learners. This scoping review employed the five-stage framework by Arksey and O’Malley to map and synthesise existing evidence on MHL among secondary school teachers in Africa. A comprehensive electronic search was conducted across regional databases, including SABINET, as well as international databases such as Web of Science, PubMed, ProQuest, and EBSCOhost. The study systematically mapped key themes from relevant studies published in peer-reviewed journals between 2000 and 2025 to consolidate robust evidence. Following the screening process, ten studies conducted between 2015 and 2023 were identified. The review categorised five thematic areas: (i) characteristics of interventions and programmes, (ii) the levels of MHL among secondary school teachers, (iii) measurement tools and methodological approaches used, (iv) effectiveness of MHL interventions, and (v) barriers and facilitators. The findings provide crucial insights that could inform significant changes across three main domains: educational policy, school-based practices, and future research directions