Why childhood mental health intervention matters

DAR ES SALAAM: RECENT incidents of children taking their own lives have raised fresh concerns over the mental health and emotional wellbeing of young people in the country, prompting psychologists, educators and parents to call for early intervention to help children understand and manage emotional challenges.

The experts say mental health awareness should begin from childhood, arguing that equipping children with knowledge and skills to recognise distress, build resilience and seek support could help prevent crises before they become severe.

For instance, fortnight ago, a Standard Six pupil, 13-year-old Vaileth Soka, from Mirerani in Simanjiro District, Manyara Region, died after hanging herself at her home.

Reports indicated that she had been reprimanded by her father, Innocent Soka, after being found watching a film with content considered inappropriate.

In another incident, 12-yearold Rajabu Ally Mohammed, a resident of Ijava Village, Italagwe Ward in Gairo District, Morogoro Region, hanged himself behind his family’s house.

Morogoro Regional Police Commander Alex Mkama said preliminary investigations showed that Rajabu had earlier been reprimanded by his parents after he was allegedly found with two other children stealing green maize.

The incidents have intensified calls for stronger mental health support systems for children, with experts warning that young people may face emotional struggles but lack the ability or confidence to communicate their feelings.

Psychologist Sumaiya Mahamud said mental health education should be introduced in schools to help children understand their emotions, identify warning signs and seek assistance before problems become overwhelming.

“Mental health education should be integrated into the school curriculum, not simply because of increasing reports of suicide, but because it equips young people with knowledge and skills to understand themselves and cope with life’s challenges,” she said.

Ms Mahamud explained that many young people experience depression, anxiety, stress and emotional difficulties but often do not know what they are going through or where to find help.

“When students are taught to recognise early signs of emotional distress, they are more likely to ask for help before the situation worsens. Early intervention can make a significant difference,” she said.

She said stigma remains one of the biggest barriers to mental health support, with many communities still associating emotional struggles with weakness or shame.

“Many people still view mental health challenges as something that should be hidden. Education can change these attitudes by helping students understand that mental health is just as important as physical health,” she said.

Ms Mahamud said mental health education should focus on practical skills, including emotional regulation, stress management, conflict resolution, resilience, healthy relationships and problem-solving.

She added that such programmes would also support teachers and parents by helping them identify children who may be experiencing emotional difficulties.

“Teachers spend a significant amount of time with students and are often the first to notice changes in behaviour. With proper training, they can recognise warning signs and refer students for appropriate support instead of dismissing or punishing them,” she said.

However, Ms Mahamud cautioned that mental health education alone cannot eliminate suicide because the causes are complex and often involve several factors, including mental illness, family challenges, trauma, substance abuse and economic difficulties.

“There is no single solution to suicide. However, evidence shows that school-based mental health programmes improve awareness, encourage help-seeking behaviour and reduce some risk factors associated with self-harm,” she said.

Clinical Pharmacy Oncology Resident at the University of Nairobi, Ms Happyness Lupamba, said suicide among young people is rarely caused by one event but usually results from emotional struggles that accumulate over time.

Retired Akheri Secondary School teacher Oberilini Sumari said teachers have a crucial role in protecting learners because they often notice changes before anyone else.

“Teachers are often called second parents because we spend a large part of every day with learners. Our responsibility goes beyond teaching subjects. We also have a duty to protect their emotional wellbeing,” he said.

Mr Sumari said behavioural changes should not immediately be interpreted as indiscipline.

“When a child suddenly becomes withdrawn, stops participating in class, isolates themselves from friends or their academic performance drops significantly, we should not dismiss it as laziness. Those changes may be a cry for help,” he said.

He called for stronger guidance and counselling services in schools, adding that cooperation between teachers and parents is essential. Parent Josephate Rugeimkamu said many parents focus on providing basic needs while forgetting the importance of emotional connection.

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Deputy Permanent Secretary in the Ministry of Education, Dr Hussein Mohamed Omar, said the government has taken reports of children taking their own lives seriously and is conducting research involving different sectors.

“The issue of children taking their own lives has been taken seriously by the government, and we are conducting research because it is not a matter for the Ministry of Education alone. It also involves security agencies, community development and health sectors,” he said.