LAHORE: The Child & Family Psychiatry Department at King Edward Medical University, in collaboration with the Joint Initiative for the Advancement of Child and Adolescent Mental Health Services in Low-Middle Income Countries (JIA-CAMHS), partnered with Crescent Model Higher Secondary School to address the growing need for mental health awareness among educators. This initiative recognized the critical role teachers play in supporting the emotional and psychological well-being of their students. Prof. Dr. Nazish Imran from King Edward Medical University, along with Ms. Rabia Najam(Principal) and Ms. Uzma Sajid (Vice Principal, Junior section) from Crescent Model Higher Secondary School, were the driving force behind this transformative training program, which was made possible through the unwavering support of Mr. Altaf Muhammad Saleem, Managing Trustee/Secretary, and the school’s administration.
Child & Family Psychiatry Department at KRMU in collaboration with the Joint Initiative for the Advancement of Child and Adolescent Mental Health Services in Low-Middle Income Countries (JIA-CAMHS), partnered with Crescent Model Higher Secondary School to address the growing need for mental health awareness among educators. Group photograph taken on the occasion
shows the facilitators of the course with the participants.
During the training, the need for addressing the growing need for early mental health support was emphasized. With the average onset of early signs of mental illness occurring around age 14, schools are uniquely positioned to provide early intervention. However, many students delay seeking help until adulthood, leading to an increased mental health burden. Recognizing this gap, the training program was designed to equip teachers with the skills and knowledge to identify and address mental health concerns effectively.
Insights from Teachers: A Glimpse into Their own Challenges
An initial focus group discussion highlighted the stressors faced by teachers both inside and outside the classroom. Teachers cited various external stress factors, including a lack of sleep, financial pressures, overwork due to multiple jobs, difficulties with time management, traffic-related stress, and the excessive workload of tasks such as copy-checking, assignments, and lesson planning. Female teachers particularly noted challenges in balancing home responsibilities with professional demands. Within the classroom, teachers reported feeling overwhelmed by administrative pressures to document classroom activities, which disrupted their teaching flow.
A view of the Training session for empowering the educators organized by KEMU and JIA-CAMHS in progress at Crescent Model School.
Other challenges included managing disruptive and unmotivated classes, addressing the emotional needs of students, and coping with the physical and emotional toll of their work. Teachers also mentioned communication difficulties with parents, including pressure to share their personal contact information, as well as the stigma around discussing mental health issues. Teachers also identified a range of mental health challenges among students. Younger children often exhibited issues such as hearing difficulties, slow learning, anxiety, anger, poor nutrition from skipping breakfast, and physical complaints like shivering, stomach aches, and vomiting. Among older students, behavioral concerns were more prevalent, including anger, mood swings, hidden smoking habits, class dodging, lying, disrespectful behavior, bullying, and name-calling. To address these challenges, educators recommended several interventions, including counseling sessions for parents and teachers, stress management workshops, and professional certifications to handle mental health challenges effectively.
Identified Training Needs
Teachers also emphasized the need for targeted training in identifying mental health red flags, developing basic counseling skills, developmental and emotional difficulties, managing hyperactive children, addressing bullying, understanding and managing harsh behavior in intelligent children, implementing trauma-informed care, providing guidance on managing own stress.
Structured Training Program for Teachers
A comprehensive three-month training program was developed to meet these identified needs. The program included six biweekly sessions delivered through in-person interactive formats. Attendance at a minimum of five sessions was mandatory for certification. Each session focused on specific mental health topics, facilitated by experienced professionals, and covered areas such as social-emotional development, neurodevelopmental disorders, behavior management strategies, emotional difficulties like anxiety and depression, trauma-related challenges, and stress management for educators. Facilitators included Prof. Dr. Nazish Imran, Dr. Khaula Tariq, Dr. Maryam Ayub, Ms Mariam Nawazish & Ms Amber.
This initiative reflects a significant collaboration between Child Psychiatry Department at King Edward Medical University, JIA-CAMHS, and Crescent Model Higher Secondary School. By enhancing educators’ understanding of mental health, the program aims to foster a nurturing environment for students while promoting teacher well-being. This effort underscores the importance of equipping schools with the tools to create a resilient and supportive educational framework.
Report prepared by Prof Nazish Imran & Dr Khaula Tariq
